• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.85-97
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• 2001

This study was to gain a suggestion how to educate the science gifted student and manage the science gifted education center by analyzing the science gifted student's perception of the science, scientist and vocation. One seventy and eight science gifted students were involved in the questionnaire to investigating the perception of science, scientist and vocation. As the results, many of science gifted students thought the convenience as the positive aspect of science and the environmental pollution as the negative aspect of science. Science gifted students considered most scientists a diligent person, researcher and what's more, they are careless about home. They suggested much more of foreign scientists like Einstein, Edison, etc. than Korean ones as respectable scientists. Scientist is a major vocation that they want and know in the science area, while some students want to be a doctor, occurred to science singer. The mystery, difficulty, complexity, scientist, etc. occurred to science gifted students when they heard the ‘science’. According to the results, there are in need of the new educational programs for the science gifted students and science gifted education center. One of the aims of the science gifted education center is the judgment and cultivation of the science gifted student. Therefore, the science gifted student to be educated to improve positively the images of science and scientist. In addition to, they should get a concern about the vocation in science area and to be a famous scientist.

• Asian-Australasian Journal of Animal Sciences
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• v.25 no.3
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• pp.410-420
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• 2012

A trial was conducted to: i) evaluate the BW growth, energy intakes and energetic efficiency of pigs fed high and low density diets from 27 to 141 kg BW, ii) evaluate sire line and sex differences when fed both diets, and iii) to compare ME to NE as predictor of pig performance. The experiment had a replicated factorial arrangement of treatments including four sire lines, two sexes (2,192 barrows and 2,280 gilts), two dietary energy densities and a light or heavy target BW, 118 and 131.5 kg in replicates 1 to 6 and 127 and 140.6 kg in replicates 7 to 10. Pigs were allocated to a series of low energy (LE, 3.27 Mcal ME/kg) corn-soybean meal based diets with 16% wheat midds or high energy diets (HE, 3.53 to 3.55 Mcal ME/kg) with 4.5 to 4.95% choice white grease. All diets contained 6% DDGS. The HE and LE diets of each of the four phases were formulated to have equal lysine:Mcal ME ratios. Pigs were weighed and pen feed intake (11 or 12 pigs/pen) recorded at 28-d intervals. The barrow and gilt daily feed (DFI), ME (MEI) and NE (NEI) intake data were fitted to a Bridges function of BW. The BW data of each sex were fitted to a generalized Michaelis-Menten function of days of age. ME and NE required for maintenance (Mcal/d) were predicted using functions of BW (0.255 and 0.179 BW^0.60 respectively). Pigs fed LE diets had decreased ADG (915 vs. 945 g/d, p<0.001) than pigs fed HE diets. Overall, DFI was greater (p<0.001) for pigs fed the LE diets (2.62 vs. 2.45 kg/d). However, no diet differences were observed for MEI (8.76 vs. 8.78 Mcal/d, p = 0.49) or NEI (6.39 vs. 6.44 Mcal/d, p = 0.13), thereby indicating that the pigs compensated for the decreased energy content of the diet. Overall ADG:DFI (0.362 vs. 0.377) and ADG:Mcal MEI (0.109 vs. 0.113) was less (p<0.001) for pigs fed LE compared to HE diets. Pigs fed HE diets had 3.6% greater ADG:Mcal MEI above maintenance and only 1.3% greater ADG:Mcal NEI (0.152 versus 0.150), therefore NEI is a more accurate predictor of growth and G:F than MEI.Pigs fed HE diets had 3.4% greater ADG:Mcal MEI and 0.11% greater ADG:NEI above maintenance than pigs fed LE diets, again demonstrating that NEI is a better predictor of pig performance than MEI. Pigs fed LE diets had similar daily NEI and MEI but grew slower and less efficiently on both ME and NE basis than pigs fed HE diets. The data suggest that the midds NE value (2.132 Mcal/kg) was too high for this source or that maintenance was increased for pigs fed LE diets.

