• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.102-113
• /
• 2001

In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

• School Mathematics
• /
• v.3 no.2
• /
• pp.233-248
• /
• 2001

In pthis aper, mathematical terms in 7th elementary mathematics curriculum(from now, in short, 7th curriculum)are reexamined critically. In 7th curriculum there are 123 terms, which seems to be selected cautiously But it is not sure. There are lots of evidences for selecting terms incautiously, Through these evidences, following conclusions are induced: (1) Terms were not selected strictly. There are many terms omitted in 7th curriculum, which are necessary for understanding mathematical concepts. (2) There were no rational principles for selecting terms in 7th curriculum. Any rational principles can not be found out among terms in 7th curriculum. (3) Mathematical terms and real life terms in 7th curriculum were not distinguished explicitly. There were some real life terms in 7th curriculum, which were significant for understanding mathematical concepts. But other real life terms which is significant also for understanding mathematical concepts were not contained in 7th curriculum.

• Journal of Navigation and Port Research
• /
• v.31 no.2
• /
• pp.159-163
• /
• 2007

In this paper, we mainly analyze the performance of two ultra wideband communication systems, the classical Time Hopping Binary Pulse Position Modulation (TH-BPPM) UWB system and the Time Hopping Bipolar Pulse Amplitude Modulation (TH-BPAM) UWB system. The performance of TH-BPPM and TH-BPAM is analyzed in detail under an ideal AWGN channel and a correlation receiver. We use the power spectral density function to get the expression of BER of these two UWB systems. It yields simple and exact formulas relating the performance to the system parameters. The analysis shows that TH-BPPM suffers performance degradation with respect to TH-BPAM. Furthermore, we give the computer simulation of both data and image transmission and our simulation results also prove our theoretical analysis.

• Korean Journal of Veterinary Research
• /
• v.33 no.2
• /
• pp.241-247
• /
• 1993

Forty day old piglets were intranasally inoculated with 2ml of Aujeszky's disease virus (NYJ-1-87 strain, $10^{7.0}$ $TCID_{50/0.2}ml$), and the viral antigens were detected in nasal and circulating white blood cells for 20 days after inoculation by immunocytochemical method. Antibody titers in the blood were also detected by neutralizing test and Aujeszky's disease serodiagnostic kit(Choong Ang) in this periods. 1. Viral antigens were detected by the immunocytochemical technigue, and positive reactions were observated in nasal cells from the 2nd to the l0th days after inoculation and circulated white blood cells from the 4th to the 12th days after inoculation. 2. In neutralization test antibodies levels showed titers of 2 on the 8th day, 8 on the l5th day, 16 on the 18th day and 32 on the 20th day after inoculation. In serodiagnostic kit test positive reactions were observed after the 15th day after inoculation.

• Korean Journal of Child Studies
• /
• v.28 no.4
• /
• pp.289-304
• /
• 2007

Subjects of this study on reading motivation were 300 2nd, 4th, and 6th grade elementary school children. Instruments were the Motivation for Reading Questionnaire (Wigfield and Guthrie 1997; Kwun, 2002) and a School Reading Environment questionnaire developed by the researcher. Results showed that (1) the school reading environment (SRE) of 2nd graders was better than the SRE of 4th and 6th graders. (2) The reading motivation (RM) of 2nd graders was higher than the RM of 4th graders on external purposes; the RM of 4th graders was higher than 6th graders on self-efficacy and social interaction. (3) RM correlated positively with all aspects of SRE. (4) RM was affected by grade in school followed by school library environment and classroom library environment.

