• Asian-Australasian Journal of Animal Sciences
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• v.19 no.11
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• pp.1638-1642
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• 2006

An experiment was conducted to elucidate the effect of graded levels of vitamin $D_3$ in White Leghorn (WL) layer breeders on egg production, shell quality, hatchability of eggs and juvenile performance of offspring during their late laying period (72-88 wk). White Leghorn breeder females were randomly divided into 5 groups of 50 each and were housed in individual California cages in an open-side housing system. Considering birds in five cages as a replicate, 10 such replicates were randomly allotted to each treatment. A basal diet was formulated containing all the nutrients as recommended for WL layers except vitamin $D_3$, which served as control. Another, four diets were formulated by supplementing graded levels of feed grade crystalline cholecalciferol to the basal diet that contained 300, 600, 1,200 and 2,400 ICU of vitamin $D_3$ per kg. Each diet was offered ad libitum to one of the above five treatment groups. The egg production, egg weight, daily feed consumption and the feed intake per dozen eggs or kg egg mass of the birds fed diet without any supplemental vitamin $D_3$ was comparable with those of supplemental groups. Similarly, the level of vitamin in the diet did not have any effect on any of the above parameters. However, the specific gravity of eggs laid by the birds fed the diet without supplemental vitamin $D_3$ was comparable with either 600 or 2,400 ICU supplemental groups but significantly higher when compared to the 300 and 1,200 ICU groups. The egg -shell breaking strength was significantly lowered in the 600 ICU supplemental groups as compared to the strength of other dietary groups. The Haugh unit, egg shell weight, shell thickness, tibia breaking strength, bone ash and calcium content were not influenced by vitamin $D_3$ concentration in the diet. Serum Ca concentration was influenced by vitamin $D_3$ level in the diet. The serum Ca concentration of birds fed either control or the vitamin supplemented diet up to 1200 ICU/kg diet was comparable. However, increasing the concentration of vitamin $D_3$ to 2,400 ICU/kg diet significantly enhanced the concentration of Ca in the serum, which was significantly higher compared to other dietary groups. The serum concentration of P and protein, however, was not influenced by level of vitamin $D_3$ in the diet. Neither fertility nor hatchability was influenced by vitamin $D_3$ concentration in the diet. Feeding a vitamin $D_3$ deficient diet or supplementation of vitamin to hens did not have any influence on their progeny chicks. It can be concluded that dietary supplementation of vitamin $D_3$ may not be essential for optimum production, shell quality, hatchability, and juvenile performance of WL breeders during 72 to 88 weeks of age.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.14 no.1
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• pp.11-22
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• 2011

This study was established to build and suggest the Ecological Performance Standards for replaced wetlands as the mitigation strategies for the construction projects. The request performance and assessment factors and standards were derived by bibliographic review and verified by the field survey for the reference wetlands. And the weights for each factor were derived by AHP(Analytical Hierarchy Process) method. The results are as follows : 1) Assessment factors were induced by in-depth research of many wetland assessment models and benchmarks evaluated ecological functions. This study proposed final 12 assessment factors through ecological specialist and experts interviews added with literature analysis. 2) 10 natural wetlands were selected as Reference Wetlands as the measure to propose assessment factors and assessment criteria. Those reference wetlands are well-conserved inland natural wetlands classified to the one having worthy to conserve (grade "high") according to RAM(Rapid Assessment Method). Reference wetlands chosen by the study are Parksilji, Jeongyangji, Mulkubi, Bawineupkubi, Jilnalneup, Jinchonneup, Doomoso, Haepyung wetland, Whangjeong wetland, and Whapo wetland. The research developed assessment criteria for the performance assessment factors based on several explorations of the reference wetlands. 3) "Requiring performance" of replaced wetlands is defined as "to carry out similar or same ecological functions provided by natural wetlands", in overall. The detailed requiring performances are as follows; ${\bullet}$ to play a role of wildlife habitats ${\bullet}$ to have biological diversity ${\bullet}$ to connect with other ecosystems ${\bullet}$ to provide water environment to perform good ecological functions 4) The assessment factors for required performance are categorized by wildlife habitat function, biological diversity, connectivity of adjacent ecosystem, and water environment. Wildlife habitat category is consisted of wildlife habitat creation, size of replacement wetland, and site suitability. Biological diversity category contains the number of plant species, the number of wildlife species, and number of protected species as the sub-factors. Connectivity of adjacent ecosystem is comprised of wildlife corridor, green network and distance from other ecosystem. Finally, water environment make up with water quality, depth of water body, and shape of waterfront. 5) Finally, every assessment factors were verified and weighted by the AHP methods and the final standards were proposed. The weights of factors of requiring performance suggested as habitat (0.280), connectivity (0.261), diversity (0.260), hydraulic environment (0.199). And those of detailed sub-factors are site suitability (0.118), protected species (0.096), distance to neighbor ecosystem (0.093), habitat creating (0.091), green corridor (0.090) etc.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.137-168
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• 2004

