• Journal of Nutrition and Health
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• v.9 no.1
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• pp.25-42
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• 1976

In order to determine nutrition education needs and related problems, a study was conducted of children's dietary habits, focusing on parental influence and degree of agreement between parent and child on foods liked, accepted, or disliked, in addition to a general survey of food atiitudes. This study was conducted throughout a two-month period, June to July of 1974. One thousand children of both sexes, from the fifth grade, junior and senior high schools of Seoul city, and their 2,000 matched parents, were surveyed, Teachers distributed questionnaires in the classroom and assisted the children in answering. Questionnaires also were distributed to the parents through their children, after the teachers explained the procedure of study. As to the influence of parents' food preferences, the following conclusiolns can be reached, in light of the results of chi-square tests conducted: 1. Agreement between mother and child on food preference was much higher than that between father and child, regardless of sex or birth order of the child. This observed difference in degree of agreement was greatest for children in the middle birth order, and greater for girls than for boys. 2. Various food attitudes: a. Food preferences: Beef, milk, and mandoo (boiled or steamed, filled dumplings) were extremely well liked by all subjects, regardless of age or sex. Cucumber, lettuce, and spinach also were lied. Most disliked foods were fatty layers of pork and liver. Cooked rice in the too wet or too dry state and pork were low preference items. b. Socioeconomic background and dietary practice: Higher educational background of the wife and higher income level of the family were associated with greater knowledge of nutrition, and interest in family nutrition and in introducing new foods to the family. But use of food as prize or punishment was found, regardless of the mother's educational and economic status. c. Change of food habit: Over 70 percent of subject had changed ad improved their dietary habits, mostly by reason of husbands' and wives' mutual influence after marriage. This study emphasized the great importance of nutrition eudation for mothers, and their prominent role and responsility in guiding the family to better nutrition, whatever the mother's educational background.

• Journal of the Korean Arthroscopy Society
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• v.16 no.2
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• pp.153-159
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• 2012

Purpose: This study aims at evaluating our results with a 5-year follow up of arthroscopic pull-out suture repair of posterior root tear of the medial meniscus. Materials and Methods: This study enrolled 30 cases who underwent a arthroscopic pull-out suture repair to treat the posterior root tear of the medial meniscus from January 2001 to May 2005 and followed up at least 5 years. The average follow-up period was 76 months (range, 60-90 months). Clinical results by use of the Lysholm knee score and radiographic grade by use of the Kellgren-Lawrence classification were evaluated and second-look arthroscopy was done in all cases. The clinical results were compared with trauma history, obesity, varus deformity and time to operation. Results: At the last follow up, the Lysholm knee score improved from 55 points to 86 points. For the radiological results, 23 cases displayed maintenance or improvement of the medial joint space on the follow up X-ray, but 7 cases displayed decrease of the medial joint space, and 1 case was lately performed total knee replacement due to progressive osteoarthritic change. Conclusion: Arthroscopic pull-out suture repair has a good result at 27 cases (90%) in minimum 5 years follow-up. The clinical improvement was significantly reduced in more severe varus angle.

• Resources Recycling
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• v.13 no.1
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• pp.47-53
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• 2004

As a basic study of the re-using molten converter slag as an ordinary portland cement by conversion process, molten slag and sintered CaO pellet was reacted each other. The dissolution rate of the sintered CaO pellet into the molten slag was measured and the changes of the reaction layer was also investigated. The converter slag reagent-grade $SiO_2$ added was melted and hold for 30 minutes in MgO crucible between $1350∼1500 ^{\circ}C$. Then sintered CaO pellet heated at the same temperature was dipped into the molten slag and hold for 10∼30 min. After the reaction, the crucible was cooled in air and the specimen was cut off to the horizontal direction of the crucible. The dissolution rate of CaO pellet was measured by the change of the radius of sintered CaO pellet and the interface layer was observed by SEM/EDX and XRD. The dissolution rate of sintered CaO pellet contacted with the slag of basicity 1 was 9.8 $\mu\textrm{m}$/min at $1350^{\circ}C$ and increased to 18.0 $\mu\textrm{m}$/min at $1500^{\circ}C$. The rate was slightly decreased to 7.6 $\mu\textrm{m}$/min at $1350^{\circ}C$ and 15.0 $\mu\textrm{m}$/min at $V^{\circ}C$ in the slag of basicity 2. The dissolution rate of CaO in converter slag was followed to the rule of Arrhenius' temperature dependency, and the apparent activation energy of the dissolution of CaO was 36 kcal/mole. In case of the slag basicity of 1, the thickness of $C_2$S layer was 64-118 $\mu\textrm{m}$ and the thickness of $C_3$S was 28∼90 $\mu\textrm{m}$ for 10∼30 minutes at $1500^{\circ}C$. And the thickness of the $C_3$S layer was 90∼120 $\mu\textrm{m}$ at the same conditions in the slag basicity of 2.

