• The Journal of Korean Physical Therapy
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• v.8 no.1
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• pp.65-78
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• 1996

This study wan described the movement patterns when rising from supine to erect stance in the third through eighth decades. Two hundred fifty six subjects, ranging in age from 30 year to 89 were filmed while rising from a supine position. Movement patterns were classified using categorical descriptions of the action of the upper and lower extremity, head-trunk region. This study was designed to determine whether within the rising task the movement patterns of different regions of the body vary with age level and sex, to describe time by subjects to perform this task. The incidence of each movement pattern was calculated and graphed wi th respect to age level and sex. Erect standing time was increased by age increasing in beth sex group. The most common form of rising for subject in the third through fifth decades both sex usually involved symmeytrical push with upper extremity, symmetrical squat pattern with lower extremity, partial rotation pattern wi th head-trunk and symmetrical push to push and reach pattern with upper extremity, symmetri cal squat pattern with lower extremity. partial rotation with head-trunk. In the sixth through eighth decades usually involved symmetrical push to push and reach pattern with upper extremity, symmetrical squat pattern with lower extremity, partial rotation pattern with head-trunk in both sex group.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.

• The Korean Journal of Zoology
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• v.13 no.1
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• pp.3-8
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• 1970

1. Paju area of Kyonggydo has received serious damages by Dryocosmus kuriphilus Yasumatsu in the bushes of Castanea crenata S. et Z. since 1965. I have also found the middle parts of whole country of Korea has damaged by this wasp. 2. Bobwonri was the worst case in its damage by Dryocosmus kuriphilus Yasumatsu with most prosperous parasite, Aletia flavostigma singularis Butler and Dictyoploca japonica Moore. I conclude that this is the result of the lack of beneficial insects and isolated bush formation. 3. The chestnut bush at Bunsuri was recovering from the damage of gall wasp nevertheless it was illustrated big damage at last year's hranches. I conclude that this recovering phenomena is closely related with the insect fauna of this area and this characteristic insect fauna was derived from the bush formation which reveals specific bush arrangement that can be illustrated as surrounded by another bush of Quercus acutissima Carruthers. 4. As a final conclusion, I recommend mixed bush formation of chestnut tree with Quercus species to control insect population dynamics in healthy status.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.424-437
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• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of Science Education
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• v.36 no.2
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• pp.279-292
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• 2012

The purpose of this study is to find the concept of life, the categories of living things and the systems of categorizing them contained in Buddhism, a sort of metaphysical philosophy. For this, monks who devotes themselves to Buddhism were interviewed, and the differences of the definition of life, the categorizing of living creatures and categorizing systems between biology and other subject teachers and students who are Buddhist and ones who are not were inquired. The result shows that in Buddhism, they use 'being' and 'sentience being' as the terms for creatures and they believe creatures are not individual ones but one collective existence connected with each other, which is very different from the biological definition of creatures. Buddhist include metaphysical beings in categories of living things rather than plants. Buddhist criteria for categorizing things which have life, that is living beings, are how they are born, whether they have a certain form and, lastly, whether they are conscious or not. Through this research results we could expect to identify the misconceptions about concept of life and the categories of living things.

• The Korean Journal of Mycology
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• v.24 no.1 s.76
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• pp.38-48
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• 1996

The survival or colonization of beneficial organsisms and suppression of root rot of ginseng (Panax ginseng) by two distinct bacteria, Pseudomonas cepacia, Bacillus cereus and three mycorrhiza in pot soil were investigated and compared with uninoculated root. In separate inoculation, colonization of roots by P. cepacia was maintained at 6.25 (log cfu/g root) during growth for 10 days under pot culture conditions comparing to $5.62{\sim}6.19$ by mixed treatment with other organisms. Colonizations of P. cepacia were gradually decreased from 6.25 (log cfu/g root) in 10 days growth to 3.01 (log cfu/g root) in 270 days incubation period. This reduction was also investgated in combination treatments by B. cereus or F. solani. The numbers of Fusarium spp. were colonized high number in rhizosphere soil from 3.33 to 3.67 (log cfu/g root) in control within $10{\sim}60$days after treatment of pathogen F. solani, but it's numbers were markedly decreased in 270 days cultivation of plant from 3.33 to 1.02 (log cfu/g root) after treatment. In treatment of beneficial strains of P. cepacia and B. cereus, P. cepacia significantly suppressed the development of root rot from 4.3 in control to 1.2 in treatment, whereas B. cereus alone had no effect on the rate of disease suppression. The disease index $(1.8{\sim}2.3)$ in combination of two bacteria was reduced in plants inoculated with both P. cepacia and B. cereus comparing to the index (4.3) of control. As an effect of inoculation with mycorrhiza on disease suppression, suppression of root rot by F. solani was reduced to $1.2{\sim}1.6$ in disease index in treatment of Glomus albidum and Acaulospora longular comparing to 4.3 of control. In the treatment of bacterial strain P. cepacia and mycorrhizal fungus Glomus albidum, the disease suppression was apparent to 1.2 and 1.2 comparing to 4.3 of control in disease index respectively.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Development and Reproduction
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• v.6 no.2
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• pp.97-104
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• 2002

In most mammals, mature oocyte-cumulus complexer(OCCs) ovulate into the oviduct where fertilization by sperm takes place. However, the complex that fail to fertilize eventually undergoes degeneration while they reside in the oviduct. Yet there is no blown mechanism how both oocyte and cumulus cells degenerate. Using human follicular fluid (hFF), bovine oviductal tissue extract (BOX) and mouse OCC, the present study aimed to find how the oviduct influence the viability of the oocyte and cumulus cells in vitro. There was no difference of oocyte maturation rate between the control and BOX-treated groups. However, there was a significant difference in the survival of cumulus cells between two groups. Cumulus cells cultured in the presence of hFF alone underwent initially expansion and then they formed monolayer in the culture dish. Even after 72 hr, they proliferated well and showed fibroblast-like morphology. Cumulus cells cultured in the presence of both hFF and BOX also expanded after 24 hr, however, after 72 hr culture, they eventually detached and degenerated. Cumulus cells cultured in the BOX alone gave a similar drastic result. When the cumulus cells cultured in the presence of BOX were stained with DAPI, their nuclei showed partial condensation and fragmentation. After detailed analysis of these cells by TUNEL assay, many nuclei of them exhibited well stained spots indicating the signs of apoptosis. Based upon these observations, it is suggested that BOX might possess a factor that leads mouse cumulus cells to undergo apoptosis in vitro.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• The Korean Journal of Malacology
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• v.30 no.4
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• pp.429-431
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• 2014

Since we reported a BLAST server for the mollusk in 2004, no work has reported the usability or modification of the server. To improve its usability, the BLAST server for the mollusk has been updated as version II (http://www.malacol.or.kr/blast) in the present study. The database was constructed by using the Intel server Platform ZSS130 dual Xeon 3.20 GHz CPU and Linux CentOS system and with NCBI WebBLAST package. We downloaded the mollusk nucleotide, amino acid, EST, GSS and mitochondrial genome sequences which can be opened through NCBI web BLAST and used them to build up the database. The updated database consists of 520,977 nucleotide sequences, 229,857 amino acid sequences, 586,498 EST sequences, 23,112 GSS and 565 mitochondrial genome sequences. Total database size is 1.2 GB. Furthermore, we have added repeat sequences, Escherichia coli sequences and vector sequences to facilitate data validation. The newly updated BLAST server for the mollusk will be useful for many malacological researchers as it will save time to identify and study various molluscan genes.