• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.16-26
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• 2022

This study was to investigate what pre-service teachers pay attention to when designing science lessons. As a result of analyzing the responses of pre-service teachers, it is analyzed that pre-service teachers are designing science lessons with emphasis on science inquiry, considering students' interest, level, and treatment of misconceptions, and closely related to daily life. In particular, it was found that elementary school pre-service teachers made a lot of comments on science class design that emphasizes experimentation and inquiry, so it was found that emphasizing inquiry was recognized as an important point in science lesson design. It is very positive that pre-service teachers recognize important aspects of science education, such as emphasizing inquiry. In addition, it is suggested that the opportunities for class design and demonstration through collaboration with teachers and colleagues should be increased for pre-service teachers' professional development of teachers.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• The Bulletin of The Korean Astronomical Society
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• v.37 no.2
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• pp.123.2-123.2
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• 2012

We investigate the solar flare occurrence rate and daily flare probability in terms of the sunspot classification supplemented with sunspot area and its changes. For this we use the NOAA active region data and GOES solar flare data for 15 years (from January 1996 to December 2010). We consider the most flare-productive eleven sunspot classes in the McIntosh sunspot group classification. Sunspot area and its changes can be a proxy of magnetic flux and its emergence/cancellation, respectively. We classify each sunspot group into two sub-groups by its area: "Large" and "Small". In addition, for each group, we classify it into three sub-groups according to sunspot area changes: "Decrease", "Steady", and "Increase". As a result, in the case of compact groups, their flare occurrence rates and daily flare probabilities noticeably increase with sunspot group area. We also find that the flare occurrence rates and daily flare probabilities for the "Increase" sub-groups are noticeably higher than those for the other sub-groups. In case of the (M+X)-class flares in the 'Dkc' group, the flare occurrence rate of the "Increase" sub-group is three times higher than that of the "Steady" sub-group. Our results statistically demonstrate that magnetic flux and its emergence enhance the occurrence of major solar flares.

• Asian-Australasian Journal of Animal Sciences
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• v.31 no.2
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• pp.163-166
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• 2018

Objective: Microminipigs are a novel animal model with extensive applications in laboratory studies owing, in part, to their extremely small body sizes. In this study, the relationship between swine leukocyte antigen (SLA) class II haplotype and body weight was evaluated in the Microminipig population. Methods: A total of 1,900 haplotypes, covering SLA class II haplotypes Lr-0.7, Lr-0.23, Lr-0.17, Lr-0.37, Lr-0.16, Lr-0.11, Lr-0.13, and Lr-0.18, were analyzed in 950 piglets. Birth weights and weights on postnatal day 50 were examined in piglets with eight different SLA class II haplotypes. Results: The mean birth weight of piglets with the Lr-0.23 haplotype (0.415 kg, n = 702) was significantly lower than that of piglets with Lr-0.17 (0.445 kg, n = 328) and Lr-0.37 (0.438 kg, n = 383) haplotypes. At postnatal day 50, the mean body weight of piglets with the Lr-0.23 haplotype (3.14 kg) was significantly lower than that of piglets with the Lr-0.13 haplotype (3.46 kg, p<0.01). There were no significant differences in daily gains (DGs) among the eight haplotypes. However, piglets with the Lr-0.11 and -0.18 haplotype combination or any heterozygous haplotype combinations containing Lr-0.23 had significantly lower DGs than those of piglets with the Lr-0.18, 0.37 haplotype combination. Conclusion: Piglets with the Lr-0.23 haplotype had relatively low body weights at birth and on postnatal day 50 and slightly lower DGs than those of piglets with other haplotypes. Therefore, the Lr-0.23 SLA class II haplotype may be a suitable marker for the selective breeding of Microminipigs with small body sizes.

• Journal of Environmental Science International
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• v.21 no.8
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• pp.909-929
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• 2012

It is an after-school material for elementary school student based on STEAM education which has a theme of water pollution as a global issue. First of all, we take a look at various ways of measuring water pollution and among them, we include experiment for student to know about the water pollution by using indicator organisms. Next, we examine how some elements in our daily life affect on water and provide class with systematically technological and engineering solution. With this text book, we let the student recognize environmental problem and seek for the solution about it. Therefore, it helps student to connect with stream of thought.

• Journal of Korean Academy of Nursing
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• v.28 no.2
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• pp.457-467
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• 1998

The purpose of this research was to identify nursing interventions performed by MICU and SICU nurses. For data collection this study used the taxonomy of the Nursing Interventions Classification (NIC : 433 nursing interventions) which was modified by McCloskey and Bulecheck(1996). Each of the 433 interventions were identified as used by MICU and SICU nurses. More than 50% of the ICU nurses performed 280 nursing interventions at least monthly. Rarely used interventions included 26 nursing interventions in the childbearing care class. Overall, both MICU and SICU nurses used interventions in the Physiological : Complex domain most often on a daily basis and the interventions in the Family domain least often. The most frequently reported interventions as being used daily in the MICU were chest physiotherapy, airway suctioning and coughing enhancement and, in the SICU, documentation and airway suctioning. There were significant differences between MICU and SICU nurses in 17 nursing interventions childbearing care, cognitive therapy, communication enhancement, coping assistance, elimination management, lifespan care, health system mediation, immobility management, medication management, neurologic management, patient education, psychological comfort promotion, physical comfort promotion, respiratory management, risk management and information management. The SICU nurses performed there interventions more frequently than the MICU nurses. These findings will help in building of a standardized language for the MICU and SICU and enhance the quality of nursing care.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.141-148
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• 2007

