• Proceedings of the Korean Society of Embryo Transfer Conference
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• 2003.10a
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• pp.120-120
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• 2003

• 월간낙농육우
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• s.34
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• pp.64-66
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• 1984

• 월간낙농육우
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• s.33
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• pp.57-59
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• 1984

• 월간낙농육우
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• s.53
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• pp.36-41
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• 1986

• Proceedings of the Korean Society of Developmental Biology Conference
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• 2003.10a
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• pp.120-120
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• 2003

고능력 젖소와 보통능력 젖소의 번식능력을 비교하기 위하여 progesterone을 분석하여 분만후 초발정일을 추정하였고, 번식자료를 통하여 분만 후 번식성적을 조사하였으며, 또한 비유능력 및 Body condition score(BCS) 에 따른 $PGF_2a + PGF_2a+CIDR$ program 투입 효과를 구명하기 위하여 분만 후 40일째에 $PGF_2a$를 1차 처리한 후 발정이 발현되지 않은 개체에 대하여 1 차 처리후 14일째에 다시 2차 $PGF_2a$를 처리하였고 2차 $PGF_2a$ 처리후에도 발정이 발현되지 않은 개체에 대하여 2차 $PGF_2a$ 처리후 5일째에 CIDR plus를 처리하여 발정유기율을 조사분석하였던 바, 그 결과를 요약하면 다음과 같다. 가. 보통능력우와 고능력우의 분만후 progesterone peak를 나타내는 일수는 각각 $38.8 \pm 11.1$ 및 $39.6 \pm 9.7$일로 거의 비슷한 경향을 나타내었음 나. 보통능력우와 고능력우의 분만후 발정재귀일수는 각각 $99.4 \pm 71.6$ 및 $117 7 \pm 78.6$일로 고능력우에서 18.3일 늦어지는 경향이었음 다 보통능력우와 고능력우의 분만후 수태일수에 있어서 각각 $145.9 \pm 102.8$및 $165.9 \pm 100.8$일로 고능력우에서 20일 늦어지는 경향이었음 라. 보통능력우와 고능력우의 분만간격에 있어서 각각 421.5 \pm 107.2$ 및 $448.4 \pm 108.7$일로 고능력우에서 26.9일 늦어지는 경향을 나타내었음 마 보통능력우와 고능력우에 있어서 1차 $PGF_2a$ 처리시 각각 39.1% 및 60.0%, 2차 $PGF_2a$ 처리시 각각 42.9% 및 70.0%, CIDR plus 처리시 50.0% 및 66.7%의 발정 유기율을 나타내었음 바. BCS에 따라 $PGF_2a + PGF_2a+CIDR$ plus program을 투입한 결과 BCS 2.5 이하와 BCS 2.75-3.50에 있어서 1차 $PGF_2a$ 처리시 각각 47.4% 및 48.3%, 2차 $PGF_2a$ 처리시 각각 40.0% 및 66.7%, CIDR plus 처리시 각 각 50.0% 및 80.0%의 발정 유기율을 나타내었음

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.

• 한국노년학
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• v.36 no.4
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• pp.981-1001
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• 2016

At old age, as people depend on superficial clues when they interpret the overall context of communication, their ability to understand connotative and figurative words and articles could deteriorate. In this study, 50 normal young(junior) people and normal old(senior) people were made to perform a task to understand similes, metaphors, idioms, and proverbs, the sub-areas of figurative language. For the task, participants were made to understand a paragraph consisting of several sentences and select a correct answer representing appropriate figurative language. As a result of the analysis, first, old people showed a lower level of performance than young people in all the sub-areas of figurative language. Second, in understanding idiomatic words and proverbs, old people showed a lower level of performance due to unfamiliarity. Third, for the types of wrong answers, old people mostly understood only the literal meanings in all the sub-areas of figurative language. Due to aging, old people come to have a lowered level of the pragmatic language ability, reasoning ability, and inhibiting ability to efficiently communicate with others considering certain situations and contexts. Thus, old people could have difficulties in understanding inner meanings from others in daily communication.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• The Korea Swine Journal
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• v.23 no.9 s.265
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• pp.146-150
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• 2001

양돈장의 소득향상을 위하여 능력이 우수한 번식돈을 확보하여 모돈두당 년간 이유두수(PSY)를 높여 품질이 우수한 비육돈의 출하두수와 출하체중을 증가시켜야 한다. 고능력 번식모돈을 확보하기 위해서는 유전적으로 산자수가 많고 비유능력이 우수하여 자돈의 복당 이유시 체중이 무거운 가계능력이 우수한 혈통을 가진 후보돈을 구입해야 하고, 외형적으로는 건강상태가 양호하여 후보돈의 교배시 등지방층이 16mm이상이고, 유두수가 많고 유두의 배열 및 간격이 일정하고 유두상태가 양호하여 부유두와 맹유두가 2개 이하이며, 외부 생식기의 발달이 좋으며, 지제가 튼튼한 후보돈을 선발 구입하여 돈군의 적정한 산차 구성을 유지하는 것이 바람직하다.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.