• Journal of Animal Science and Technology
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• v.49 no.6
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• pp.801-818
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• 2007

This study was carried out to determine the effects of processing methods of barley as a proper source of grain in diets of Hanwoo on fermentation pattern in the rumen fluid and digestibility of the diets, the growth performance and carcass characteristics of Hanwoo. The degree of ruminal pH change in the cows fed diets of the Corn(corn basis) and GDRB(ground and dry-rolled barley) tended to be greater than those in the cows fed other two diets (ground barley, GB and dry-rolled barley, DRB). The diet of GDRB showed the lowest ruminal pH(5.5), indicating the rapid degradation of the diet in the rumen. Although ammonia concentration was not affected by diet, the GR and DBR diets maintained the low concentrations of ruminal ammonia compared with other two treatments. And the effects of feeding processed barley grain on body weight gain and meat quality of Hanwoo steers were as follows. Steers fed DRB diet had the highest body weight, 683.0kg at 28 months old, while those fed the GDRB showed the lowest body weight, 653.3kg. The average daily gain(ADG) was similar between the steers fed Corn and GR throughout the whole period, but the GDRB showed the lowest ADG. The steers fed the DRB showed the significant increase in ADG(0.89kg/d from 19 to 23 months old and 0.43kg/d from 24 to 28 months old) compared with those fed other diets. Feeding diets containing corn and/or barley did not influence live body weight, cold carcass weight, carcass yield, back-fat thickness and carcass grade of Hanwoo steers.

• The Korean Journal of Nuclear Medicine
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• v.31 no.1
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• pp.90-101
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• 1997

The purpose of this study is to evaluate the diagnostic accuracy of various quantitative indices for the differentiation of benign from malignant primary soft tissue tumors by FDG-PET. A series of 32 patients with a variety of histologically or clinically confirmed benign (20) or malignant (12) soft tissue lesions were evaluated with emission whole body (5min/bed position) PET after injection of [$^{18}F$]FDG. Regional 20min transmission scan for the attenuation correction and calculation of SUV was performed in 16 patients (10 benign, 6malignant) followed by dynamic acquisition for 56min. Postinjection transmission scan for the attenuation correction and calculation of SUV was executed in the other 16 patients (10 benign, 6 malignant). The following indices were obtained. the peak and average SUV (pSUV, aSUV) of lesions, tumor-to-background ratio acquired at images of 51 min p.i. ($TBR_{51}$), tumor-to-background ratio of areas under time-activity curves ($TBR_{area}$) and the ratio between the activities of tumor ROI at 51 min p. i. and at the time which background ROI reaches maximum activity on the time-activity curves ($T_{51}/T_{max}$). The pSUV, aSUV, $TBR_{51}$, and $TBR_{area}$ in malignant lesions were significantly higher than those in benign lesions. We set the cut-off values of pSUV, aSUV, $TBR_{51},\;TBR_{area}$ and $T_{51}/T_{max}$ for the differentiation of benign and malignant lesions at 3.5, 2.8, 5.1, 4.3 and 1.55, respectively. The sensitivity, specificity and accuracy were 91.7%, 80.0%, 84.4% by pSUV and aSUV, 83.3%, 85.0%, 84.4% by $TBR_{51}$, 83.3%, 100%, 93.8% by $TBR_{area}$ and 66.7%, 70.0%, 68.8% by $T_{51}/T_{max}$. The time-activity curves did not give additional information compared to SUV or TBR. The one false negative was a case with low-grade fibrosarcoma and all four false positives were cases with inflammatory change on histology. The visual, analysis of FDG-PET also detected the metastatic lesions in malignant cases with comparable accuracy In conclusion, all pSUV, aSUV, $TBR_{51}$, and $TBR_{area}$ are useful metabolic semi-quantitative indices with good accuracy for the differentiation of benign from malignant soft-tissue lesions.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.930-936
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• 2004

