• Culinary science and hospitality research
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• v.23 no.3
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• pp.242-256
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• 2017

This study was conducted for the university students who majored in culinary arts. The effects of students' certifications on class and school life satisfaction and their effects on preparation employment were examined. The results showed that the students with the certifications had a high level of satisfaction in the class satisfaction, but they also had high stress in the school life. In other words, it seemed that the stress was increased in parallel with the school life in obtaining the certificate. In the case of qualification for preparation employment, the certification affects the preparation for employment even for the culinary arts majors. As for the number of certificates and passions, the change was found from 3 certifications, lower in 4, but again in 5. These results suggest that the certification initially increases enthusiasm, but when it reaches a certain level, it reaches its limit and it rises again after passing the interval. Also, students who graduated from cooking related high school showed high passion compared to those who did not.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.34-42
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• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.2
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• pp.157-183
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• 2017

The purpose of this study is to present the effects of a bibliotheraphy program using picture books on school adaptation of maladjusted high school students. The first and second year students of P High School that is located in Yongin city of Gyeonggi Do, bibliotherapy research using picture books has been carried out with 11 maladjusted students in school life. According to the analysis results is as follows. The bibliotherapy program using picture books turned out to be effective in adaptation ability ane sub-domains of adaptation ability such as teacher relationship, peer relationship, school class and school regulation of maladjusted students in school life.

• Animal Bioscience
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• v.34 no.11
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• pp.1749-1756
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• 2021

Objective: Microminipig (MMP) is a miniature pig with an extra small body size for experimental use. In the present study, the occurrence of stillbirths and their genetic association with swine leukocyte antigen (SLA) class II haplotypes were evaluated in a population of MMPs. Methods: The occurrences of stillbirth and genetic association with SLA class II haplotypes using 483 stillborn and 2,246 live piglets, and their parents were compared among the three groups of newborn piglet litters; an all stillborn (AS) group consisting of only stillborn piglet litters, a partial stillborn (PS) group consisting of stillborn and live piglet litters, and an all alive (AA) group consisting of only live piglet litters. Results: The incidence of stillborn piglets was 483/2,729 (17.7%). Distributions of litter sizes, numbers of stillborn piglets in a litter, parities, and gestation periods were distinct among the three groups. The frequencies of low resolution haplotype (Lr)-0.7 or Lr-0.23 were higher in the AS group than in the PS or AA groups. In sires, the frequency of Lr-0.7 associated with the AS group was significantly higher in the AS group than with the AA group. In dams, the frequency of Lr-0.23 was significantly higher in the AS group than in the PS or AA groups, whereas the frequency of Lr-0.7 was not significantly different. Conclusion: The incidence of stillborn piglets in MMPs appears to be higher than those in other pig breeds. Several traits related with stillbirths such as the number of stillborn piglets and parities of the AS group were different from those of the PS and AA groups. Specific SLA class II haplotypes were associated significantly with a high incidence of stillbirths and could be used as genetic markers to adopt breeding strategies to lower the rate of stillbirth in MMPs.

• Molecules and Cells
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• v.43 no.9
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• pp.831-840
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• 2020

The β-class of carbonic anhydrases (β-CAs) are zinc metalloenzymes widely distributed in the fungal kingdom that play essential roles in growth, survival, differentiation, and virulence by catalyzing the reversible interconversion of carbon dioxide (CO₂) and bicarbonate (HCO₃^-). Herein, we report the biochemical and crystallographic characterization of the β-CA CafA from the fungal pathogen Aspergillus fumigatus, the main causative agent of invasive aspergillosis. CafA exhibited apparent in vitro CO₂ hydration activity in neutral to weak alkaline conditions, but little activity at acidic pH. The high-resolution crystal structure of CafA revealed a tetramer comprising a dimer of dimers, in which the catalytic zinc ion is tetrahedrally coordinated by three conserved residues (C119, H175, C178) and an acetate anion presumably acquired from the crystallization solution, indicating a freely accessible "open" conformation. Furthermore, knowledge of the structure of CafA in complex with the potent inhibitor acetazolamide, together with its functional intolerance of nitrate (NO₃^-) ions, could be exploited to develop new antifungal agents for the treatment of invasive aspergillosis.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

• Journal of Science Education
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• v.37 no.3
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• pp.476-491
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• 2013

The purpose of this study was to investigate the effect of science writing activities on high school students' scientific thinking ability in Life Science I class. In order to do this, 6 teaching-learning materials dealing with science writing and an evaluation tool for scientific thinking ability were developed. And the subjects were 224 high school students of 6 classes. As a result of applying science writing activities in Life Science I class, the students' scientific thinking ability was improved. And students' inductive/deductive/critical/creative thinking ability was improved. In addition, in the most of the evaluation criteria of scientific thinking ability, the scores of posttest were higher than those of pretest. The number of students to show higher performance levels was increased. Therefore, science writing activities have positive effect on high school students' scientific thinking ability. This study provides some implications for teaching science writing activities to develop students' scientific thinking ability.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.405-413
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• 1997

High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.273-283
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• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.