• Korean Journal of Poultry Science
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• v.32 no.3
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• pp.211-217
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• 2005

This study was carried out to investigate the effects of Saccharomyces cerevisiae (wild yeast mutant), Saccharomyces cerevisiae hFeHLC (ferritin containgig yeast) and chelated Fe diets on the Productivity and egg qualify of laying hens. A total of 245 'Brown Tetra' layers 35 weeks aged was randomly alloted to seven dietary treatments : 1) control diet no iron added, 2) diet supplemented $0.1\%$ wild yeast mutant (YM03), 3) diet supplemented $1.0\%$ wild yeast mutant (YM03), 4) diet supplemented $0.1\%$ ferritin with yeast (YF04), 5) diet supplemented $1.0\%$ ferritin with yeast (YF04), 6) diet supplemented $0.01\%$ chelated Fe and 7) diet supplemented $0.1\%$ chelated Fe. The egg Production rate was significantly increased in layers 134 Fe supplemented diets (p<0.05). Egg weight was significantly reduced in layers fed $0.1\%$ chelated Fe diet (P<0.05). Fe content of egg yolk was significantly increased in $1.0\%$ YF04 and $0.1\%$ chelated Fe treatments (P<0.05). There were no significant differences in shape index, albumin index and yolk index of eggs of layers fed diets Fe supplementation (P>0.05). The haugh unit of eggs was significantly increased in layers fed YM03, YF04 and chelated Fe supplemented diets (p<0.05). TBA value of egg was significantly increased in different iron Fe treatments except of $0.1\%$ YM03 (P<0.05). The yolk cole. of eggs was significantly increased in $1.0\%$ YF04 diet (P<0.05).

• Journal of Bio-Environment Control
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• v.12 no.4
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• pp.184-189
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• 2003

This research was conducted to determine the effect of mixing ratio of aquafarm waste water sludge (AWWS) in the growing medium as a source of fertilizers on growth of plug seedlings of pepper (Capsicum annuum L.) and tomato (Lycopersicum esculentum Mill.). Increased mixing ratio of AWWS resulted in increased fresh and dry weights, leaf area, plant height, and total chlorophyll content, although there were slight differences in growth characteristics at 20 and 40 days after sowing. Concentration of AWWS affected insignificantly the percent dry matter, number of leaves, and length of the longest root. The addition of AWWS increased pH and decreased EC in the medium as compared to that of chemical fertilizer. Compared to the control of a liquid fertilizer, 4 or 8 kg AWWS${\cdot}45L^{-1}$ medium (Sludge 4) gave a similar or slightly better growth. Above results suggested that addition of about 4 kg AWWS${\cdot}45L^{-1}$medium is sufficient for seedling growth and the AWWS can be used as a substitute for the liquid fertilizer in plug seedling production.

• The Korean Journal of Mycology
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• v.26 no.1 s.84
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• pp.60-68
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• 1998

The effect of P. agarici and P. tolaasii causing the bacterial disease of mushrooms on the mycelial growth and fruitbody formation of F. velutipes was evaluated in laboratory. When the pathogenic bacteria was inoculated simultaneously with F. velutipes or 5 days after inoculation of F. velutipes, they significantly deterred both mycelial growth and fruitbody formation of F. velutipes in sawdust culture and showed strong inhibition under high population density. They appeared to be tender or milky in exhibiting symptom on F. velutipes by inoculating the concentration of $10^2{\sim}10^6$ of unit/g media, and their growth seemed to be stopped under $10^8\;cfu/g$ media. On $10^2\;cfu/g$ media of P. agarici and $10^4\;cfu/g$ media of P. tolaasii, there was no effect on the fruitbody yield of F. velutipes. P. tolaasii was more suppressive in the mycelial growth of F. velutipes than P. agarici, while on fruitbodies formation of F. velutipes, P. agarici showed slightly higher inhibition than that of P. tolaasii. When the bacteria was inoculated 10 days after inoculation of F. velutipes, both mycelial growth and fruit body formation were not affected nearly.