• Asian-Australasian Journal of Animal Sciences
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• v.25 no.4
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• pp.531-540
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• 2012

Pigs from four sire lines were allocated to a series of low energy (LE, 3.15 to 3.21 Mcal ME/kg) corn-soybean meal-based diets with 16% wheat midds or high energy diets (HE, 3.41 to 3.45 Mcal ME/kg) with 4.5 to 4.95% choice white grease. All diets contained 6% DDGS. The HE and LE diets of each of the four phases were formulated to have equal lysine:Mcal ME ratios. Barrows (N = 2,178) and gilts (N = 2,274) were fed either high energy (HE) or low energy (LE) diets from 27 kg BW to target BWs of 118, 127, 131.5 and 140.6 kg. Carcass primal and subprimal cut weights were collected. The cut weights and carcass measurements were fitted to allometric functions (Y = A $CW^B$) of carcass weight. The significance of diet, sex or sire line with A and B was evaluated by linearizing the equations by log to log transformation. The effect of diet on A and B did not interact with sex or sire line. Thus, the final model was cut weight = (1+$b_D$(Diet)) A($CW^B$) where Diet = -0.5 for the LE and 0.5 for HE diets and A and B are sire line-sex specific parameters. Diet had no affect on loin, Boston butt, picnic, baby back rib, or sparerib weights (p>0.10, $b_D$ = -0.003, -0.0029, 0.0002, 0.0047, -0.0025, respectively). Diet affected ham weight (bD = -0.0046, p = 0.01), belly weight (bD = 0.0188, p = 0.001) three-muscle ham weight ($b_D$ = -0.014, p = 0.001), boneless loin weight (bD = -0.010, p = 0.001), tenderloin weight ($b_D$ = -0.023, p = 0.001), sirloin weight ($b_D$ = -0.009, p = 0.034), and fat-free lean mass ($b_D$ = -0.0145, p = 0.001). Overall, feeding the LE diets had little impact on primal cut weight except to decrease belly weight. Feeding LE diets increased the weight of lean trimmed cuts by 1 to 2 percent at the same carcass weight.

• Journal of Navigation and Port Research
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• v.34 no.10
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• pp.787-792
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• 2010

It is necessary to predict the penetration of chloride ions for designing RC construction in marine environments. However, it takes a long time to obtain chloride migration coefficients. Therefore, the rapid chloride penetration test (RCPT) is generally used to shorten the test time. But there is a difference between chloride migration coefficients determined by rapid chloride penetration tests and those based on exposure in marine environments. In this study, we evaluated the effect on the chloride ion migration coefficient caused by a change in voltage and NaCl concentration. We also compared the relationship between the chloride ion migration coefficient by RCPT and that by exposure in marine environments. As a result of the experiments, we found that there is only a small change in the experimental factors based on changes in voltage and NaCl concentration and since they are so small, we can conclude that they are in the range of experimental error and test results from chloride ion migration coefficients by RCPT and exposure were very different from each other. In the exposure experiments, when the water-cement ratio was increased, the smaller fine air gaps in concrete affected the chloride ion migration coefficient.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.395-426
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• 2010

The purpose of this study was to delve into parents who turned their children into creative achievers in the East and the West in an attempt to determine the cultural generality and specificity of the rearing of gifted children. The subjects in this study were Western parents, who brought up Marie Curie, Einstein, Edison and Newton, and Eastern parents, who raised Lee Hwang, Lee lee, Jeong Yak-yong and Heo Nanseolheon. To compare their parenting characteristics, common denominators and differences, a variety of data were investigated, including historical records about the parents, biographies, critical biographies, autobiographies and letters. As to the common features of the parenting style of the eight Asian and Western parents, they were talented themselves or capable of educating their children in their talent areas, and provided them with optimal learning environments or chances without pushing them. They accentuated independent spirits and emphasized renovative and open way of thinking. And at least one parent in each family showed absolute support for their child. Regarding differences in parenting style between the East and the West, the Western parents urged their children to develop their talents with more intention, rather the Asian parents prized the well-rounded personality and growth of their children. The former interacted with their children in an horizontal manner, but the latter had a vertical relationship with their children. The former expressed their feelings in an active way, but the latter had their emotion in control. Besides, the Western parents disclosed themselves to their children by showing them even their mistakes or improper behaviors, whereas the Asian parents strived in everyday life to give their children a good example or a good role model.

