• The Mathematical Education
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• v.53 no.1
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• pp.75-92
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• 2014

In this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory of learning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of view of Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning action formation levels in the process of mathematics problem solving. In addition we use interview method to collect various information about students' levels. As a result we suggest data related with each level of learning action formation, and characteristics of students who belong to each level of learning action formation.

• Journal of the Korean Applied Science and Technology
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• v.37 no.4
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• pp.762-768
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• 2020

This study aimed to investigate the effect of ladder-climbing exercise training on neurobiological markers in the hippocampus of mice with type 2 diabetes (T2DM). Twenty-one C57BL/6 male mice were randomly assigned to the non-diabetic control (NDC, n = 7), diabetic control (DC, n = 7), and diabetic training (DT, n = 7) groups. The DT group performed ladder-climbing training (LCT) five times a week for eight weeks. We measured the levels of hippocampal neurobiological markers (catalase [CAT], brain-derived neurotrophic factor [BDNF], nerve growth factor [NGF], amyloid-beta [Aβ], tau, and CC motif chemokine ligand 11 [CCL11]). The BDNF levels were significantly higher in the DT group than in the DC group (p < 0.05). The Aβ and CCL11 levels were significantly higher in the DC group than in the NDC and DT groups (p < 0.05). The tau levels were significantly higher in the DC group than in the NDC group (p < 0.05). However, there was no significant difference in CAT and NGF levels among the groups (p > 0.05). These results suggest that while T2DM could induce neurodegeneration, LCT may be effective in alleviating neurodegeneration caused by T2DM.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.349-360
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• 2018

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

• Korean journal of food and cookery science
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• v.23 no.3 s.99
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• pp.321-326
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• 2007

The microbial contamination levels of school classrooms were assessed as foodservice environments for elementary students. Two elementary schools located in Kyunggi-do were selected, and the total plate counts (TPC) and coliforms were measured from the classroom facilities, including the tables, chairs, floors, shelves, doors, as well as the hands of students, and the air of classrooms. The TPC of the classroom facilities were relatively low ranging from 2.30 to 3.79 log CFU/100 cm$^2$. The TPC counts from the hands of serving students and served students, were 6.39 and 5.33 log CFU, respectively, and the TPC counts of the foodservice utensils were <3.00 log CFU/ea before use and 4.77 CFU/ea after use. The air samples of 'empty classrooms during physical education', 'after physical education class', and 'during lunch' showed the contamination levels of 26 CFU/m$^3$,392 CFU/m$^3$, 364 CFU/m$^3$, respectively, suggesting that the microbial levels in the air varies greatly depending on the class activity before foodservice. When the TPCs of the air during lunch were measured from 18 classrooms, the levels ranged from 76 to >2228 CFU/m$^3$. Coliforms were not detected in the classroom facilities; however, air samples of the classrooms showed 1${\sim}$2 CFU/m$^3$. The above results show that classroom air and the hands of students, can have high levels of microbial contamination, which must to be controlled for safer school foodservice.

• Korean Journal of Human Ecology
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• v.12 no.4
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• pp.417-432
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• 2003

The purpose of this study was to investigate the relationships between mother's beliefs on child rearing and children's self-perceptions. The subject of this study were comprised of 167 children aged 8-10 in Iksan & Kunsan city from Dec. 2 to Dec. 8, 2000. The children's self-perceptions were assessed by the self perceptions profile for children. Mother's beliefs questionnaire, developed by Okagaki and Sternberg, was used to obtain the data on mother's beliefs of parenting. The methods of analyses included basic descriptive categorical analysis as well as t-test, one way ANOVA-test, and multiple regression analyses. The major findings from the analyses are as follows: First, a significant difference was found in the degree of mother's beliefs about child rearing by mother's religion(p<.01), mother's education(p<.05), income(p<.001), level of life (p<.0l), mother's job, mother and fathers' agreement of child rearing(p<.05), relationship between mother and child(p<.05) in independence but a significant difference was not found in the degree of mother's beliefs about child rearing in accommodation. Second, the levels of children's scholastic performance were related to higher levels of mother's education(p<.001), mother's income(p<.001), mother and fathers' agreement of child rearing(p<.01). The levels of children's social competence was related to higher, child's gender (p<.01); girls were higher than boys. The levels of children's athletic abilities were not significant. The levels of children's physical appearance was related to higher levels of mother's education(p<.01), mother's income(p<.01), level of life(p<.05), mother's marriage(not divorce)(p<.01). The levels of children's behavioral conduct were related to higher levels of child's gender (p<.05), mother's education(p<.01), mother's income (p<.01), relationship between father and child(p<.0l). The levels of children's global self worth were related to higher levels of mother's age(p<.05), mother's education(p<.001), level of life(p<.05). Third according to the multiple regression analyses for the relationships between mother's beliefs about child rearing and children's self perceptions, mother's beliefs on the creativity were related to higher levels of children's scholastic performance, social competence, and mother's beliefs on the problem solving skills to higher levels of children's behavioral conduct and mother's beliefs on the accommodation to lower levels of children's scholastic performance, social conduct.