• Journal of Korean Academy of Nursing
• /
• v.33 no.1
• /
• pp.122-129
• /
• 2003

Purpose: The purpose of this study is to examine the difference of direct nursing activity and patient outcomes as mortality rate, complication rate, readmission rate and length of stay related to graded fee of nursing management for inpatient. Method: The subjects of this study were 44 general hospitals with more than 500 beds. Data totaled to 86,044 claims provided to inpatients in Jan. 2001 requested by an electronic data interchange from a Health Insurance Review Agency. The data was analyzed by SPSS win(ver.10.0) and statistical methods used were frequency, one-way ANOVA, $X^2$-Test and regression. Result: Synthetic judgment through performance index and 95% confidence interval, direct nursing activity showed to provided adequate quality of nursing care on 2nd, 3rd, 4th and 6th nursing degree. Also, patient outcomes showed difference by graded fee of nursing management for inpatient. Mortality rate of 2nd was the lowest with P.I. 67.9, 3rd, 5th, 6th, 4th in order. In case of complication rate, 2nd, 3rd and 4th were lower than other nursing degree. Readmission rate of 4th and 5th was the lowest. Length of stay of 2nd was the shortest with P.I. 88.3, 3rd, 4th, 5th, 4th, 6th in order. Conclusion: The findings from this study showed that, the higher nurse-to-patient ratio, the greater amount of direct nursing care activity for the patient. Also, the more direct nursing activities influenced a lower mortality rate, complication rate and readmission rate, shorter length of stay.

• Journal of the Korean Society of Tobacco Science
• /
• v.11 no.1
• /
• pp.49-64
• /
• 1989

The study was carried out to investigate the effect of control leaf number on growth and chemical characteristics, and on yield and quality In (rue-cured tobacco The rest upper leaves of 14, 16, and 18 leaves per plant were removed at button stage, and the plants were harvested :0, 12, and 16 leaves with discard 4 leaves of the bottom, respectively. 1. There were showed a tendency to increase in length (LL), width (LW), area (LA), fresh (LFW) and dry weight (LDW) per leaf as leaf numbers were decreased, while those per plant and the ratios of increase of those per plant were decreased. 2. In compensation effect (CE), there were increase in LL, LFW, LDW, LL/LW and LDW/LFW with each decreased in leaf numbers while LW was decreased, LA unchanged. 3. There were significant Increases in LL, LW, and LA at 5th~8th stalk positions form bottom (SP), while those .at 13th~16th SF were decreased. Also, LDW at 5th~l0th, and LDW/LFW and weight Per unit leaf area at 11th 16th were Increased as leaf numbers decreased. 4. Mean per plant and CE of nicotine were increased, but those of sugar were decreased with each decrease In leaf numbers. In addition, nicotine contents at 5th~14th SP except for 9th~10th were increased, otherwise sugar contents at 7th~14th were decreased. 5. There were showed a tendency to increase in grade per Plant and in tirade at 5th~8th SP, but decrease in CE of grade as leaf numbers were decreased. There wee significant decrease in grade at 11th~14th SP. Also, ratio of 5 grade was decreased, while ratios of 3 and 4 grades were increased. 6. When the 2 leaves at 3rd~4th SP were harvested, price was decrease 2.6% and yield was increased 5.8 %. 7. When the 6 leaves from convention were removed at but ton stage, effects of apparent, compensational, and net per leaf on yield were -3.9%, +2.6%, and -6.5%, respectively, and those on price were +1.1%, -1.6% and +2.7%, respectively.

• Journal of Sericultural and Entomological Science
• /
• v.13 no.2
• /
• pp.145-150
• /
• 1971