• Journal of The Korean Astronomical Society
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• v.55 no.4
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• pp.123-130
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• 2022

We present the analysis of a planetary microlensing event OGLE-2019-BLG-0362 with a shortduration anomaly (~0.4 days) near the peak of the light curve, which is caused by the resonant caustic. The event has a severe degeneracy with ∆𝜒² = 0.9 between the close and the wide binary lens models both with planet-host mass ratio q ≃ 0.007. We measure the angular Einstein radius but not the microlens parallax, and thus we perform a Bayesian analysis to estimate the physical parameters of the lens. We find that the OGLE-2019-BLG-0362L system is a super-Jovian-mass planet $M_p=3.26^{+0.83}_{-0.58}M_J $ orbiting an M dwarf $M_h=0.42^{+0.34}_{-0.23}M_{\odot}$ at a distance $D_L=5.83^{+1.04}_{-1.55}kpc$. The projected star-planet separation is ${\alpha}_{\bot}= 2.18^{+0.58}_{-0.72}AU$, which indicates that the planet lies beyond the snow line of the host star.

• Journal for History of Mathematics
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• v.22 no.2
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• pp.27-52
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• 2009

This article discusses the contributions of the leader Oswald Veblen, who was the president of AMS during 1923-1924. In 2006, Korea ranked 12th in SCIE publications in mathematics, more than doubling its publications in less than 10 years, a successful model for a country with relatively short history of modern mathematical research. Now there are 192 four-year universities in Korea. Some 42 of these universities have Ph.D. granting graduate programs in mathematics and/or mathematical education in Korea. Rapid growth is observed over a broad spectrum including a phenomenal performance surge in International Mathematical Olympiad. Western mathematics was first introduced in Korea in the 17th century, but real significant mathematical contributions by Korean mathematicians in modern mathematics were not much known yet to the world. Surprisingly there is no Korean mathematician who could be found in MaC Tutor History Birthplace Map. We are at the time, to have a clear vision and leadership for the 21st century. Even with the above achievement, Korean mathematical community has had obstacles in funding. Many people thinks that mathematical research can be done without funding rather unlike other science subjects, even though they agree fundamental mathematical research is very important. We found that the experience of early American mathematical community can help us to give a vision and role model for Korean mathematical community. When we read the AMS Notice article 'The Vision, Insight, and Influence of Oswald Veblen' by Steve Batterson, it answers many of our questions on the development of American mathematics in early 20th century. We would like to share the story and analyze its meaning for the development of Korean Mathematics of 21st century.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.1-14
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• 2008

The image of science is one of the recurrent topics in science education research. In particular, we believe that students' images of Doing-Science-Well could be used for identifying not only students' perceived goals of science learning, but also practical guidelines of effective science teaching. In this study, the students' images of Doing-Science-Well were investigated with the following two research questions: (i) what are student's images of Doing-Science-Well?; (ii) in what contexts do students perceive that someone is doing science well? Thirty seven students in a high school in Seoul, Korea were asked to write their personal experiences by which they realized that someone was doing science well. The main results of the study are the following: Firstly, the images of Doing-Science-Well could be categorized into 'Einstein type', 'Socrates type', 'MacGyver type' and six more types. Secondly, with regard to contexts, students tended to realize that somebody is doing science well in terms of two kinds of contexts: 4 physical contexts and 6 psychological contexts. The findings led us to develop a frame of judging Doing-Science-Well, which combines the types and two kinds of contexts. The frame illustrates the multiplicity of the images of Doing-Science-Well.