• Korean Journal of Ecology and Environment
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• v.57 no.1
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• pp.1-16
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• 2024

Most wetlands worldwide have suffered from extensive human exploitation. Unfortunately they have been less explored compared to river and lake ecosystems despite their ecological importance and economic values. This is the same case in Korea. This study was aimed to estimate the assemblage attributes and distribution characteristics of benthic macroinvertebrates for fifty wetlands distributed throughout subtropical Jeju Island in 2021. A total of 133 taxa were identified during survey periods belonging to 53 families, 19 orders, 5 classes and 3 phyla. Taxa richness ranged from 4 to 31 taxa per wetland with an average of 17.5 taxa. Taxa richness and abundance of predatory insect groups such as Odonata, Hemiptera and Coleoptera respectively accounted for 67.7% and 68.2% of the total. Among them Coleoptera were the most diverse and abundant. Taxa richness and abundance did not significantly differ from each wetland type classified in accordance with the National Wetland Classification System. There were three endangered species (Clithon retropictum, Lethocerus deyrolli and Cybister (Cybister) chinensis) and several restrictively distributed species only in Jeju Island. Cluster analysis based on the similarity in the benthic macroinvertebrate composition largely classified 50 wetlands into two major clusters: small wetlands located in lowland areas and medium-sized wetlands in middle mountainous regions. All cluster groups displayed significant differences in wetland area, long axis, percentage of fine particles and macrophyte composition ratio. Indicator Species Analysis selected 19 important indicators with the highest indicator value of Ceriagrion melanurum at 63%, followed by Noterus japonicus (59%) and Polypylis hemisphaerula (58%). Our results are expected to provide fundamental information on the biodiversity and habitat environments for benthic macroinvertebrates in wetland ecosystems, consequently helping to establish conservation and restoration plans for small wetlands relatively vulnerable to human disturbance.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Journal of Korean Society of Forest Science
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• v.113 no.1
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• pp.31-39
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• 2024

This study was performed to determine the effects of Four seedling age classes ageon the characteristics of growth and nutrient uptake in Chamaecyparis obtusa container seedlings. Seedlings (1-1, 2-0, 2-1, and 2-2 seedlings) of C. obtusa grown in containers were harvested to measure specific leaf area, height (H)/root collar diameter (D) ratio, dry mass of aboveground (T)/root dry mass (R) ratio, and seedling quality index of seedlings. The specific leaf area was highest in 1-0 seedlings (30.48 cm² g^-1), whereas it decreased (from 28.62 cm² g^-1 to 23.59 cm² g^-1) with increasing seedling age. The H/D ratio increased with increasing seedling age (from 4.41 in 1-0 seedlings to 8.35 in 2-2 seedlings). The T/R ratio decreased as the seedling age increased (from 4.29 in the 1-0 seedling to 2.13 in the 2-1 seedling). The seedling quality index increased with increasing seedling age (from 0.10 for the 1-0 seedling to 3.06 for the 2-2 seedling). The carbon concentrations of seedling components (leaf, branches, stem, and roots) did not differ significantly with seedling age, whereas the nitrogen concentration of seedling components was the lowest in 2-1 seedlings, as no fertilizer was applied to discourage excessive growth of the seedlings. Phosphorus, potassium, and magnesium concentrations in 2-1 seedling components were not affected by the lack of fertilizer application. These results can be applied to determine the optimum morphological characteristics and nutrient management by seedling age in container- grown C. obtusa.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.3
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• pp.123-138
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• 2024

Experiential social entrepreneurship education offers participants opportunities for active engagement in social entrepreneurial activities. Highlighting the significance of psychosocial experiences within the program, this study examines work meaningfulness discovered in this process as the antecedent to forming social entrepreneurial intention. Furthermore, drawing on social cognitive career theory that emphasizes the role of agency in career decisions, we propose social entrepreneurial self-efficacy as the underlying mechanism and social class as the moderating factor in the relationship between work meaningfulness and social entrepreneurial intention formation. The propositions were tested with a two-wave survey dataset collected among 145 university students taking part in an experiential social entrepreneurship program in South Korea. Our results indicate that work meaningfulness positively affects social entrepreneurial self-efficacy, which subsequently promotes social entrepreneurial intention. Moreover, when participants' social class, measured by either household income or perceived rank, is lower, the positive effect of work meaningfulness on social entrepreneurial self-efficacy as well as intention is amplified. Theoretically, these findings shed light on the crucial role of work meaningfulness in strengthening potential entrepreneurs' agency in the domain of social entrepreneurship, particularly for those from lower classes. Practically, we provide guidelines for designing an inclusive experiential social entrepreneurship program that allows participants to find meaningfulness by realizing their strengths and justifying their prosocial contribution.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.37 no.4
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• pp.225-232
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• 2024

