• Journal of The Korean Association For Science Education
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• v.29 no.3
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• pp.329-347
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• 2009

Science curriculums for elementary schools were, traditionally, developed to be balanced in content and contain equal proportions of the four branches of science: physics, chemistry, biology, and earth science. To develop a successful science curriculum, we asked some questions about how elementary students recognize these branches and about what they think of the domains of science in the science curriculum. Our study was designed to investigate how elementary students classify the domains of science in the curriculum. Previous research (Lee et al., 2001) seemed not to be successful, because verbal expressions in that research might be inappropriate for elementary students who were unaccustomed to the technical language of science. For this reason, instead of using only words, we developed image card instruments, made of picture duplicates of the introductory covers of each unit in the 3$^{rd}$, 4$^{th}$, and 5$^{th}$ grades' science textbooks. We asked students to classify these cards into their own categories and record the reasons for classifying them. The ratio and distribution of the units was then analyzed to identify their view of the science domains. 30% of the 4$^{th}$ grade students created the following categories: 'nature,' 'observation,' 'seasons,' 'living things,' 'sounds,' 'separating,' and 'the things necessary for everyday life'. In the case of the 5$^{th}$ grade, over 30% created the categories of 'living things,' 'weight,' and 'water.' Over 30% of the 6$^{th}$ grade created the categories of 'nature,' 'light,' 'water,' 'living things,' 'solution,' 'fire,' 'properties of an object,' and 'experiment.' Upon scrutinizing the above results, we discovered that the science domains selected by students into three types of domains: academic contents and concepts; activities related to a science class; and lessons and experiences in students ' lives. The last category was a new, complex kind of domain. We concluded that students did not utilize the four branches of science when constructing their own domains of science. Instead, they created many alternative domains, which reflected students' thoughts of and their experiences. The educational needs of elementary students suggest that when organizing science curriculum as 25 % allocation of the four science branches, newly-created domains should be considered.

• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.1-12
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• 2021

An operation of an organization is currently using a digital environment which opens to potential cyber-attacks. These phenomena become worst as the cyberattack landscape is changing rapidly. The impact of cyber-attacks varies depending on the scope of the organization and the value of assets that need to be protected. It is difficult to assess the damage to an organization from cyberattacks due to a lack of understanding of tools, metrics, and knowledge on the type of attacks and their impacts. Hence, this paper aims to identify domains and sub-domains of cyber-attack taxonomy to facilitate the understanding of cyber-attacks. Four phases are carried in this research: identify existing cyber-attack taxonomy, determine and classify domains and sub-domains of cyber-attack, and construct the enhanced cyber-attack taxonomy. The existing cyber-attack taxonomies are analyzed, domains and sub-domains are selected based on the focus and objectives of the research, and the proposed taxonomy named AVOIDITALS Cyber-attack Taxonomy is constructed. AVOIDITALS consists of 8 domains, 105 sub-domains, 142 sub-sub-domains, and 90 other sub-sub-domains that act as a guideline to assist administrators in determining cyber-attacks through cyber-attacks pattern identification that commonly occurred on digital infrastructure and provide the best prevention method to minimize impact. This research can be further developed in line with the emergence of new types and categories of current cyberattacks and the future.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.389-400
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• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• Journal of the Korean Magnetic Resonance Society
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• v.20 no.1
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• pp.17-21
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• 2016

Periostin, a component of extracellular matrix (ECM) protein, is produced and secreted by the fibroblasts that are involved in chronic allergic inflammation diseases and various types of human cancers. Periostin protein is composed of multiple domains including four FAS1 domains which play important roles in cell adhesion and tumor metastasis by interacting with integrins. In spite of their important biological role, the structural information of periosin FAS1 domains was not revealed yet. Recently we systemically prepared various constructs of the FAS1 domains and tried to express them in E. coli. Of them, only single FAS1-II and -IV domains were highly soluble. Circular dichroism (CD) and nuclear magnetic resonance (NMR) studies revealed that the FAS1-IV domain might be suitable for three-dimensional structure determination using NMR spectroscopy.

