• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
• /
• v.6 no.4
• /
• pp.259-264
• /
• 2001

Typhoon and neap tide on Cochlodinium polykrikoides bloom and water temperature on disappearance of C. polykrikoides bloom were investigated to elucidate the outbreak mechanism of C. polykrikoides blooms at Naro and Namhae coastal area in South Sea of Korea. The first observation of C. polykrikoides blooms were observed when thermocline was disappeared by typhoon, tide, etc. The first blooms of C. polykrikoides were observed on neap tide or before one day from neap tide in 1996-1998 and 2000. However, thermocline was disappeared by typhoon in 1994 and 1999, the first blooms were observed early 12-30 day than 1996-1998 and 2000. The main reason of disappearance of C. polykrikoides blooms after typhoon on 1997-2000 seems to be other environmental change by typhoon rather than low water temperature. In the future, the first C. polykrikoides bloom will be appear around the first neap tide of latter part of August with breaking down of thermocline, but if the thermocline be collapsed by typhoon in July, the C. polykrikoides bloom will be appear at beginning of August. The outbreak of C. polykrikoides blooms will be explain as follows: The vegetative cells, which was germinated by environmental change or already exist in surface water at low level, input to the surface water, and then nutrients and trace metals which were suppled from out side of C. polykrikoides bloom area inflow to surface. The vegetative cells are growth by the nutrients and trace metals at suitable environmental conditions e.g. water temperature, salinity, and sufficient light.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
• /
• v.6 no.2
• /
• pp.81-92
• /
• 2001

According to analyses of high-resolution seismic profiles (air gun, sparker, and SBP) and a deep-drill core(YSDP 105) in the mid-eastern Yellow Sea, stratigraphic and geoacoustic models have been established and seismo-acoustic modeling has been fulfilled using ray tracing of finite element method. Stratigraphic model reflects seismo-, litho-, and chrono-stratigraphic sequences formed under a significant influence of Quaternary glacio-eustatic sea-level fluctuations. Each sequence consists of terrestrial to very-shallow-marine coarse-grained lowstand systems tract and tidal fine-grained transgressive to highstand systems tract. Based on mean grain-size data (121 samples) of the drill core, bulk density and P-wave velocity of depositional units have been inferred and extrapolated down to a depth of the recovery using the Hamilton's regression equations. As goo-acoustic parameters, the 121 pairs of bulk density and P-wave velocity have been averaged on each unit of the stratigraphic model. As a result of computer ray-tracing simulation of the subsurface strata, we have found that there are complex ray paths and many acoustic-shadow zones owing to the presence of irregular layer boundaries and low-velocity layers.

• Journal of the Korean earth science society
• /
• v.22 no.5
• /
• pp.405-414
• /
• 2001

Jecheon granite can be divided into two types; porphyritic granite (K-feldspar megacryst bearing) and medium-grained biotite granite. Porphyritic granite, host body of feldspar deposits, is 8${\sim}$11 km in diameter and about 80 $km^{2}$ in area. It mainly contains K-feldspar, plagioclase, biotite and quartz, and magnetite, zircon, sphene and apatite are accessary minerals. Enclosed minerals in K-feldspar megacryst with 3${\sim}$10 cm in diameter are hornblende, plagioclase, quartz, magnetite, apatite, sphene and zircon. Mafic enclaves mainly consisting of hornblende, plagioclase and quartz are frequently observed in porphrytic granite. Medium-grained biotite granite consists of K-feldspar, plagioclase, biotite and hornblende as main, and hematite, muscovite, apatite and zircon as accessary minerals. Core and rim An contents of plagioclase from porphyritic granite, medium biotite granite, K-feldspar megacryst, and mafic enclave are 36 and 21, 40 and 32, 37 and 32, and 43 and 36, respectively. $X_{Fe}$ values of hornblende are 0.57 at biotite granite, 0.51 at K-feldspar mehacryst and 0.45 at mafic enclave. $X_{Fe}$ values of biotite and hornblende are homogeneous without chemical zonation. K-feldspar megacryst shows end member of pure composition with exsolved thin lamellar pure albites. Characteristics of mineral compositions and petrography indicate porphyritic granite is igneous origin and medium-grained biotite granite comes from the same source of magma; biotite granite is initiated to solidly and from residual melt porphyritic granite can be formed. Possibly K-feldspar megacrysts are formde under H$_{2}$O undersaturation condition and near K-feldspar solidus curve temperature; growth rate is faster than nucleation rate. Mafic enclaves are thought to be mingled mafic magma in felsic magma, which is formed from compositional stratigraphy. Estimated equilibrium temperature and pressure for medium-grained biotite granite are about $800^{\circ}C$ and 4.83${\sim}$5.27 Kb, respectively.