The purpose of this study is to find the effect of group counseling program based on reality therapy that is developed by researcher and to investigate whether the program can decrease the academic stress of elementary school students. For this study, firstly a framework for academic stress decrease programs is established and a program is developed in accordance with the framework. Secondly, in order to verify the effect of the program, both quantitative and qualitative methods were applied to 6th grade students through a academic stress test. Experimental group and control group is composed of 18 students, each. During a two month-experimental period, group counseling program based on reality therapy was implemented to the experimental group for 10 sessions but not to the control group. The program included nicknaming, recreation activities to promote friendliness among participants and other various activities to decrease the academic stress. The results of the quantitative and statistical research are as follows: First, group counseling program based on reality therapy is effective to decrease of elementary school students' academic stress. Second, sub factor(such as perceptions of academic stress cause, symptoms of academic stress)of academic stress is significantly decreased in experimental group. But no significant difference is found in control group. Third, for some sub factor(career, friend-relationship, house-environment, behavior-symptom), an independent-sample test and a paired-sample test showed different results: the paired-sample test showed no significant differences in experimental group while the independent-sample test showed significant decrease of academic stress. The results of the qualitative research based on student commentaries on the program is as follows: First, experimental group students report that the program based on reality therapy was effective to decrease of academic stress. Second, experimental group students' commentaries shows that students could remember the WDEP, 'act' factor and acquire the solution of academic stress. Third, for a group counseling, students reported the interest about positive feedback, searching on themselves, growth of human-relationship. This means that the program developed on this study is suitable for group counseling program. In conclusion, this study proves that group counseling program based on reality therapy is effective to decrease of elementary school students' academic stress by increasing individual internal-control. Therefore, it is necessary that we should develop and apply similar program to elementary school students in other to decrease students' academic stress. school students in other to decrease students' academic stress.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.95-110
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• 2010

The purpose of this research is to investigate how the Peer-Praise Activity program influence the Elementary School Students' Peer-Relationship and Class Cohesiveness. 2 Classes from the 5th grade of J elementary school in Seoul were selected as experimental group and control group. After the Peer-Praise Activity program was applied to experimental group, a post-test was given to verify the effects of the program. After one month, follow up-test was conducted to check the effect of durability on program. The program was applied to experimental group to check the inadequency and problem. Contrastively, control group had no application of the program. The results of this study are as follows : Compared to control group, experimental group that participated in the Peer-Praise Activity program showed significant improvement(p<.05) in Peer-Relationship and Class Cohesiveness. To supplement the results of quantitative analysis, opinion documents and qualitative analysis were executed. It shows that children had help of having confident school life by improving friendship and having a sense of unity and community spirit. In follow up-test result, it is known that the effect of Peer-Praise Activity Program is continued in Peer-Relationship and Class Cohesiveness and its all sub-factors except Communal life with friends which is one of the sub-factor in Peer-Relationship. The results above prove that Peer-Praise Activity Program has a positive effect on the Peer-Relationship and Class Cohesiveness for elementary school students. But it is needed to study long-term conducted program to improve durability effect. And curriculums and subjects which is able to connected with program should be studied continually.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.429-445
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• 2003

Purpose : The present study attempted to consider the degree of consciousness of economic ethics in nursing students and the factors affecting these perceptions. Method : A survey was conducted to a total of 874 nursing students from the freshmen and seniors of 11 depts of nursing science nationwide selected by convenience sampling (one for each province, and as for Gangwon-do, two schools were selected from Yeongdong area and Yeongseo area ; 13 male students were excluded). A structured questionnaire was used to collect data on their demographic characteristics and economic ethical perceptions. Collected data were analyzed using the SAS V8.1 statistical package. Result : (1) The score for the economic ethical consciousness of the subjects was $36.76{\pm}10.20$. As for each sub-categories, the score for industry was $7.67{\pm}2.77$; thrift, $7.42{\pm}2.37$; cooperation, $7.41{\pm}2.21$; occupational consciousness, $7.18{\pm}2.20$; and, for consumption, $7.02{\pm}1.90$. The score for the consciousness of consumption was the lowest. (2) Among the demographic characteristics of the subjects, age was found to have a statistically significant positive relation to the consciousness of economic ethics(r=.13, p<.001). The next significant factor was grade: seniors seemed to have a higher economic consciousness in all the sub-categories than freshmen(t=-4.32, p<.001). The number of in-home family has a statistically significant negative correlation with economic attitudes(r=-.15, p<.001). In addition, their economic ethical perceptions were significantly higher with no religion (t=2.14, p<.05); have an unemployed father (t=2.78, p<.05); have credit cards under their own names (t=3.04, p<.05); have ever had overdue card bills (t=4.25, p<.001); have ever had part time job(t=1.74, p<.1) and when they don't live with their parents (t=-2.01, p<.05). 3) A multiple regression analysis was conducted to examine the influential power of the factors affecting the consciousness of economic ethics of the subjects. The factors had more influence on the economic attitudes of the seniors than those of freshmen; in those who having credit cards under their own names than under others; and, in those who have ever experienced credit default than those haven't. Though these factors raised average 3.0 points of economic consciousness, their expository power for the consciousness were low. Conclusion : The nursing students had medium-high consciousness of economic ethics and they seemed to have low consciousness of the proper consumption practices. Their actual life experiences had an influence on their economic attitudes. Therefore, practical programs on economic knowledge should be developed and taught to students systematically at school so that they could have sound consciousness of economic ethics and appropriate knowledge closely related with their real life.