Science field trip on historical heritages in Korea has developed since 1998. There are a few discussion of effectiveness of science field trip on historical heritages. In this research, the aim of science field trip on historical heritages was discussed in view of developing scientific perspectives on historical heritages with cases of science field trip of Hwasong fortress. Material for science field trip of Hwasong fortress was developed and instructional strategy was designed. The material contained convergent and divergent scientific inquiry activities. The goal of the activity was to help students to build scientific perspectives on the historical heritage, so they can evaluate the scientific excellency of historical heritage. The subjects were ten ninth grade students of middle school science club in Seoul. A questionnaire, "evaluation of scientific excellency of historical heritage" was administered before and after the field trip. From the analysis of a change in perspective by field trip, it was investigated how the scientific perspective on historical heritages was developed. The first draft of material for science field trip of Hwasong fortress was developed based on science education experts' discussion. The material has three parts; activities before the trip, activities during the trip and activities after trip. Instructor's guide has the same structure. Before the field trip, students watched the videotape and learned the short history lesson about Hwasong fortress to develop familiarity. During the trip, there were exploring stage and intensive inquiring stage. These activities were designed to develop scientific perspective on historical heritage. After the field trip, evaluation activity about scientific value of Hwasong was done based on the activities done during the trip. After the science field trip of Hwasong fortress, most of students showed positive changes. Some of them reflected on their previous thoughts. Some recognized the necessity of the proper criteria for scientific excellency of historical heritage. All changed in their perspective on evaluating scientific aspects on historical heritage, such as considering the social environment, scientific principles and the influence of science and technology of that age on the society, when the fortress was built. These results show that the science field trip focused on the criteria for evaluating the scientific excellency of historical heritage was significant in helping students to develop the scientific perspective on historical heritage.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.17 no.5
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• pp.361-367
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• 1984

In previous paper(Lee et al., 1984), preparation formula and processing conditions of the fish meat (mackerel) paste using dielectric heating were described, that included the proper shape and size of product and the conditions of dielectric heating, hot air dehydration, and heating with electric heater to yield the minimum expansion and case hardening during heating and to controll the final rater activity of 0.86 to 0.83 accompanying with a complete reduction of viable cells and good texture. In present study, changes in VBN, pH, total plate count, water activity, texture, the loss of available lysine, color indexes, TBA value, and the content of TI were determined to assess the quality stability and shelf-life of the product during the storage for 35 days at $5^{\circ}C\;and\;25^{\circ}C$, respectively. And the effect of vacuum sealing and hot water treatment before storage on the storage stability of product was also mentioned. As the product was vacuum packed in K-flex film bag, heat treated in boiling water for 6 minutes, and stored, water activity was maintained 0.86 to 0.84 for 35 days regardless of storage temperature, and the increase of total plate count was negligible in case of $5^{\circ}C$ storage while tended to gain slightly after 25 days at $25^{\circ}C$ storage. Changes in VBN was also minimum with an increase of 1.5 mg/100g at $5^{\circ}C$ and 7.0mg/100g at $25^{\circ}C$, but in case of unpacked sample, it was 24.5mg/100g at $5^{\circ}C$ and 42.4 mg/100g at $25^{\circ}C$ even after 7 days. In textural property hardness tended to increase after 28 days and folding test score was down to A or B from AA grade. The loss of available lysine was $7.5\%\;at\;5^{\circ}C$ and $17.0\%\;at\;25^{\circ}C$ but brown color was not deeply developed as the color index score indicated. TBA value was not increased at $5^{\circ}C$ while it tended to increase rapidly after 30 days at $25^{\circ}C$. Changes in TI content was not obvious except that it showed a tendency of increase at the end of storage as well as in the change of lysine and TBA value. It is concluded from the results that the quality of the product, pasteurized and water activity controlled by dielectric heating, and vacuum packed in K-flex film would be stable for more than 35 days at $5^{\circ}C$ and at least 25 days even at room temperature.

