• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.923-933
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• 2009

In this study, analysis was carried out on science experiment in high school textbooks, illustrating 'the effect of pH on enzyme activity.' Five of the total 16 science textbooks introduced in this experiment, and the experimental conditions therein were analyzed. Textbook analysis revealed that pH of below 3 was used for 'acidic condition' and that of over 11 was used for 'basic' condition. Using the experimental conditions described in the textbooks, review experiments were performed. Buffering effect with the addition of saliva was found in the pH region around 7 when buffer solution was not used to control pH as was in the textbooks. The enzyme activity experiments were performed controlling pH from pH 2 to 13 with buffer. The color of the sample was blue from pH 2 to 4, and then disappeared from pH 5 to 8, reflecting that starch was digested owing to enzyme activity. In pH 9 light blue color appeared, indicating de-activation of enzyme under this basic condition. However, the blue color of the sample became lighter at pH 10 and disappeared from pH 11, which was different from the expected behavior anticipating dark blue color due to de-activation of enzyme under strong basic condition. These results can wrongly influence students to interpret that enzyme can be activated in this pH condition. So, we analyzed the reason for the color of the sample turning light blue in pH 10 and disappeared from pH 11. The analysis resulted that ${I_3}^-$ and/or ${I_5}^-$ subunits of polyiodides within the starch helix in starch-iodine complex, showing blue, decreases above pH 10 due to disproportionation to HOI, ${IO_3}^-$, and $I^-$ by the reaction with $OH^-$.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2625-2631
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• 2012

To recruit nurses with skills, the hospital must evaluate the skills of the applicants. But objective evaluation of the skills is a difficult. Many hospitals are using written examination or oral test only and are not testing the nursing skills directly when they recruit new nurses. OSCE(Objective Structured Clinical Examination) is a method developed for the evaluation of clinical skills objectively. In this study, 16/20 nurse managers of one university-affiliate hospital were assembled for the project of developing 7 OSCE modules by themselves, and then they ran OSCE using those modules for 40 nursing students. They scored nursing skills of the students using checklists they designed. The whole process was proceeded phase by phase using step-wise approach model. The project was successful; inter-personal consistency of the scores were high; nurse managers became confident in objective skill evaluation; subjective responses for this project were favorable. The hospital adopted OSCE in recruitment process thereafter. This experience might be applied to other hospitals who want to recruit nurses with skills.

• Korean Security Journal
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• no.60
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• pp.253-282
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• 2019

College students majoring in bodyguards learn and acquire bodyguard martial arts to protect the life and property of the subjects. Also, the bodyguard martial arts are helping to improve and maintain the body and spirit of the bodyguards. However, more and more students majoring in security at universities are becoming obese due to lack of time to participate in bodyguard training and excessive food intake, which could have a negative impact on their future security work as well as their health condition. In this study, the effect of 10 weeks of Judo training on body composition, blood lipid and immune function on Security Majoring obese male college students was determined to be as follows. 1. Weight(p<.05), ; body fat ratio(p<.05), BMI(p<.01) etc. of body composition after Judo training were significantly reduced, and in the case of BMI(F=4.488, p<05), there were significant differences in interaction between groups and timing. 2. After judo training, TC (p<.05) and LDL-C(p<.01) of the blood lipid showed a significant decrease. 3. After judo training, lymphocytes of leukocytes were shown to increase significantly(p<.05), lymphocytes(F=11.772, p<.01) showed significant differences among groups. 4. After judo training, IgA and IgG of immunoglobulin were shown to increase significantly (p<.05), IgA(F=7.646, p<.05) and IgG (F=14.267, p<.01) showed significant differences among groups. Considering the above results, it is thought that judo training can prevent obesity due to reduced body fat and reduce neutral fat and cholesterol, thus preventing arteriosclerotic diseases. In addition, it is expected to play a positive role in defense against human bacterial infections, inflammatory reactions, and external antigen in immune function. It is thought that this will not only prevent the bodyguards' obesity but also maintain a healthy life and improve the security work efficiency. However, some studies have shown results that are somewhat different from the results of this study, so studies on blood lipids, immune function, and exercise will require more detailed research on various methods of exercise, such as exercise time and intensity.

• Journal of Science Education
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• v.36 no.1
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• pp.84-93
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• 2012

We have studied possibilities of Peer Instruction(PI) to train in-service science teachers in elementary and middle schools through both degree of conceptual changes and investigating responses to questionaries. 169 teachers were attended and the subject for training was about light propagation to teach scientific conception about a pin hole camera. 6 conceptests were developed. Degree of conceptual changes was analyzed from results obtained from 24 elementary and 32 middle school teachers among them. On the other hand, answers to questionaries were obtained from 135. Relatively high gain near to about 0.7 in conceptual changes was obtained even though their initial levels were quite low. Interesting point is that elementary teachers have higher initial level and larger gain than middle school teachers. Teachers have very much enjoyed and showed strong support to PI for helping conceptual change, and willing to use PI to their own class. Also they conceived dealing concept in teacher training is very important and evaluated PI very positively for teacher training.

