• The Journal of Asian Finance, Economics and Business
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• v.9 no.7
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• pp.145-152
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• 2022

The purpose of this study is to assess the impact of the principal's democratic leadership style, teacher competency, work discipline, and work environment on teacher performance during the pandemic. Using the proportional random sampling strategy, a sample of 468 respondents consisted of kindergarten teachers, elementary school teachers, junior high school teachers, junior high school teachers, and high school/vocational school teachers. The study revealed that the principal's democratic leadership style, teacher competence, work discipline, and work environment substantially impact teacher performance. However, the principal's democratic leadership style does not affect teacher performance, whereas teacher competence, work discipline, and work environment have a minor impact on teacher performance. Furthermore, during the COVID-19 pandemic, work discipline is the most critical variable influencing teacher performance. The findings of this study suggest that the principal's democratic leadership style, teacher competence, work discipline, and work environment have a positive impact on teacher performance during the pandemic. During the COVID-19 pandemic, work discipline is the most important variable influencing teacher performance. Considering that democratic leadership has no effect on teacher performance and that this leadership style is widely used by school principals in the world of education, it is assumed that there is no effect on teacher performance.

• Advances in Traditional Medicine
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• v.7 no.1
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• pp.100-102
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• 2007

The crude ethanol extract of leaves of Avicennia officinalis Linn. (Family: Avicenniaceae) was screened for its antinociceptive activity. The extract produced significant writhing inhibition in acetic acid-induced writhing in mice at the oral dose of 250 and 500 mg/kg body weight (P < 0.001) comparable to the standard drug diclofenac sodium at the dose of 25 mg/kg of body weight. The result tends to suggest the antinociceptive activity of the extract.

• Journal of Families and Better Life
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• v.27 no.3
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• pp.145-158
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• 2009

The purpose of this study was to investigate the effects of socio-demographic variables, family emotional environment and maternal discipline style on school children's emotional regulation. Subjects of this study consisted 953 elementary school students drawn from 4 elementary schools in Cheong-ju city and Cheongwon-gun. Data were analyzed by the methods frequency, percentage, Cronbach's ${\alpha}$, factor analysis, Pearson's correlation, and hierarchical regression using SPSSWIN 12.0 program. The results of this study were as follows: First, girls used greater problem-focused coping than boys did. Children in sixth grade used more problem-focused coping regulation compared to those in fourth grade. When children perceived higher level of family communication, emotional support, participation of family rituals, family worries, and parental conflict, they were more likely to use problem-focused coping. Additionally, both maternal supportive discipline and behavioral controlling discipline styles increased children's problem-focused coping. Second, girls presented greater emotional venting than boys did. Children in sixth grade expressed higher level of emotional venting compared to those in fourth grade. While family communication, family worries, and parental conflict increased children's emotional venting, family emotional support and participation of family rituals decreased it. Only mothers' psychological controlling discipline positively predicted children's emotional venting. Third, girls presented higher level of children's aggressive expression than boys did. The lower level of family support increased children's aggressive expression. Higher level of family worries and parental conflict increased it as well. Also, children's aggressive expression was positively predicted by mothers' psychological controlling discipline. Fourth, girls presented greater avoidance than boys did. Children in sixth grade expressed higher level of emotional avoidance compared to those in fourth grade. In family emotional environment, while family support lowered children's emotional avoidance, family worries and parental conflict increased it. Moreover, mothers' psychological and behavioral controlling discipline styles positively explained children's emotional avoidance. In conclusion, family emotional environment was the strongest factor to predict school children's emotional regulation among other variables.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.235-249
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• 2010

The study examined the moderating role of fearfulness on the relation between parental discipline styles and preschoolers' conscience. It also investigated the relationship between parental discipline styles and conscience and the relationship between a child's fearfulness and conscience. A sample of 250 parents of children aged between three and six (126 boys and 124 girls) completed the questionnaires on parental discipline style, preschoolers' conscience, and their fearfulness. The collected data were analyzed using Pearson's correlation coefficients and hierarchical regression analysis. Results showed that young children displayed greater actions of reparation and apology when mothers did not neglect and practiced reasoning. The more coercive punishment mothers practiced, the less internalized conduct children showed. In addition, the neglecting discipline style of fathers and the reasoning style of mothers had a significant negative and positive influence, respectively, on children's guilt. The results also showed that fearfulness of children had significant positive effects on their actions of reparation and apology and guilt. Finally, fearfulness moderated influences of mothers' coercive punishment on actions of reparation and apology and fathers' reasoning on internalized conducts. Only fearful children showed not only more actions of reparation and apology when fathers had coercive discipline style but also more internalized behavior when mothers had reasoning discipline style. These results emphasize mutual influences between parental roles and children's personal traits on conscience development in early childhood.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.977-988
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• 2012