This study proposed task-based teaming strategies as a means of fulfilling the demands and goals of the 7th national science curriculum. Task-based learning is based on the use of a series of activities whereby a teacher presents students with tasks related to daily lift and the students solve the tasks by themselves using various methods and thought processes and then present and discuss their results with each other. The tasks are selected from the 6-grade science textbook, are reconstructed and are then given to the classes. The tasks include whole class activities as well as individual activities related to the interests, abilities, and concerns of the students. The purpose of this study was to verify the effects of task-based learning classes on the science process skills and the scientific attitudes of elementary school students, when applied to 6th grade students. For this, the task-based learning activities were applied to an experimental group and expository teaching was applied to the comparison group. Both groups were given a pre-post test on science process skills and scientific attitudes. The results indicate that task-based loaming is very effective in the development of science process skills and scientific attitudes.

• Journal of Korean Society of Forest Science
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• v.104 no.2
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• pp.213-220
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• 2015

This study was carried out to determine the distribution of factors as effected by debris flow in Ulsan and Pusan metropolitan areas because mainly debris flow caused by typhoons and local heavy rainfall events is mainly attributed to damage of human being ad property. The high risk degree of debris flow was to affected by east (20%), northeast (20%) and northwest (20%) slopes with stand age class with elevation (69%) of 100-200 (33%). Also, the risk was high in high erosion collapse degree with slope degree of $20-25^{\circ}$ with over 300 mm (100%) of maximum daily rainfall events and 50-100 mm (50%) or >100 mm (50%) of maximum hourly rainfall events with <5 km of stream path and <50 ha of catchment area. Landslide debris and wood residue flow was also related to igneous rocks (73%) and bank collapse types of debrs flow (57%).

• Korean Journal of Veterinary Service
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• v.31 no.4
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• pp.555-566
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• 2008

This study was performed to evaluate the effects of medicinal herbs on characteristics and qualities of pork for 6 months using 102 post-weaning piglets, To improve the bod gain and feed efficiency rate, post-weaning piglets were fed with medicinal herbs from 4 to 10 weeks after birth, while grower pigs for 60 days before slaughter. Daily body gain of piglets of experimental group was higher(493.1g) than control(447.8g), with feed demand index 1.49 versus 1.6 times in control, indicating. The more pigs were fed with herbs, the higher body gain was observed. Among carcass characteristics, dressing percentage and backfat thickness were higher in experimental group(68.26% and 14.52mm) than control(67.39% and 14.36mm). Experimental group(0.5% medicinal herb-fed) produced more A class carcass. In fatty acid analysis, meats of experimental group contained less saturated(more unsaturated) fatty acids than control. Especially, palmitic acid, a precursor of cholesterol, was less and oleic acid was more contained than control. In amino acid analysis, essential amino acids(methionine and isoleucine) were increased in meats of experimental group. In concolusion, feeding medicinal herbs has effects such as increased body gain, improved feed demand, and carcass class on piglets and improved meat quality on growers.

• Culinary science and hospitality research
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• v.8 no.2
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• pp.93-116
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• 2002

Through a questionnaire survey of 607 respondents over 20 years old currently residing in Seoul, general conditions, items and amount of daily diet, preference of dining-out and instant food, and concern for health were surveyed and the results are as follows. A large portion of respondents, at 36.2% of all respondents, were 20 years old, 57.7% of them graduated from high school or over, and most of them(61.9%) were over middle-class level of living standard. More than half (50.9%) of whom paid less than 10% for dining-out took breakfast as a rule, and 38.3% of whom regularly took meals and 37.3% of them took their regular daily routines. But among whom spent more than 31% for dining-out 46.2% of them took snacks between meals every day. Also, among whom spent more then 31% for dining-out, about 25.6% of them usually dined out every day. On concerns for health, among whom spent less than 10% of dining-out expense, 53.9% of them took exercise almost every day and 32.8% for 30 minutes, and 34.6% of them were generally healthy and 67.5% of them had normal blood pressure. But among whom spent more than 31% for dining-out expenses, 10.3% of them were not healthy, 15.4% had higher blood pressure and 20.5% had lower blood pressure, thus those portion were relatively higher compared with the former group. From those research results, therefore, group who spent lower dining-out expenses were older people with lower educational and living level but regularly took breakfast and exercise. Thus, their daily schedules were routine and took regular meals with healthy condition. The group with lower dining-out expense took right food pattern and kept healthy condition, and, therefore, it implied that dining-out gave significant influence to food pattern of grown-ups. Therefore, nutrition education for grown-ups might be necessary again and our foods as a diet should be re-evaluated and re-highlighted. To formulate the practical nutrition education in early childhood, practical, systematic, and continuous nutrition education might be required and effective and multidimensional education programs should be developed. In addition, various menus of breakfast with diverse materials, wide range of nutrition, and being convenient and time-saving must be studied in the near future.