• Journal of Korean Ophthalmic Optics Society
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• v.18 no.1
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• pp.67-73
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• 2013

Purpose: Recently, bacterial contamination of equipment and accessories required for vision correction has become a main causal factor in ophthalmic diseases. Thus, We investigated on both the actual condition of bacterial contamination from glasses of vision correction. Methods: Investigation of microorganisms was carried out with a group of 145 glasses wearers, composed of 36 elementary school students, 37 middle school students, 38 high school students, 10 college students, and 32 aged men. Results: Seventeen species of bacteria are detected from glasses of vision correction: B. cereus, B. licheniformis, Bacillus sp., CNS, Enterococcus sp., Escherichia coli, Proteus sp., Pseudomonas sp., Serretia sp., Streptococcus sp., Staphylococcus epidermidis, Staphylococcus aureus, Streptococcus hemolyticus,, Acinetobacter sp., Enterobacter cloacae, GNR, and Pseudomonas aeruginosa. Among 17 species of bacteria, there are some potential causative agents for keratitis, corneal ulcer, Acute dacryocystitis, Orbital cellulitis, Periphlebitis retinae, Marginal blepharitis, and Acute conjunctivitis. Enterobacter cloacae, Pseudomonas aeruginosa and Staphylococcus epidermidis cause keratitis. Pseudomonas sp., and Staphylococcus aureus cause corneal ulcer. Staphylococcus aureus causes acute dacryocystitis, orbital cellulitis, periphlebitis retinae, marginal belpharitis. Streptococcus hemolyticus causes acute conjunctivitis. Conclusions: In summation, it is verified that hazardous, opportunistic and infectious microorganisms exist in glasses for vision correction. Ophthalmic diseases are predicted. Therefore, supplementary research on the development of a cleaning solution to cleanse the infection and of an effective method to remove microorganisms is required.

• Korean Journal of Ichthyology
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• v.13 no.4
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• pp.267-273
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• 2001

This study investigated consignment quantity and value of marine fishes consigned in Kunsan Harbor from 1993 to 1999. The total quantity of fishes consigned over seven years period was 194,531 tons (t), of which 31,632 t (16.3%) in 1994 was the largest, while 25,956 t (13.3%) in 1997 was the smallest. The total consignment value was 367,352,125 thousand won, of which 63,221,365 thousand won (17.2%) in 1996 was the highest, and 38,835,400 thousand won (10.6%) in 1999 the lowest. The group of fish that held the largest weight of consignment sale in Kunsan Harbor was croakers; their consignment quantity was 21,217 t. or 10.9% of all fishes, and their consignment value was 112,768,637 thousand won which is 30.7% of the total value. Fishes consigned in Kunsan Harbor were of great significance in the regional economy, as they comprised 74.7% of the consignment quantity and 76.4% of the consignment value of all marine fishes in Jeollabuk-do, although they came under very low weight as 3.1% of the consignment quantity and 4.2% of the consignment value of the total consignment sales of Korea.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.38-58
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• 2001

This study aims to illustrate T. H. Huxley's life and activities as a pioneer of British school science education which have been relatively little known than other aspects of him (e.g. Darwin's Bulldog). Undoubtedly, Huxley was one of the great scientists of the Victorian era, but he was also an active reformer of scientific enterprises and school science education through his strong engagement in various governmental and non-governmental positions and through his talents of delivering speeches and of writing books. He joined as a member to various royal commissions (esp. Devonshire Commission), became a president of several important scientific societies (e.g. Royal Society, BAAS) and published many well known books (e.g. Science and Culture, Selected Essays). As a science educator, Huxley himself taught biology and physiology for thirty years and known as an excellent teacher, participated in several historical education reform activities (e.g. a member of Devonshire Commission and of London School Board), worked as a science teacher trainer and as a DSA science examiner for the improvement of the quality of science teaching, and wrote a number of textbooks (esp. Physiography, The Crayfish) for various levels of schooling including elementary and secondary, imprinted his new idea on science teaching. His great role as a pioneer of school science education followed by a more professional successor, Prof. H. E. Armstrong who was better equipped with a more theoretical framework on the activities of learning science.

• Korean Journal of Plant Resources
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• v.28 no.5
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• pp.616-634
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• 2015

This study was carried out to elucidate the distribution of vascular plants and their usefulness of Mt. Cheongnyangsan (870 m) in Gyeongsangbuk-do. The vascular plants that were collected 16 times 2006 and 2014 consisted a total of 614 taxa; 97 families, 330 genera, 541 species, 3 subspecies, 61 varieties and 9 forms. For the Korean endemic plants, 21 taxa were recorded and 8 taxa of Vulnerable Species (VU) and 5 taxa of Least Concerned species (LC) categorized by the Korean Forest Service as rare plants were investigated in this region. Furthermore, Ⅴ, Ⅳ, Ⅲ degrees of floristic regional indicator plants designated by the Korean Ministry of Environment included 2 taxa, 10 taxa and 18 taxa, respectively. Moreover, four species of distributional interesting plants, Aconitum austro-koreense Koidz., Allium spirale Willd., Dipsacus japonicus Miq. and Pinellia tripartita (Blume) Schott, in Mt. Cheongnyangsan were discovered by this study. Among them, edible, pasturing, medicinal, ornamental, timber, dye, fiber and unknown usefulness plants included 234 taxa, 213 taxa, 174 taxa, 62 taxa, 16 taxa, 12 taxa, 11 taxa and 167 taxa, respectively. In addition, 32 taxa of naturalized plants were observed.

