• Korean Journal of Biological Psychiatry
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• v.6 no.2
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• pp.153-160
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• 1999

Animal models can provide a useful tool for the study of some aspects of psychiatric disorders and their treatment. The four criteria for the evaluation of animal models of psychiatric disorders are as following : 1) similarity of inducing conditions 2) similarity of behavioral state 3) common underlying neurobiological mechanisms 4) reversal by clinically effective treatment techniques. Several animal models have been proposed for schizophrenia : phenylethylamine model, L-dopa model, hallucinogen model, cocaine model, amphetamine model, phencyclidine model, noradrenergic reward system lesion model, reticular stimulation model, social isolation model, conditioned avoidance reaction, catalepsy test, paw test, self-stimulation paradigms, latent inhibition paradigms, blocking paradigms, prepulse inhibition of the startle reflex, rodent interaction, social behavior in monkeys, hippocampal damage, high ambient pressure, and models using selective breeding. Among them, animals with bilateral lesion of the hippocampus may provide an adequate animal model for several symptoms of schizophrenia, and ketamine model can reproduce negative symptoms and cognitive deficits as well as positive symptoms of schizophrenia. In conclusion, no model of schizophrenia is entirely representative of the disease, and findings gleaned from model systems must be cautiously interpreted. Furthermore, the process of developing and validating animal models must work in concert with the process to identify reliable measures of human phenomenology.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.237-250
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• 2021

Teachers play a key role in designing a students' learning experience. Teachers are asked to interpret the context in which they are located and to adjust their practice to fit circumstantial needs based on their teacher agency. In this study, we explore the emergence of teacher agency in distance learning caused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewed six secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews and their artifacts were collected and analyzed. This study shows that teacher agency is captured when they respond to circumstantial change and modify their practice to achieve their professional purpose or adjust their practice in space for maneuvering or keep their practice consistent. This study also analyzes the factors that affect the emergence of teacher agency in two dimensions. One is individual and the other is contextual. In the individual dimension, educational values shaped by his/her experiences and short/long-term goals for the future support the emergence of teacher agency. In the contextual dimension, there are collaborative and flexible culture shared by the community, co-operation within the teacher community, and material support. On the other hand, in the individual dimension, the teachers' sense of their role, and no reflection for own practice constrain the emergence of teacher agency, and in the contextual dimension, performativity discourse and strong requirement without guidance constrain the emergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers' professional practice and the emergence of teacher agency.

• Economic and Environmental Geology
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• v.40 no.2 s.183
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• pp.209-221
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• 2007

Numerical analysis was performed to investigate the effect of heavy metal contamination on neighboring environment in case a dam is constructed by using rockfill materials contaminated by heavy metals. The numerical simulation carried out in this research includes both subsurface flow and contaminant transport in the inside of the CFRD(Concrete Faced Rockfill Dam), using two commercial programs, SEEP2D and FEMWATER. The three representative cases of scenarios were chosen to consider a variety of cases occurring in a dam site; (1) Scenario 1 : no crack in the concrete face slab, (2) Scenario 2 : a crack In the upper part of face slab, and (3) Scenario 3 : a crack between plinth and face slab in the lower part of face slab. As a result of seepage analysis, the amount of seepage in scenario 2 was calculated as $14.31\sim14.924m^3/day$ per unit width, corresponding to the 1,000 times higher value than that in other scenarios. Also, in the simulation of contaminant transport by using FEMWATER, specified contaminant concentration of 13 ppb in main rockfill zone was set to consider continuous leakage from the rock materials. Through the analysis of contaminant transport, we found that elapsed times to take for the contaminant concentration of about 2 ppb to arrive at the end of a dam are as follows. Scenario 1 has the elapsed time of 55,000 years. In Scenario 2. it is 50 years. Finally, scenario 3 has 27,000 years. The rapid transport of the contaminant in scenario 2 was attributed to greater seepage flow by 500 times than other scenarios. Although, in case of upper crack in the face slab, it was identified that the contaminant might transport to the end of a dam within 100 years with about 2 ppb concentration, however, it happened that the contaminant was hardly transported out of the dam in other scenarios, which correspond to either no crack or a crack between plinth and face slab. In conclusion, the numerical analysis showed that the alternative usage of the contaminated sand and gravel as the dam embankment material can be one of the feasible methods with the assumption that the cracks in a face slab could be controlled adequately.