• Bulletin of the Korean Chemical Society
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• v.35 no.2
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• pp.505-512
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• 2014

A new donor-accepter-donor-accepter-donor (D-A-D-A-D) type 2,1,3-benzothiadiazole-thiophene-based acceptor unit 2,5-di(4-(5-bromo-4-octylthiophen-2-yl)-2,1,3-benzothiadiazol-7-yl)thiophene ($DTBTTBr_2$) was synthesized. Copolymerized with fluorene and indeno[1,2-b]fluorene electron-rich moieties, two alternating narrow band gap (NBG) copolymers PF-DTBTT and PIF-DTBTT were prepared. And two copolymers exhibit broad and strong absorption in the range of 300-700 nm with optical band gap of about 1.75 eV. The highest occupied molecular orbital (HOMO) energy levels vary between -5.43 and -5.52 eV and the lowest unoccupied molecular orbital (LUMO) energy levels range from -3.64 to -3.77 eV. Potential applications of the copolymers as electron donor material and $PC_{71}BM$ ([6,6]-phenyl-$C_{71}$ butyric acid methyl ester) as electron acceptors were investigated for photovoltaic solar cells (PSCs). Photovoltaic performances based on the blend of PF-DTBTT/$PC_{71}BM$ (w:w; 1:2) and PIF-DTBTT/$PC_{71}BM$ (w:w; 1:2) with devices configuration as ITO/PEDOT: PSS/blend/Ca/Al, show an incident photon-to-current conversion efficiency (IPCE) of 2.34% and 2.56% with the open circuit voltage ($V_{oc}$) of 0.87 V and 0.90 V, short circuit current density ($J_{sc}$) of $6.02mA/cm^2$ and $6.12mA/cm^2$ under an AM1.5 simulator ($100mA/cm^2$). The photocurrent responses exhibit the onset wavelength extending up to 720 nm. These results indicate that the resulted narrow band gap copolymers are viable electron donor materials for polymer solar cells.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.32 no.3
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• pp.374-384
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• 1999

Benthic marine algal flora and community structure of Yongho-dong area in Pusan, Korea were investigated seasonally in intertidal and subtidal zones by a quadrat method along 5 transect lines from July 1996 to April 1997. In this area, a total of 99 species including 3 blue-green, 13 green, 26 brown and 57 red algae was found. Among them, 33 taxa, together with dominant Ulva pertusa and Corallina pilulifera, occurred throughout the year. Enteromorpha spp. and Ulva spp. vertically distributed in upper and middle zone, while Simphyocladia latiuscula, Chondria crassicaulis, Corallina pilulifera and Sargassum sup. in lower zones. Biomass per unit area exhibited a wide range of variation, from 1,241 g/$m^2$(spring) to 1,648 g/$m^2$(summer) in fresh weight. Maximum and minimum species diversity were recorded in spring and autumn, respectively. Results of the UPGAM cluster analysis suggest that the examined 5 sites can be divided into two groups, sites exposed to open sea (transects 1, 2, 3) and comparatively sheltered sites (transects 4, 5) faced with the Pusan Harbor. The former group is represented by large brown algae, Sargassum and Hizikia, while Ulva pertusa and Lomentaria species are mainly found in the latter group. A calcareous alga, Corallina pilulifera occurred dominantly in both groups throughout the year. In conclusion, number of species in this area was remarkably reduced as compared to the previous data. This result may suggest probably more change of algal vegetation in future, considering the physical and chemical pollutions loaded in the coastal marine environment of this area.

