• Hwankyungkyoyuk
• /
• v.15 no.1
• /
• pp.115-124
• /
• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• Korean Journal of Child Studies
• /
• v.20 no.3
• /
• pp.123-137
• /
• 1999

This study investigated the influence of audience type (mother or close friend) age, and gender on children's goals and strategies for emotional regulation in angry and in sad situations. Hypothetical vignette methodology was used with 314 children in grades 5 and 7. In angry situations, all boys and all 5th grade children regulated anger more with instrumental motives while 7th grade girls showed more prosocial motives. Children showed more prosocial and rule oriented motives with peers and relational motives with mothers. In angry situations, children used aggression regulation strategies more toward peers and activity regulation strategies more toward mothers. Children's age and sex explained sadness regulation motives better than audience type with peers, but children used more activity regulation strategies with mothers in sad situations. When sad, fifth graders used more verbal and facial expression strategies than 7th graders while boys used more activity regulation strategies than girls.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.2
• /
• pp.237-246
• /
• 2007

According to 7-th curriculum, irrational number should be introduced using non-repeating infinite decimals. A rational number is defined by a number determined by the ratio of some integer p to some non-zero integer q in 7-th grade. In 8-th grade, A number is rational number if and only if it can be expressed as finite decimal or repeating decimal. A irrational number is defined by non-repeating infinite decimal in 9-th grade. There are misconceptions about a non-repeating infinite decimal. Although 1.4532954$\cdots$ is neither a rational number nor a irrational number, many high school students determine 1.4532954$\cdots$ is a irrational number and 0.101001001$\cdots$ is a rational number. The cause of misconceptions is the definition of a irrational number defined by non-repeating infinite decimals. It is a cause of misconception about a irrational number that a irrational number is defined by a non-repeating infinite decimals and the method of using symbol dots in infinite decimal is not defined in text books.

• The Mathematical Education
• /
• v.55 no.4
• /
• pp.447-465
• /
• 2016

The purpose of this study is to analyze longitudinal trends of students' mathematical affective domain by use of the data mining method. For this purpose, we used the Korea education longitudinal study(KELS 2005) which was the survey data for students' achievement test, affective domain test, teachers' evaluation, and parents' evaluation from $7^{th}$ grader in the year of 2005 to $11^{th}$ grader in the year of 2010. Subjects of this study is a total of 5040 students who answered to the mathematical affective domain survey in KELS 2005. The result findings are as follows. First, students' affective domain had changed negatively as they went up to higher grade. Second, if students' affective domain had built at a certain level in $7^{th}$ grade, the level did not change easily until $11^{th}$ grade. Third, major factors of students' affective domain were shown to be self-efficacy, intrinsic motivation, efforts and patient, and time management.

• Journal of the Korean Society of Costume
• /
• v.56 no.1 s.100
• /
• pp.97-105
• /
• 2006

The dyeability and antibacterial activity of fabrics dyed with lavender extract were analyzed. The results obtained are as follows. The surface color of all the dyed fabrics was tinged with green or yellow of a slight red tint. In the test results of dyeing colorfastness, the colorfastness to sunlight of the dyed fabrics which is both not treated with a mordant and treated with a K2Cr2O7 mordant was excellent with 4th grade of colorfastness. The others showed below 2nd grade. The colorfastness to laundry showed, as most of dyed fabrics were 4th-5th grade, relatively excellent results. The colorfastness to perspiration showed different results respectively according to the kind of both dyed fabrics and mordants. The colorfastness to crocking of the dyed both cotton and silk fabrics showed the excellent result of 4th-5th grade. The colorfastness to dry cleaning of all the dyed fabrics was excellent with 4th-5th grade. In the test results of antibiosis, the dyed fabrics of both cotton and silk didn't show the significant decrease rate for the fungus called Klebsiella pneumoniae. For the fungus called Staphylococcus aureus, the dyed cotton fabric showed the decrease rate of $98\%$ and the dyed silk fabric showed the decrease rate of $50\%$. For the fungus called Chaetomium globosum, the dyed fabric of cotton didn't show the significant antibacterial efficacy, but the dyed fabric of silk showed the significant antibacterial efficacy for the mold fungus called Aspergillus niger.