• Development and Reproduction
• /
• v.5 no.1
• /
• pp.73-79
• /
• 2001

Recently many studies have reported that total and bioavailable androgens reduced in male and female athletes and that physical exercise reduces the body weight and increases the reproductive abnormalities such as oligomenorrhea, anovulation, inadequate luteal phase, and delayed puberty in women by the inhibition of the hypothalamic-pituitary-gonadal (HPG) axis . In addition, high mileage endurance 겨nning, psychological stress, and military endurance training in men also reduce the secretion of reproductive hormones. To investigate the efffcts of physical endurance exercise on the secretion of reproductive hormones in men, androgenic hormones from adrenal glands and testis were measured in serum by the conventional radioimmunoassays after long-term (more than3 months), short-term (1 week), and acute (1${sim}$2 hours) physical exercises. Androgenic hormones from adrenal glands and testis such as total testosterone (TT), free testosterone (fT), dehydroepiandrosterone (DHEA), and androstenedione (A) decreased after thesestrenuous endurance trainings, whereas ACTH, cortisol, and dehydroepiandrosterone sulfetes (DHEAS) increased. Conadotropins (LH and FSH) were not idluenced by the physical exercises. Based upon the present results, we assume that the decrease in adrenal and testicular androgens by physical endurance exercises might be associated with the reproductive abnormalities in athletes by unknown factor(s) in addition to the HPG axis disturbance.

• Journal of Korean Home Economics Education Association
• /
• v.29 no.3
• /
• pp.141-160
• /
• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.187-195
• /
• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.

• Journal of Korean Elementary Science Education
• /
• v.42 no.4
• /
• pp.560-576
• /
• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• Journal of Intelligence and Information Systems
• /
• v.26 no.4
• /
• pp.149-171
• /
• 2020

The period at university is to make decision about getting an actual job. As our society develops rapidly and highly, jobs are diversified, subdivided, and specialized, and students' job preparation period is also getting longer and longer. This study analyzed the log data of college students to see how the various activities that college students experience inside and outside of school might have influences on employment. For this experiment, students' various activities were systematically classified, recorded as an activity data and were divided into six core competencies (Job reinforcement competency, Leadership & teamwork competency, Globalization competency, Organizational commitment competency, Job exploration competency, and Autonomous implementation competency). The effect of the six competency levels on the employment status (employed group, unemployed group) was analyzed. As a result of the analysis, it was confirmed that the difference in level between the employed group and the unemployed group was significant for all of the six competencies, so it was possible to infer that the activities at the school are significant for employment. Next, in order to analyze the impact of the six competencies on the qualitative performance of employment, we had ANOVA analysis after dividing the each competency level into 2 groups (low and high group), and creating 6 groups by the range of first annual salary. Students with high levels of globalization capability, job search capability, and autonomous implementation capability were also found to belong to a higher annual salary group. The theoretical contributions of this study are as follows. First, it connects the competencies that can be extracted from the school experience with the competencies in the Human Resource Management field and adds job search competencies and autonomous implementation competencies which are required for university students to have their own successful career & life. Second, we have conducted this analysis with the competency data measured form actual activity and result data collected from the interview and research. Third, it analyzed not only quantitative performance (employment rate) but also qualitative performance (annual salary level). The practical use of this study is as follows. First, it can be a guide when establishing career development plans for college students. It is necessary to prepare for a job that can express one's strengths based on an analysis of the world of work and job, rather than having a no-strategy, unbalanced, or accumulating excessive specifications competition. Second, the person in charge of experience design for college students, at an organizations such as schools, businesses, local governments, and governments, can refer to the six competencies suggested in this study to for the user-useful experiences design that may motivate more participation. By doing so, one event may bring mutual benefits for both event designers and students. Third, in the era of digital transformation, the government's policy manager who envisions the balanced development of the country can make a policy in the direction of achieving the curiosity and energy of college students together with the balanced development of the country. A lot of manpower is required to start up novel platform services that have not existed before or to digitize existing analog products, services and corporate culture. The activities of current digital-generation-college-students are not only catalysts in all industries, but also for very benefit and necessary for college students by themselves for their own successful career development.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.3
• /
• pp.262-277
• /
• 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 Christian Education in Korea
• /
• v.61
• /
• pp.165-201
• /
• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.