This study focuses on the determination of the fracture mode in composite laminates using deep learning. With the increase in the use of laminated composites in numerous engineering applications, the insurance of their integrity and performance is of paramount importance. However, owing to the complex nature of these materials, the identification of fracture modes is often a tedious and time-consuming task that requires critical domain knowledge. Therefore, to alleviate these issues, this study aims to utilize modern artificial intelligence technology to automate the fractographic analysis of laminated composites. To accomplish this goal, scanning electron microscopy (SEM) images of fractured tensile test specimens are obtained from laminated composites to showcase various fracture modes. These SEM images are then categorized based on numerous fracture modes, including fiber breakage, fiber pull-out, mix-mode fracture, matrix brittle fracture, and matrix ductile fracture. Next, the collective data for all classes are divided into train, test, and validation datasets. Two state-of-the-art, deep learning-based pre-trained models, namely, DenseNet and GoogleNet, are trained to learn the discriminative features for each fracture mode. The DenseNet models shows training and testing accuracies of 94.01% and 75.49%, respectively, whereas those of the GoogleNet model are 84.55% and 54.48%, respectively. The trained deep learning models are then validated on unseen validation datasets. This validation demonstrates that the DenseNet model, owing to its deeper architecture, can extract high-quality features, resulting in 84.44% validation accuracy. This value is 36.84% higher than that of the GoogleNet model. Hence, these results affirm that the DenseNet model is effective in performing fractographic analyses of laminated composites by predicting fracture modes with high precision.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.55-69
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• 2024

This study aims to present a case of implementing educational programs that integrate theory and experience, leading to practical environmental conservation practices within households, and to analyze and evaluate their effectiveness. To achieve these goals, various hands-on environmental education programs related to family life, including carbon-neutral practices, clothing, food, housing, and design, were implemented for early adulthood. Pre- and post-surveys provided by the Korea Environmental Preservation Association were utilized to assess awareness and willingness to engage in environmental conservation among participants, and consultation with an expert was conducted to understand the effectiveness of the educational programs. As a result, the findings confirmed a notable enhancement in participants' environmental consciousness and commitment to action following the program compared to pre-program levels. The results of open-ended questions showed that the content participants wanted to learn and what they actually learned in the classes were similar, validating the effectiveness of the program. The consultation results indicated that presenting various practical methods related to household life would be effective; however, there was a suggestion for the need to consider aspects such as post-practical food management and the unique characteristics of multicultural household members when developing educational programs. This educational initiative holds promise for instigating perceptible shifts in the awareness and proactive engagement of young adults across the spectrum of household dynamics, thereby contributing significantly to the establishment of sustainable living paradigms.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Academy of Nursing
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• v.20 no.2
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• pp.153-173
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• 1990

One of the important tasks for new parents. especially mothers, is to establish warm, mutually affirming interpersonal relationships with the new baby in the family, with the purpose of promoting the healthy development of the child and the wellbeing of the whole family. Nurses assess the quality of the behavioral characteristics of the maternal-infant interaction. This study examined the relationships between primiparas pereptions of their delivery experience and their maternal infant interaction. It compared to delivery experience of mothers having a normal vaginal delivery with those having a casearean section. The purpose was to explore the relationships between the mother's perceptions of her delivery experience with her maternal infant interaction. The aim was to contribute to the development of theoretical understanding on which to base care toward promoting the quality of maternal-infant interaction. Data were collected directly by the investigator and a trained associate from Dec. 1, 1987 to March 8, 1988. Subjects were 3 random sample of 62 mothers, 32 who had a normal vaginal delivery and 30 who had a non-elective cesarean section (but without other perinatal complications) at three general hospitals in Seoul. Instruments used were the Stainton Parent -infant Interaction Scale(1981) and the Marut and Mercer Perception of Birth Scale(1979). The first observations were made in the delivery room (for vaginally delivered mothers only), followed by day 1, day 2, day 3, and 2 weeks, 4 weeks, 6 weeks and 8 weeks after birth, for a total of 7-8 contacts(Cesarean section mothers were observed on days 4 and 5 but the data not used for analysis). Observations in the hospital were made during the hour prior to scheduled feedings. The infant was placed beside the mother. Later contacts were made at home. Data analysis was done by computer using as SPSS program and indulded X² test, paired t-test, t-test, and Pearson Correlation coefficient ; the results were as follows. 1. Mothers who had a normal vaginal delivery tended to perceive the delivery experience more positively than cesarean section mothers(p＝0.002). The finding supported the hypothesis I that perception of delivery would vary according to the method of delivery. Mothers' perceptions of birth were classified into three dimensions, labor, delivery and the bady. There was a significantly different and positive perception by the vaginally delivered mothers to the delivery experience(p＝0.000) but no differences for labor or the bady according to the delivery method(p＝0.096, p＝0.389), 2. Mothers who had a normal vaginal delivery had higher average maternal-infant interaction scores(p＝0.029) than mothers who had a cesarean section. There were similar higher scores for the 1st day(p＝0.042), 2nd day (p＝0.009), and the 3rd day(p＝0.006) after delivery but not for later times. The findings supported the hypothesis Ⅱ that there would be differences in maternal-infant interaction for mothers having vaginal and cesarean section deliveries. However these differences deccreased section deliveries. However these differences decreased over time . by eight weeks the scores for vaginal delivery mothers averaged 8.1 and for cesarean section mothers, 7.9. 3. The more highly positive the pereption of the delivery experience, the higher the maternal-infant interaction score for all subjects(F＝.3206, p＝.006). The findings supported the hypothesis Ⅲ that there would be correlations between perceptions of delivery and maternal-infant interaction. The maternal infant interaction was highest when the perception of the bady and deliery was positive(r＝.4363, p＝.000, r＝.2881, p＝.012). No correlations between perceptions of labor and maternal-infant interaction were found(p＝0.062). 4. The daily maternal-infant interaction score for the initial contact after birth to 8 weeks postpartum had the lowest average score 5.20 and the highest 7.98(in a range of 0-10). This subjects group of mothers needed nursing intervention to promote their maternal- infant interaction. The daily scores for the maternal-infant over the period of eight weeks. However, there were significantly different increases in maternal-infant interaction only from the first to second day(p＝0.000) and from the fourth to sixth weeks after birth(P＝0.000). 5. When the eight items of maternal-infant interaction were evaluated separately, “Expresses feelings about her role as mother” had the highest average score, 1.64(ina range of 0-3)and “Speaks to baby” the lowest, 0.9. All items, with the possible exception of “Expresses feelings about her role as mother”, suggested the subjects' need of nursing intervention to promote maternal-infant interaction. 6. There were positive correlations between certain general charateristis, namely, both a higher economic status(p＝0.002) and breast feeding(p＝0.202) and maternal - infant interaction. There were positive correlations between a mother's confidence in her role as a mother and the perception of the birth experience(p＝0.004). For mothers who had a cesarean section, a positive perception of the birth experience was related to the duration of her marriage(p＝0.010), a wanted pregnancy (P＝0.030) and her confidence in her role as a mother(p＝0.000). Pereptions of birth for mothers who had a normal vaginal delivery were positive than those for mothers who had a cesarean section. The level of maternalinfant interaction for mothers delivered vaginally was higher than for cesarean section mothers. The relationship between perception of birth and materanalinfant interaction was confirmed. Cesarean section has an impact on the mother's perceived experience of birth which, in turn, is positively related to maternal-infant in turn, is positively related to maternal-infant interaction. Nursing intervention to enhance maternal-infant interaction should begin in prenatal classes with an exploration of the potential impact of cesarean section on the perceptions of the birth experience and continue throughout the perinatal and post-natal periods to promote the mother's ability to control with this crisis experience and to mobilize social support. Nursing should help transform a relatively negatively perceived experience into an accepted, positively perceived and self affirming experience which enhances the maternal-infant relationship.