• Journal of Nutrition and Health
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• v.19 no.6
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• pp.402-408
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• 1986

Since diet is an essential component of the treatment for diabetic mellitus, a progressive educational plan was designed to educate diabetic children for the proper selection of their foods. Seven suspicious children were chosen according to the previous oral glucose tolerance test and present blood glucose levels (fasting and postprandial 2 hours). The education program includes the basic nutrition study, learning of the five basic food groups. familiarization with the food exchange lists. calorie calculation and menu planning, and follow-up evaluation by checking every day -food intake. The duration of the education was five weeks. The levels of fasting blood glucose and postprandial -2 hours blood sugar of the seven children were significantly reduced after the 5-weeks education:FBS:from 92-125mg% to 67-80mg%, pp-2hours BS: from 130-169mg% to 69-90mg%. The children have felt much better with profound self-confidence after to program . Their oral glucose tolerance test levels were also significantly decreased after the 5-weeks education in comparison with those of one year ago.

• Journal of Family Resource Management and Policy Review
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• v.9 no.4
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• pp.1-19
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• 2005

This study has attempted to investigate the time use of the elementary school students and their satisfaction levels by their general characteristics for the educational guidance. The sample of this study consisted of 387 elementary school students on Jeju Island who are in the fifth or sixth year. The data were analysed by frequency, percentage, mean, t-test, ANOVA and Duncan's test. The major results of this study were as follows; The results of this study showed that the students spent much time for studying including extra programs as like their ages. Also, their leisure time focused on watching TV or doing computer. The levels of satisfaction according to the time use were slightly high although their time allocation was not various. The time use of the students and their satisfaction levels were significantly affected by the general family situation related to parents as well as their own characteristics. The variables such as the student's sex, parent's educational level, whether the mother is employed or not, and monthly allowance were important to result in the differences of the time use and satisfaction levels among the students. The leisure time was strongly related with the satisfaction levels.

• Korean Journal of Occupational Health Nursing
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• v.22 no.4
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• pp.324-333
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• 2013

Purpose: This study was conducted to compare the changes in the levels of liver enzymes after providing health education to workers. Methods: Among 909 electronics-manufacturing workers, 96 (10.6%) workers had abnormal liver functions. Of these, male workers were randomly assigned into either the health education experimental group (48 [52.2%]) or the control group (44 [47.8%]). Depending on the level of participation in the health education, workers in the experimental group were classified into the participation (32 [34.8%]) and non-participation groups (16 [17.4%]). Changes in the levels of liver enzymes were compared among three groups. Results: The changes in the levels of gamma-glutamyltransferase (r-GTP) in the participation, non-participation, and control groups were $-25.3{\pm}54.5$ IU/L, $-4.4{\pm}24.1$ IU/L, and $-5.3{\pm}38.8$ IU/L, respectively (p=.036). Aspartate transaminase, alanine transaminase, waist circumference, body mass index, daily alcohol consumption, weekly exercise, and changes in smoking habits in the 3 groups did not differ significantly. In the multiple linear regression analysis, the variable of education participation revealed a significant regression coefficient of -25.10 when the change in r-GTP levels was the dependent variable. Conclusion: A brief health education targeted towards the management of liver disease among workers improved r-GTP levels.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.69-96
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• 2005

Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.

• The Korean Nurse
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• v.36 no.3
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• pp.70-80
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• 1997

This study of elderly in-patient subjects' expected level of care given by family members and nurses is intended to provide foundational information for use by nurses is attending to elderly patients. The objects of the study were elderly in-patients over the age of 65 hospitalized at two General hospitals in Chonju: 102 subjects filled out the 60 question survey between December 16 and 24. 1996. The analysis process was conducted using SPSS producing percentage. mean and standard deviation. maximum and minimum values. t-test, ANOVA. and so on. The results are as follows: 1. From the general results of the survey. one can observe that statistically significant differences appeared in various levels of education of the subjects: no education(2.98). primary school completed(2.91). middle school or higher completed(2.77). As shown. the lower level of education correlates with higher care-giving expectation. 2. On a scale of 1(minimum) to 4(maximum). the mean levels of care expected by elderly inpatients from their families is 2.93. with a standard deviation of 0.28. The level of psychological care expected(mean 3.02. standard deviation 0.31) is higher than the level of care expected(mean 2.83. standard deviation 0.34). 3. The level of care expected among those of different levels of dependency for daily living (differentiated as dependent. partially dependent. independent) was highest among the partially dependent(mean 2.98. standard deviation 0.17). but the results were not statistically significant. 4. Elderly in-patients with high levels of emotive interaction with their families expected relatively high levels of physical care. while the highest levels of socio-psychological care were expected from those who reported normal levels of emotive interaction with their families. However. We can see that low levels of care are expected from those reporting low levels of emotive interaction with their families. Overall. the differences in the level of care expected between those reporting different levels of emotive interaction with their families was not shown to be statistically significant.