During 1968-1970, rearing method being held yearly through was conducted to find adequate rearing season under joint projects in various areas; Chung-nam area, Kyung-buk area, Chun-nam area. The results are summarized as follows: 1. In view of rearing results, earlier transfer represents better, in spring season while early transfer worst in autumn season. If the conventional transfer sets on critical point in autumn season, the value recorded gradually decreased in earlier and later transfer and rapidly in earlier and later. 2. With rearing season, obtained results are degraded in order of spring(1st-4th), autumn(7th-10th), late autumn(11th), summer(5th) , early autumn(6th). Late autumn transfer could be delayed for about 6-7 days in southern area. 3. With referrence to rearing results alone, it may be concluded that 4 time ordinary rearing is adoptable in multi-rearing method, dividing into 2 seasons which are 2 time spring rearing(1st-3rd) and 2 time autumn rearings(8th-10th).1st period of spring rearing should be done 3-4 days ahead of the conventional transfer dates being practiced in each local, and 2nd period of spring transfer 5-6 days delayed. In autumn transfer, 2-5 days ahead and 3-6 days delayed batches tested are preferable. In branch rearing, it is recommended that 4 time branch rearing is conducted to divide into 2 seasons which are 2 time spring rearing(1st-3rd) and 2 time autumn rearing (9th-11th) and that the former is carried out in the same level of the 2 time spring rearing, latter in the same level of the conventional autumn .earing (9th) , and late autumn rearing (11th).

• Korean Journal of Acupuncture
• /
• v.35 no.2
• /
• pp.91-97
• /
• 2018

Objectives : This study was performed to investigate immune regulatory effects of the pharmacopuncture with MOK on hyperthyroid rats. Methods : The experimental hyperthyroidism was prepared by the intraperitoneal injection of L-thyroxine(LT4, 0.5 mg/kg) once daily for 2 weeks in Sprague-Dawley(SD) rats. The pharmacopuncture with MOK extract(MOK pharmacopuncture) at doses of 0.3 or 3 mg/kg was injected on acupuncture points in the thyroid glands of hyperthyroid rats once a day for 2 weeks. Propylthiouracil(PTU, 10 mg/kg) as a reference group was subcutaneously injected into the dorsal neck. We measured the levels of $IFN-{\gamma}$ and IL-4 in the sera of rats using enzyme-linked immunosorbant assay(ELISA) and determined the expression of $IFN-{\gamma}$, IL-4, IL-10, and Foxp3 in spleen tissues by reverse transcriptase-polymerase chain reaction(RT-PCR). Results : The treatment of MOK pharmacopuncture in hyperthyroid rats significantly decreased the serum levels of Th1 cytokine, $IFN-{\gamma}$(p<0.01 for MOK 0.3 mg/kg, p<0.05 for MOK 3 mg/kg, and p<0.05 for PTU) and significantly increased the levels of Th2 cytokine, IL-4(p<0.05 for MOK 0.3 mg/kg, p<0.001 for MOK 3 mg/kg, and p<0.05 for PTU) compared to control group. Also, the MOK pharmacopuncture significantly increased IL-4 expression(p<0.05 for MOK 3 mg/kg, and p<0.05 for PTU), IL-10(p<0.05 for MOK 3 mg/kg, and p<0.01 for PTU), and Foxp3(p<0.01 for MOK 0.3 mg/kg, p<0.05 for MOK 3 mg/kg and p<0.01 for PTU) in spleen tissues of hyperthyroid rats compared to control group. Conclusions : Our results suggest that MOK pharmacopuncture can help to ameliorate the pathological progression of hyperthyroidism by regulation of the Th1/Th2 imbalance.

• Journal of The Korean Society of Grassland and Forage Science
• /
• v.23 no.2
• /
• pp.101-106
• /
• 2003

This experiment was carried out to investigate the growth characteristics and seed productivities of orchardgrass "Hwabsung 2 ho" according to seeding times in the NLRI from 2001 to 2002. The experimental design was a randomized block arrangement with three replications. Seed was sown on 10th, 20th, and 30th of Aug. and 10th, 20th, and 30th of Sept. in 2000 and 2001, respectively. Establishment of seedling was worse in seeding of Aug. 10th because of rainfall. Number of panicles per $1\textrm{m}^2$ was numerous in seeding of Aug. 20th and was fewer according as seeding time was later. But panicle did not nearly appear in seeding after Sept. 20th. Seeding of Aug. 20th produced seed yield of 759kg/ha and have most seed yield components. But according as seeding times were later than Aug. 20th, the seed yield was linearly decreased with seed yield components worse.nts worse.