• Korean Journal of Head & Neck Oncology
• /
• v.7 no.2
• /
• pp.129-136
• /
• 1991

This is a clinical, retrospective review of 66 cases of the Adenoid cystic carcinoma who were treated at the Department of Surgery, Presbyterian Medical Center, Chonju during the past 20 years from January, 1971 to December, 1990. The results were obtained as follows; 1) The most common malignant tumor in the minor salivary gland was adenoid cystic carcinoma and it's incidence was 57.6% (38 cases). 2) The most common site of adenoid cystic carcinoma in the major salivary gland was parotid gland with the incidence of 22.7% (15 cases). 3) The peak age of patients with adenoid cystic carcinoma was 5th decade(30.3%) and others' peak age except adenoid cystic carcinoma was 6th decade(35.9%). 4) The duration of symptoms of adenoid cystic carcinoma patient was less than one year in the minor salivary gland, comprising 21 cases(55.3 %) and more than one year in 18 cases(64.9 %) of the major salivary gland carcinoma. 5) According to histologic grades of 66 cases of adenoid cystic carcinoma, Grade I was 15 cases and Grade II 19 cases, Grade III 5 cases. Other 27 cases were undetermined. 6) The incidence of cervical lymphnode metastasis of 39 cases of adenoid cystic carcinoma classified into histologic grades was 0% in Grade I, 10.5% in Grade II and 20% in Grade III. 7) The incidence of nerve invasion confirmed histologically was 20% in Grade I, 63.2% in Grade II and 100% in Grade III. It was significant(p<0.01). 8) The local recurrence rate was 26.7% in Grade I, 47.4% in Grade II and 60% in Grade III. The lung was the commonest site for distant metastasis comprising 14 cases among 19 cases in which distant spread occurred. 9) 5 year determinate disease-free survival rate according to the histologic grade was 57.1% in Grade I, 27.3% in Grade II and 25.0% in Grade III. 10) The determinate 5-year survial rate of adenoid cystic carcinoma was 71.4% in the only curative surgery group, 70.6% in the combined treatment group of surgery and postoperative irradiation, 66.7% in the combined treatment group of surgery with postoperative irradiation and chemotherapy, and 33.3 % in the non-curative treatment group. 11) The average size of tumor was 3.6cm in Grade I, 4.8cm in Grade II and 4.5cm in Grade III.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.333-351
• /
• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Human Ecology Research
• /
• v.52 no.4
• /
• pp.371-382
• /
• 2014

This study investigated the relationships among individual factors, family factors, peer relationships and the internalizing and externalizing behaviors of adolescents. The data were obtained from a sample of 417 7th and 8th grade students. These data were collected with questionnaires and analyzed by using a t-test, Pearson's correlation, and a multiple regression analysis with SPSS ver. 18.0. The results can be summarized as follows. There is a significant difference in an adolescent's self-control, their father's rejective rearing, peer pressure, and the peer relationship between boys and girls. The results showed that boys had higher self-esteem and father's rejective rearing than girls. On the other hand, girls had higher peer pressure and more intimate peer relationships than boys. The results revealed that the 7th grade students had higher self-esteem and mother's warmth rearing than the 8th graders. Furthermore, the 8th grade students showed higher shame, mother's rejective rearing, marital conflict, internalizing behavior, and externalizing behavior than the 7th graders. The internalizing behavior in boys was influenced by shame, marital conflict, and peer pressure. In the case of girls, the internalizing behavior was affected by shame, mother's warmth rearing, and peer pressure. The externalizing behavior in boys was influenced by self-control and shame. In the case of girls, the externalizing behavior was affected by self-control, shame, marital conflict, and peer pressure. Adolescents who exhibited higher levels of shame than others and higher peer pressure showed internalizing problem behaviors. Adolescents who had less self-control and more shame, experienced more externalizing behavior problems.

• Journal of the Korean Data and Information Science Society
• /
• v.16 no.4
• /
• pp.843-848
• /
• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Journal of Veterinary Clinics
• /
• v.20 no.1
• /
• pp.96-103
• /
• 2003

The purpose of this study is to evaluate the results obtained from three surgical techniques (retinacular imbrication, trochleoplasty and tibia tuberosity transposition), which were simultaneously applied for correction of patellar luxation. Eleven, (6 to 108 months) old dogs were presented. The dogs showed, medial patellar luxation (17 stifle joint) and lateral patellar luxation (2 stifle joint) ranging from grade 1 to 4. By palpation and radiographic view, all 11 dogs were diagnosed as patellar luxation. Bilateral patellar luxation was diagnosed in 8 dogs. After operation, the dogs were monitored daily for 7 days and on the 10th, 15th, 20th, 25th and 30th days. Lameness progressively decreased in all dogs around 30 days after surgery, and the patients were showed normal walking. Normal walking was possible in 2 dogs after 4 days, in a dog after 5 days, a dog after 7 days, 3 dogs after 10 days,2 dogs after 15 days, a dog after 25 days and a dog after 30 days (Mean$\pm$S.E: 12.27$\pm$2.57). The recovery took 14 days in dogs with bilateral patellar luxation, and 9 days in dogs with unilateral patellar luxation. Trend of decrease of lameness grade in bilateral patellar corrected dogs were similar to that in unilateral patellar corrected dogs. Swelling, pain and fever disappeared on 7 days. In conclusion, combination of tibial tuberosity transposition, retinacular imbrication and trochleoplasty is appropriate for dogs with patellar luxation.