• Journal of Korean Academy of Nursing
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• v.25 no.3
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• pp.581-596
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• 1995

Clinical practice in nursing education provides an opportunity for students, through the process of ap-plying theoretical knowledge to practice, and to learn nursing skills as well as being socialized into nursing and as such decrease the reality shock of actual nursing practice. Because of a shortage of nursing faculty, the job of achieving the objectives of the clinical practice had been turned over to the head nurses. This resulted in many problems, such as, unclear location of responsibilities and inadequate feedback from head nurses. Therefore this study was done to introduce and evaluate the use of preceptors as a way to minimize the above problems, and to maximize the achievement of the clinical practice objectives. Using an adaptation of Zerbe's (1991) three-tiered team model, clinical practice was done using a preceptor, a head nurse and a clinical instructor, each with different and well defined roles. The subjects of this study were 67 senior students of the College of Nursing of Y University in Seoul whose clinical practice in adult nursing was carried out between May 1, 1994 and December 8, 1994. There were 22 preceptors who had at least two years of clinical experience and who were recommended by their head nurses. They were given additional education on the philosophy and objectives of the College of Nursing, on communication skills, on the theory and practice of education, and on nursing diagnosis and education evaluation. The role of the preceptor was to work one-to-one with students in their practice. The role of the head nurse was to supervise and evaluate the preceptors. The role of the clinical instructor was to provide the education program for the preceptors, to provide ad-vice and suggestions to the preceptors and to maintain lines of communication with the college. With each of these roles in place, it was thought that the effectiveness and efficiency of the clinical practice could be increased significantly. To evaluate the effectiveness of the preceptorship, the three - tiered model, Lowery's Teacher Evaluation Opinion Form translated and adapted to Korea was used to measure student statisfaction. The Clinical Practice Compentency Evaluation Tool developed by Lee et ai was also used to measure student competencies. The results of this study are as follows 1. The satisfaction with clinical practice was higher with the introduction of the perceptors than it was before they were used. (t=-5.96, p=<.005) 2. The clinical practice competencies were higher with the introduction of the preceptors than it was before they were used(t=-5.l3, p<.005) 3. In order to analyze areas not measured by the quantitative tools additional analysis of the open questions was done. The results of this analysis showed that : 1) The students felt positive about their sense of security, confidence, handling of responsbility, and being systematic. They also felt positive about improvements in knowledge, opportunities for direct care, and socialization. 2) The students felt negative about the technical part of their role, lack of knowledge by the preceptor, unprofessional attitudes on the part of the preceptor, difficulty in the role of the professional nurse(student). 3) The preceptors felt positive about their responsibility, motivation, and relationship with the college. 4) The preceptors felt negative about their bur-den. Introduction of the preceptorship model will lead to change and improvement in the negative factors discussed above, solve problems in the present clinical education system, increase continuity in the education of the students, help with socialization of the students and motivation of the preceptors to up-grade their education and increase their confidence. These objectives must be obtained to further the development of professional nursing, and thus, making the preceptorship a reality is our job for the future.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.29-49
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• 2012

The purpose of this study is to look at families as presented on the technology-home economics subject of middle school. To do this, I analyzed the 2007 revised curriculum of the technology-home economics subject, 'Changing Families,' in 11 technology-home economics textbooks (8th grade). The findings are as follows. First, family-related chapters are expanded compared with the previous curriculum in the 2007 revised curriculum. In addition, the new version emphasizes understanding and acceptance of change in families to improve the family life of adolescents. Second, in the 11 types of technology-home economics textbooks, the focusing was on the meaning of the family, the family structure, the function of the family, family roles and family values. There were also no major differences in the aspect of development. Third, in the technology-home economics textbooks, the family was defined as the 'basic group of society', 'a group composed by blood relationships, marriage and adoption', 'an affective group' and 'cohabiting group'. At the same time, there were many cases in which the description of the family was overly romanticized. Such a description of the family does not match the individual family experience of an adolescent. Fourth, all of textbooks dealt with the diversity of the family structure, such as single-parent families, remarriages families, and multi-cultural families. However, the structural characteristics and problems with these types of families are excessively emphasized, which can result in students having stereotypical images of specific family types. Fifth, the explanation of the function of the family was similar among textbooks. The importance of intergenerational cooperation and gender equality was also emphasized. However, such a concept is not considered as proper in a modern society. Thus, the description of a family based on the nuclear family should be sublated. In addition, the explanation of families overall should be developed in such a way that adolescents can interpret their own family experience rather than as an enlightening declaration of the family which disregards the dynamic relationships individual families actually experience.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.