• Journal of Science Education
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• v.40 no.2
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• pp.144-165
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• 2016

The purpose of this study was to develop 'Appropriate Technology' theme STEAM Program for the elementary students and investigate the effects of the program on creative thinking activity, scientific attitude and leadership. Participants were 3grade 85 elementary school students. Before and after the program, the participants were asked to take the tests about creative thinking activity, scientific attitude and leadership. The major results of this study were as follows. First, the total score of experimental group's creative thinking activity and all 4 sub-domains was significantly improved than those of comparative group(p<.05). Second, the total score of experimental groups' scientific attitude was significantly improved than that of comparative group(p<.05). Among 7 sub-domains, curiosity, voluntariness, perseverance were significantly developed. Third, total score of experimental groups' leadership was significantly increased than that of comparative group after the STEAM program (p<.05). In the first factor, the score of inner and inter personal characteristics were significantly developed.

• Korean Journal of Environmental Agriculture
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• v.30 no.3
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• pp.243-251
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• 2011

BACKGROUND: Gypsum($CaSO_4{\cdot}2H_2O$) is known as an ideal amendment to improve soil quality of the reclaimed coastal land. Since gypsum has very high concentration of electron acceptor like ${SO_4}^{2-}$, its application might be effective on reducing $CH_4$ emission during rice cultivation, but its effect has not been studied well. METHODS AND RESULTS: The effect of gypsum on $CH_4$ emission and rice growth characteristics was studied by pot test, which was packed by reclaimed paddy soils collected from Galsa, Hadong, Gyeongnam province. Chemical-grade gypsum was applied in two soils having EC 2.25 and 9.48 dS/m at rates of 0, 0.5, 1.0 and 2.0%(wt/wt). $CH_4$ emission was characterized a week interval by closed chamber method during rice cultivation. $CH_4$ emission rate was significantly decreased with increasing salt accumulation and gypsum application levels. With increasing gypsum application, dissolved ${SO_4}^{2-}$ concentration in the leachate water was significantly increased, which might have suppressed $CH_4$ production in soil. Total $CH_4$ flux was dramatically decreased with increasing gypsum application. In contrast, rice yield was increased with increasing gypsum application and then achieved maximum productivity at 1.0% gypsum application in two soils. CONCLUSION(s): Gypsum is a very good soil amendment to suppress $CH_4$ emission in reclaimed coastal paddy soils, and improve rice productivity and soil properties. The optimum application level of gypsum is assumed at ca. 1% to improve soil productivity with reducing effectively $CH_4$ emission during rice cultivation.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.449-471
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• 2016

This study was conducted in order to investigate how a Problem-Based Learning (PBL) program titled(called) 'Designing Safe and Strong Bridge' effects scientifically gifted students' scientific attitude, scientific career orientation and leadership. The participants were 19 scientifically gifted students in the second grade in C high school in Gyeonggi province; they were selected by participation in the tri-level gifted students identification step. Before and after 14 units of the program, the participants were asked to take tests about scientific attitude, scientific career orientation and leadership and to write a review about the PBL program at the end. The major results of this study are as follows. First, participants' scientific attitude was statistically significantly improved after the PBL program (p<.05). In the sub-domain of this area, six parts excluding the part of openness were significantly developed. Second, the degree of scientific career orientation was statistically significantly improved after the PBL program (p<.05). All 4 sub-domains in the degree of scientific career were significantly developed. Third, all of leadership scores were statistically significantly increased after the PBL program (p<.05). In the first factor, the parts of inner and inter personal characteristics were significantly developed. According to their post-program opinions, participants developed in terms of all the secondary factors, such as ability of interpersonal relation, consideration for others and groups, responsibility for the task, confidence and vision, during the process of PBL problem-solving in the small group work.