• Journal of the Korean Mathematical Society
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• v.50 no.5
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• pp.991-1008
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• 2013

In this paper, we mainly discuss Gorenstein Dedekind do-mains (G-Dedekind domains for short) and their overrings. Let R be a one-dimensional Noetherian domain with quotient field K and integral closure T. Then it is proved that R is a G-Dedekind domain if and only if for any prime ideal P of R which contains ($R\;:_K\;T$), P is Gorenstein projective. We also give not only an example to show that G-Dedekind domains are not necessarily Noetherian Warfield domains, but also a definition for a special kind of domain: a 2-DVR. As an application, we prove that a Noetherian domain R is a Warfield domain if and only if for any maximal ideal M of R, $R_M$ is a 2-DVR.

• BMB Reports
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• v.43 no.9
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• pp.609-613
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• 2010

The Dvl and Axin proteins, which are involved in the Wnt signaling pathway, each contain a conserved DIX domain in their sequences. The DIX domain mediates interaction between Dvl and Axin, which together play an important role in signal transduction. However, the extremely low production of DIX domain fragments in E. coli has prevented more widespread functional and structural studies. In this study, we demonstrate that the DIX domains of Dvl and Axin are expressed noticeably in a multi-cistronic system but not in a mono-cistronic system. Formation of the $DIX_{Dvl1}-DIX_{Axin1}$ complex was investigated by affinity chromatography, SEC and crystallization studies. Unstable DIX domains were stabilized by complexing with counterpart DIX domains. The results of the preliminary crystallization and diffraction of the $DIX_{Dvl1}-DIX_{Axin1}$ complex may prove useful for further crystallographic studies.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.385-394
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• 2007

In order to investigate elementary school students' readiness to write on scientific subject, we analyzed the participants' draft in elementary student section [National Student Science Writing Contest] which is sponsored by a daily press. As a first step, we designed an assessment framework to analyze the students' writing. It is composed of three domains: scientific thinking, logical validity, creativeness. Each domain has three sub-domains. By using the framework, seven raters scored the students' inquiry reports. The findings reveal that the students needed the training for scientific writing. Especially they had great difficulty in the sub-domain of 'suggestion of rational alternative solution' in scientific thinking domain, the sub-domains of 'clearness' and 'coherence' in logical validity domain, and in the sub-domains of 'creative problem solving' and 'creative presentation' in creative domain.

• Structural Engineering and Mechanics
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• v.32 no.1
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• pp.37-53
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• 2009

In this paper the problem of calculating the probability that the responses of a wind-excited structure exceed specified thresholds within a given time interval is considered. The failure domain of the problem can be expressed as a union of elementary failure domains whose boundaries are of quadratic form. The Domain Decomposition Method (DDM) is employed, after being appropriately extended, to solve this problem. The probability estimate of the overall failure domain is given by the sum of the probabilities of the elementary failure domains multiplied by a reduction factor accounting for the overlapping degree of the different elementary failure domains. The DDM is extended with the help of Line Sampling (LS), from its original presentation where the boundary of the elementary failure domains are of linear form, to the current case involving quadratic elementary failure domains. An example involving an along-wind excited steel building shows the accuracy and efficiency of the proposed methodology as compared with that obtained using standard Monte Carlo simulations (MCS).

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.200-210
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• 2003

This study is focused to characteristics of earth region vocabularies used in 7th curricula science textbooks for 3rd to 6th grades of elementary school. The numbers of earth region vocabularies are generally increased from the lower to the higher grade textbooks, ‘science’ and ‘experiments and observation’. In ‘science’ textbooks, numbers and use frequencies of earth region vocabularies are predominant in astronomy and atmospheric science vocabularies. Meanwhile, in ‘experiment and observation’, domains related with astronomy have relatively more numbers of the vocabularies but domains related with geology have higher use frequencies of those vocabularies relative to domains related with another areas. ‘Strata’ and ‘fossil’ of geology vocabularies, ‘air temperature’ of atmospheric science vocabularies and ‘sun’ and ‘planet’ of astronomy vocabularies are commonly the highest frequent in the use for science textbooks and experiment and observation. In the both books, earth region vocabularies are derived from 70% to 80% words of Chinese, below 10% of pure Korean, and rest of other languages. Additionally, cases of pure Korean vocabularies unpacked from professional nomenclatures, ones without previous explanations and multiple vocabulary applications to same phenomena are observed in the both books. Synthesizing above results, it is suggested that the reconsideration of domains related with each area of earth science and vocabulary uses assigned to above cases is necessary, in possible.