The purpose of this study was to help teachers increase the level of student's school life satisfaction by comparing between the practical data of a group which have an accordant perception for class teacher's discipline style perceived by between teacher him/herself and student with another group which have a discordant perception for class teacher's discipline style perceived by between teacher him/herself and student. For this study, 1460 second grade special high school students in Pusan were selected. And 1273 students and 56 teachers' questionnaires were used for analysis, while 5 questionnaires went uncompleted. T-test and Multiple Regression Analysis were used for compiling statistics of collected data. The results of this study are as follows: First, perceptions about the teacher's discipline style perceived by between teacher him/herself and student were different. Second, the levels of student's school life satisfactions were different by two group. A group which has an accordant perception for class teacher's discipline style perceived by teacher him/herself and student shows the high level of school life satisfaction than B group which has an discordant perception. Last, class teacher's discipline style which affects the level of student's school life satisfaction was different by the two group. These results suggest that to increase the level of student's school life satisfaction, class teachers have to a mutual understanding first, and then approach their students with different discipline style by the level of their interactive relationship with their students.

• Asian Journal of Innovation and Policy
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• v.5 no.3
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• pp.251-274
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• 2016

Practical methodology for categorizing collaborative disciplines or research in a quantitative manner is presented by developing a Correlation Matrix of Major Disciplines (CMMD) using bibliometric data collected between 2009 and 2014. First, 21 major disciplines in science and engineering are defined based on journal publication frequency. Second, major disciplines using a comparing discipline correlation matrix is created and correlation score using CMMD is calculated based on an analyzer function that is given to the matrix elements. Third, a correlation between the major disciplines and 14 research fields using CMMD is calculated for validation. Collaborative researches are classified into three groups by partially accepting the definition of pluri-discipline from peer review manual, European Science Foundation, inner-discipline, inter-discipline and cross-discipline. Applying simple categorization criteria identifies three groups of collaborative research and also those results can be visualized. Overall, the proposed methodology supports the categorization for each research field.

• Advances in Traditional Medicine
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• v.6 no.3
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• pp.215-220
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• 2006

The Sundarbans mangrove forest has a rich biodiversity of flowering plants and many of these have been used in traditional medicine although the flora remains comparatively uninvestigated scientifically. Xylocarpus granatum, Xylocarpus moluccensis and Excoecaria agallocha methanolic extract showed a central nervous system depressant activity on the hole cross and open field test at 800 mg/kg dose level. The most significant depressant activity was observed in Xylocarpus granatum followed by Xylocarpus moluccensis and Excoecaria agallocha. There was no depressant activity observed in the models for Sarcolobus globosus. Further studies are required to confirm the activity and to explain the mechanism.

• Advances in Traditional Medicine
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• v.7 no.4
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• pp.379-384
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• 2007

Two medicinal plant of Sundarbans mangrove forest has been tested for the evaluation of growth inhibitory and antibacterial activity. The methanol extract of Xylocarpus granatum stem bark showed potent wheat rootlet ($IC_{50}=0.01{\mu}g/ml$) and shoot ($IC_{50}=0.23{\mu}g/ml$) growth inhibitory activity in a concentration related manner. The growth inhibitory activity was markedly decreased in residual methanol extract. The methanol extract showed antibacterial activity (MIC > 3 mg/ml) against Bacillus subtilis, Staphylococcus aureous and Proteus vulgaris. The residual methanol extract did not show any antibacterial activity. The results suggest the bioactive principle(s) of Xylocarpus granatum may be relatively non polar compound(s). The methanol extract and residual methanol extract of Sarcolobus globosus stem showed poor wheat rootlet and shoot growth inhibitory activity and no antibacterial activity.

• Advances in Traditional Medicine
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• v.7 no.4
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• pp.444-446
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• 2007

Ethanolic extract of Aphanamixis polystachya bark was used to investigate its analgesic activity by acetic acid induced writhing in mice. The bark extract exhibited statistically significant and dose dependent analgesic activity in mice. The bark extract at the doses of 250 and 500 mg/kg body weight showed 40.69% and 62.07% writhing inhibition respectively in mice whereas diclofenac-Na produced 75.17% writhing inhibition as a positive control.

• Journal for History of Mathematics
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• v.27 no.5
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.