• Journal of the Korean Society of School Health
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• v.5 no.1
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• pp.36-63
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• 1992

The purpose of this study was development of school health education curriculum in primary school based on analysis of the textbooks published in 1991. 1) The health education curriculum in primary school consisted of four major components such as health education aspects of the healthful school environments, health education aspects of school health services, health education course, and health instruction in related subjects. However, health instruction taught by physical education, biology, and other health related subjects was not systematic organization for health care. 2) A considerable amount of health knowledge and attitude, and some health practices was learned as the result of experiences in other courses, where there was little or no reference to health. It must be developed health edcation course separated from health related subjects. 3) Direct health insruction was represented by the health education course. The health education courses must be considered to be heart of the school health education curriculum. 4) The health education course developed by this study was consisted of eight health units and problems in the early elementary grade or health classes in the higher years. 5) The health education course developed by this study provided the opportunity for acquring new knowledge, attitude, and practice, for discarding the unhealtful attitude and strengthening the healthful attitude and practices of primary school students.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.138-159
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• 1996

There has been a tendency for Geomorphology and Climatology to be dominant in Physical Geography for 50 years in Korea. Physical Geography is concerned with the study of the totality of natural environment through the integrated approaches. But, an overall direction or a certain paradigm could not be found, because major sub-divisions of Physical Geography have been studied individually and the subjects and the approaches in studying Physical Geography are enormously diverse. A consensus of opinion could not also exist in deciding what kind of the sub-divisions should be included in the physical geography in general and how those should be summarized. Furthermore it would be considered imprudent to survey the studies of Physical Geography besides those of Geomorphology and Climatology due to the small number of researchers. Assuming that the rest of Physical Geographical studies with the exception of Geomorphological and Climatological studies are the Physical Geography in general, the studies of Physical Geogrpahy in general are summarized and several aspects are drown out as follows. First the descliption of all possible factors of natural environments was the pattern of early studies of Physical Geography and the tendency is maintained in the various kinds of research and project reports. Recently Physical Geographers have published several introductory textbooks or research monographs. In those books, however, the integrated approaches to Physical Geography were not suggested and the relationship between man and nature are dealt with in the elementary level. Second, the authentic soil studies of Physical Geographers are insignificant, because the studies of soil in Physical Geography have been mostly considered as the subsidiary means of Geomorphology Summarizing the studies of Soil Gegraphy by physical geographers and other Pedologists, the subjects are classified as soil-forming processes, soil erosions, soil in the tidal flat and reclaimed land, and soil pollution. Physical Geographers have focused upon the soil-forming processes in order to elucidate the geomorphic processes and the past climatic environment. The results of other subjects are trifling. Thirdy Byogeygrayhers and the results of studies are extremely of small number and the studies of Biogeography in Korea lines in the starting point. But, Biogeography could be a more unifying theme for the Physical-human Geography interface, and it would be expected to play an active part in the field of environmental conservation and resource management. Forth, the studies of Hydrogeography (Geographical Hydrology) in Korea have run through the studies of water balance and the morphometric studies such as the drainage network analysis and the relations of various kinds of morphometric elements in river. Recently, the hydrological model have introduced and developed to predict the flow of sediment, discharge, and ground water. The growth of groundwater studies is worthy of close attention. Finally, the studies on environmental problems was no mole than the general description about environmental destruction, resource development, environmental conservation, etc. until 1970s. The ecological perspectives on the relationship between man and nature were suggested in some studies of natural hazard. The new environmentalism having been introduced since 1980s. Human geographers have lead the studies of Environmental Perception. Environmental Ethics, Environmental Sociology, environmental policy. The Physical geographers have stay out of phase with the climate of the time and concentrate upon the publication of introductory textbooks. Recently, several studies on the human interference and modification of natural environments have been made an attempt in the fields of Geomorphology and climatology. Summarizing the studies of Physical Geography for 50 years in Korea, the integrated approaches inherent in Physical Geography disappeared little by little and the majol sub-divisions of Physical Ceography have develop in connection with the nearby earth sciences such as Geology, Meteorology, Pedology, Biology, Hydrology, etc been rediscovered by non-geographers under the guise of environmental science. It is expected that Physical Geography would revive as the dominant subject to cope with environmental problems, rearming with the innate integrated approaches.