• Korean Journal of Food Science and Technology
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• v.12 no.3
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• pp.170-175
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• 1980

A mass production of chestnut necessiates the development of economic long-term storage method. The main objective of this study was to confirm the technical aspect of the chestnut storage method which was developed by two year project and to review the method of commercial application. The chestnut used for the experiments were separated in brine $(5.5{\sim}6.0^{\circ}\:B{\acute{a}}ume)$ into matured and unmatured lots and fumigated with $CS_2$ at a 5 $lb/27\;m^3$ level for $25{\sim}30\;hrs.$ The chestnuts were packed in wooden boxes with sawdust (50% moisture) in the ratio of 1 : 1 by volume. The boxes were stored in the cold room $(1{\pm}1^{\circ}C,\;85{\sim}95%\;RH)$ and the cellar ($0{\sim}10^{\circ}C$, controlled only by circulating night cool air). The results obtained were as follows: 1. Fully matured chestnut could be successfully preserved $8{\sim}9\;months$ at a l0% decay level in the cold room and $4{\sim}5\;months$ months in cellar. 2. Immatured chestnuts wire inferior to the matured in storage stability. At the maximum storage period, its storage life was two months shorter. 3. The heat transfer equation of piled chestnuts with sawdust can be suggested as $T_{\infty}-T_0=(T_{\infty}-T_0){\cdot}10^{-t/320}$ and j and $f_h$ values were 1 and 320 min, respectively. 4. The chestnuts in the package of storage unit had longer shelf life than naked chestnut during the retail distribution at ambient temperature.

• Current Research on Agriculture and Life Sciences
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• v.14
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• pp.111-122
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• 1996

S. chibaensis J-59 produced an extracellular xylanase in a CSL medium composed of 1.5% com steep liquor, 0.1% $MgSO_4{\cdot}7H_2O$, 0.012% $CoCl_2{\cdot}6H_2O$, and 0.15% glucose containing xylan. but it did not produce in the culture medium containing xylose. The production of enzyme reached to a maximum level (0.83 uints/ml) when bacteria were cultured in 2.5 l jar fermentor for 48hrs at $30^{\circ}C$ and pH 7.0. Furthermore, S. chibaensis J-59 produced an intracellular glucose isomerase in a medium containing xylan and/or xylose. Xylanase was purified 29-fold over the culture supernatants of S. chibaensis J-59 by ammonium sulfate fractionation, chromatography on DEAE-Sephadex A-50, and gel filtration on Sephadex G-200. The purified enzyme is a monomeric enzyme with a native molecular mass of 25 kDa and a subunit molecular mass of 25 kDa. The purified enzyme requires $Mg^{2+}$ for activity, $Ca^{2+}$, $Co^{2+}$ is not an inhibitor but inhibit by $Fe^{3+}$, $Hg^{2+}$, and $Cu^{2+}$, sodium dodecyl sulfate, N-bromosuccinide. Pattern of hydrolysis demonstrated that the xylanase was an endo-splitting enzyme able to break down birchwood xylan at random giving xylobiose, xylotriose and xylotetrose as the main end products.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Journal of Hospice and Palliative Care
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• v.22 no.4
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• pp.156-165
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• 2019

Purpose: This study was conducted to identify subjective attitudes towards terminal patients in nursing students who had clinical practice. The types of subjective attitude were classified by applying Q methodology. According to those types, basic reference data for the development of educational programs were provided. Methods: Thirty-four final Q samples were selected, and Q classification with a nine-point scale was performed with P samples of 43 nursing students. A key factor analysis was conducted with the collected data using the PC QUANAL program. Results: Nursing students' attitudes towards terminal patients were grouped into three types. The total variable was 49.96%. Students with Type 1 ("wish for life-sustaining medical treatment") thought that terminal patients accurately understood their medical condition and wanted to prolong their lives. Others with Type 2 ("need for service and support") believed that a multidisciplinary nursing system needs to be established to help terminal patients prepare for death. Students with Type 3 ("awareness and acceptance of death") thought that terminal patients wanted to die with dignity at a hospice unit. Conclusion: This study analyzed various types of attitude towards terminal patients, as perceived by nursing students with clinical training experience. Development of educational programs for each attitude type analyzed in this study could contribute to systematic training programs for nursing students caring for terminal patients.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.