• Sleep Medicine and Psychophysiology
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• v.14 no.1
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• pp.26-32
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• 2007

Objectives: Angiotensin-converting enzyme (ACE) gene polymorphism has been reported to be associated with depression and therapeutic outcome in depression. The purpose of this study was to determine whether ACE gene polymorphism is associated with seasonal variation in mood and behavior in a young Korean college student sample. Methods: 297 young Korean medical students were recruited in this study. All subjects were free of major medical and psychiatric problems. They were genotyped for the ACE gene polymorphism and evaluated the seasonal variation in mood and behavior by the Seasonality Pattern Assessment Questionnaire (SPAQ). Results: Global Seasonality Score (GSS) of SPAQ between three genotypes were not different. However, comparison of the group that showed seasonality of mood and behavior during winter with the group that did not showed seasonality indicated significant difference in genotype distribution ($x^2=6.79$, p=0.034). The D allele non-carrier (ll genotype) frequency was significantly higher in winter seasonality group than non-seasonality group ($x^2=6.59$, p=0.010；odds ratio [OR]=2.27, 95% confidence interval [CI] 1.20-4.28). Conclusion: These results suggest that the ACE gene polymorphism is related to winter-type seasonality in a Korean population.

• Korean Journal of Culture and Social Issue
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• v.12 no.2
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• pp.45-76
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• 2006

This article compares the psychological and behavioral profiles of adolescents on probation and high school students. A total of 253 adolescents on probation and 257 high school students completed an open-ended questionnaire developed by the present researchers and structured questionnaire that assessed moral disengagement and self-efficacy developed by Bandura (1995), delinquent behavior and academic achievement. Adolescents on probation reported that they engaged in delinquent behavior due to the fault of others and they were angry for being forced to be on probation. They are not likely to take responsibility and morally disengage from their delinquent actions. When compared to high school students, adolescents on probation are likely to report low self-efficacy, low academic grade, and less likely to feel proud of themselves. They are more likely to meet their friends in Internet and video game rooms and less likely to focus on academic achievement. Results of ANCOVA indicate that adolescents on probation have higher scores on moral disengagement, social efficacy, but lower score on efficacy for self-regulated learning. They are more likely to run away from home and have lower academic grade. The results of the discriminant analysis indicate that running away from home, social efficacy and moral disengagement are predictive of adolescents on probation and academic achievement and efficacy for self-regulated learning are predictive of high school students.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.139-160
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• 2011

The purpose of this study is twofold: (i) to develop a teaching and learning plan and practical performance assessment tools for the improvement of teenager-parent communication and relationships as well as explore their effects on the communication in the everyday family life; and (ii) to find the underlying problems of teenager- parent communication through conversation analysis and to provide a improved dialogue model. We provided the experimental group with a performance task of communication training between teenagers and their parents in the real family situation while the control group practiced communication skills in a learning situation. However for both classes, before and after performance tasks were equally provided. The experimental group exhibited a longer conversation time with their parents, better communication skills, and higher degrees of relational satisfaction than the control group. Conversation analysis revealed that the experimental group reduced the use of blocking techniques in the teenager-parent conversations more than the control group, and all so raised the frequency of functional communications more than the control group. In both areas of communication in the experimental group was significantly improved, Most notably, a problem-solving case through no-lose conflict resolution methods was effective, succeeding by 70% in the e experimental group and 43.3% in the control group. Parents use blocking techniques like admonition, lecturing, blaming. sarcastic remarking, ordering and so forth, while teenagers use dispute, avoidance, blaming, and teasing in this order. The communication problems during the conversation process, teenagers' evasive and rebellious way of speaking instigates adverse communication responses from parents, so their conversation tends to unfold as ambiguous evasion opposed to: inquiring or evasion by short answers vs. ordering-preaching, or disputing vs. criticizing-making sarcastic, disputing vs. disputing-teaching, and criticizing vs. criticizing.

• Pediatric Infection and Vaccine
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• v.4 no.1
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• pp.116-125
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• 1997

Purpose : Studies on the duration of immune response against Japanese encephalitis virus from recipients with JE vaccine (Nakayama-NIH strain) in Korea. Methods : To determinate the immune response and the duration of antibody against JE vaccine, 213 students were examined since 1994 using hemmaglutination inhibition test and plaque reduction neutralization test (PRNT). Results : 24 months after the first vaccination, haemmaglutination inhibition and neutralizing antibody maintained from the recipients 63.4% (>1:20) and 100% (>1:20), respectively. In April 1996, one dose booster to the same recipients those who were vaccinated in 1994, the GMT antibody for HI and PRNT titer were both increased from 1:11.6 to 1:13.2 and 1:275.7 to 1:348.1, respectively, after 6 months booster (after 30 months from the initial vaccination). This results showed that the antibody from the active immunity could be maintained more than 12 months after the initial vaccination. On the basis of these results, inactivated killed JE vaccine (Nakayama-NIH strain) using for preventing against JE purpose seems to produce antibody enough to protect against JE at present. Conclusions : Along with the results of this study demonstrating duration of antibody, the active immunization could be maintained as long as by initial vaccination of 2 doses, a single dose of booster vaccination made during a period of 1 month to 12 months and the successive booster vaccination by 2 or 3 year intervals. However, the immunization schedule should be concerned with both epidemiology of disease and the immune response of vaccinated individuals.

• Korean Journal of School Psychology
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• v.9 no.3
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• pp.485-503
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• 2012

Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.