• Journal of the Korean Institute of Landscape Architecture
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• v.41 no.3
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• pp.1-11
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• 2013

This study investigated Chinese Laws on the kind of urban green spaces and the legal requirements for the green spaces of urban habitat and analyzed the specificities of them intending to provide basic data to suggest bringing in or not the relevant Chinese Laws to Korea. This study can be summarized as follows: First, the concept of Chinese urban green spaces(g.s.) classified by 5 kinds(park g.s., production g.s., protection g.s., attachment g.s., the others g.s.) placed the park and green spaces in the same category unlike the Korean urban green spaces that only distinguishes between park and green spaces. The Chinese Urban Park is classified by 4 kinds(composite park, community park, special park, linear park) at the 'Standard for urban green spaces classification' which is below in rank of the legal system. Second, in case of calculation for green spaces ratio of urban green spaces in China, the green rooftop landscaping area should not be included as a green spaces area except the rooftop of a basement or semi basement building to which residents have easy access. The green spaces requirements and compulsory secure ratio by 3 habitat kinds(habitat, small habit, minimum habitat) of when to act as a residential plan is regulated. Third, the green spaces system is obligated to establish at habitat green spaces plan and is specified to conserve and improve existing trees and green spaces. The green spaces ratio on reconstruction for old habitat is relaxed to be lower than for new habitat and a gradient of green spaces is peculiarly clarified. The details and requirements for establishment and the minimum area intending for each classes of the central green spaces(habitat park, children park, minimum habitat's green spaces) are regulated. Especially at a garden style of minimum habitat's green spaces, intervals between the south and north houses and a compulsory security for green spaces area classifying into two groups(closing type green spaces and open type green spaces) by a middle-rise or high-rise building are clarified. System of calculation for green spaces area is presented at a special regulation. Fourth, a general index(area/person) of public green spaces within habitat to achieve by 3 habitat kinds is determined, in this case, the index on reconstruction for a deterioration zone can be relaxed to be lower to the extent of a specified quantity. A location and scale, minimum width and minimum area per place of public green spaces are regulated. A space plot principle including adjacent to a road, greening area ratio against total area, security of open space and the shadow line boundary of sunshine are also regulated to intend for public green spaces. Fifth, the minimum horizontal distance between the underground cables and the surrounding greening trees are regulated as the considerable items for green spaces when setting up the underground cables. The principle to establish green spaces within public service facilities is regulated according to the kind of service contents. It shall be examined in order to import or not the special regulations that only exist in Chinese Laws but not in Korean Laws. The result of this study will contribute to gain the domestic landscape architect's' sympathy of the research related to Chinese urban green spaces laws requiring immediate attention and will be a good chance to advance into the internationalization of Korean Landscape Architectural Laws.