• Economic and Environmental Geology
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• v.27 no.4
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• pp.335-343
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• 1994

The Eonyang amethyst deposits are composed of vug quartz emplaced in the Eonyang granites of Mesozoic Cretaceous age. The Eonyang granites are composed of biotite granite, porphyritic biotite granite, aplite and miarolitic granite. The petrochemical data of the Eonyang granites show the trend of subalkaline magma, calc-alkaline magma, I-type granitoid and magnetite series. The vug quartz show the characteristic growth zoning (white quartz-smoky quartz-amethyst) from wall side. Generally fluid inclusions in the vug quartz can be divided into four main types based on compositions (I-type: gas inclusion, II-type: liquid inclusion, III-type: polyphase inclusion, IV-type: liquid $CO_2$-bearing inclusion). Solid phase of polyphase inclusions are halite(NaCl), sylvite(KCl), hematite ($Fe_2O_3$) and unknown anisotropic solid. Homogenization temperatures inferred from the fluid inclusion study ranges from $440^{\circ}C$ to $485^{\circ}C$ in white quartz, from $227^{\circ}C$ to $384^{\circ}C$ in smoky quartz, from $133^{\circ}C$ to $186^{\circ}C$ in amethyst, respectively. Salinities of fluid inclusions in each mineralization stages ranges from 40 wt.% to 58 wt.% in white and smoky quartz, from 1.0 wt.% to 8.7 wt.% in amethyst respectively. A consideration of the pressure regime during vug quartz deposition based on the boiling evidence suggests lithostatic pressure of less than 72 bars. This range of pressure indicate that vug quartz lay at depth of 750 m below the surface at the during mineralization.

• Journal of Korean Academy of Nursing
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• v.38 no.6
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• pp.891-901
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• 2008

Purpose: The purpose of this study was to develop an environmental education program using newspaper articles in education (NIE) and to evaluate changes in concern and practice for environmental protection after NIE. Methods: The design was a nonequivalent control group pretest-posttest design. The participants were university students in nursing, of which 31 were assigned to the experimental group and 43 to the control group. The education was carried out for 2 hr, once a week for 7 weeks. Data were analyzed with SPSS WIN 14 program, and included $x^2$ test, independent t-test, and repeated measure ANOVA. Results: NIE showed significant differences in the changes of attitude toward environment (F=4.461, p=.036). Conclusion: Findings suggest that this NIE in environmental education was effective in changing students' attitudes toward the environment. Therefore this NIE is recommended for inclusion in education for university students in nursing.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.363-372
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• 2017

Attention deficit hyperactivity disorder (ADHD) is a relatively common condition of childhood onset and is of significant educational and social concern in elementary school. Investigating the determinants of teachers' attitudes and behavior and their relative importance is crucial for improving teaching practices and initial teacher education for effective inclusion of ADHD children. Based on two hundred and twenty seven survey responses from elementary school teachers, having experienced in dealing with ADHD students, this paper examines the age, gender, career and training-hours effects on the knowledge, attitude, stress and inclusive education involving ADHD children. The regression analysis shows that the gender influences the level of stress and that the training hours has some impact on the knowledge about ADHD at 5% significance level. However, the number of ADHD children experienced, age, gender, career and training-hours were identified as the non-significant predictors of teaching behavior in relation to ADHD children. As a conclusion, a brief discussion concerning the critical needs of elementary school teachers is also presented.

• Journal of the Korea Society of Computer and Information
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• v.12 no.3
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• pp.295-302
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• 2007

The environment of education has been undergoing dramatic developments in recent years with the development of information technology such as digital information transfer, storage and communication methods. Education and training technology is constantly evolving and growing. Because we continually meet the new and interesting advances in our world. The evolution in education and training at a distance can be characterized as a move from traditional learning to u-learning. This paper concerns with the application of u-based education methodology for people with disabilities targeting to empower them. Instead of the classic educational support such as extended time to take exams, a reader and/or scribe to assist with exams and note taking services. In this paper, we introduce the definition of inclusion and disabilities which does not been fully understood what they mean and then possible implementing materials which can empower the students with disabilities with accomplishments. We would like to point out that we concentrate on the aspects of instructional science particularly related with inclusive classes.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.345-354
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• 2022

The purpose of this study was to analyzed the current status of the of the Virtual Reality-based education for healthcare students in Korea. Five databases (KoreaMed, KMbase, NDSL, KISS, KiSTi) were searched prior to July 2022. A total 10 articles met the inclusion criteria. 5 articles developed VR-based education contents and the other 5 articles were using vSim already developed as a VR education program and evaluated the effectiveness. As a result of this literature review, VR-based education program was found to be effective in improving the healthcare students' competency. VR-based education program could be considered to improve the healthcare students' clinical practice ability.

• Education of Primary School Mathematics
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• v.5 no.1
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• pp.57-69
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• 2001

A new initiative in the 7th curriculum of mathematics is the inclusion of spatial sense in geometry. The purpose of this study is threefold: a) to identify the concepts of spatial sense; b) to systematize the contents of spatial sense by analysis the curricular and texbooks; and c) to explore an effective way of teaching-leaning of spatial sense.

• Korean Journal of Mathematics
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• v.29 no.1
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• pp.57-64
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• 2021

In this paper we deal with the embedding inclusions on the fractional Orlicz-Sobolev spaces which are crucial roles for studying the theories of the partial differential equations. We get some properties and theories of the embedding inclusions on the fractional Orlicz-Sobolev spaces.

• Coupled systems mechanics
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• v.8 no.3
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• pp.273-287
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• 2019

Elastoplastic analysis of an annular disc, being fully constrained on its outer rim and interacting with a purely elastic inclusion perfectly bonded with its inner rim, is conducted to study its plastic deformation and residual stress under thermal cycles. The system is termed the composite disc. Quasi-static plane-strain deformation is assumed, and the von Mises yield criterion with or without the Ludwik hardening rule is adopted in our finite element calculations. Effects of multiple material properties simultaneously being temperature dependent on the plastic behavior of the composite disc are considered. Residual stress is analyzed from a complete loading and unloading cycle. Results are discussed for various inclusion radii. It is found that when temperature dependent material properties are considered, the maximum residual stress may be greater than the maximum stress inside the disc at the temperature-loaded state due to lower temperature having larger yield stress. Temperature independent material properties overestimate stresses inside materials, as well as the elastic irreversible temperature and plastic collapse temperature.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.123-132
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• 1994

The experimental evidence evaluation of the 11th grade students(N:91) was investigated. Specially, the influence of students' ideas about optical phenomena and presented evidence types on their evidence evaluation, and the influence of students' ideas on their causal inference modes were investigated. After eliciting the students' ideas about shadow phenomena and conformity of their idea, the experimental results with a binary outcome were presented as the evidence. Then the students were asked to evaluate the evidence. Again students' ideas were elicited. Most of students had causal ideas such that the shape of object(96%) and the inclination of screen(75%) were causes of shadow shape, not the shape(70%) and color(92%) of light source. In the case of the shape of object and the color of light source, most students(70%) believed strongly their ideas. Most responses(80%) in the evidence were evidence-based, and 12% of them were theory-based. There was no significant difference of reponses types between students with causal ideas(81%) and students with non-causal ideas(78%), between covariable and non-covariable evidence. But in the case of non-causal ideas, covariable evidence was more likely to yield evidence-based reponses than non-covariable evidence. If students had preconcepts inconsistent(84%) with the evidence, they were more likely to make evidence-based responses than the students with consistent ideas (75%) with the evidence. Especially in the case perceptually biased evidence, this tendency was marked. In the case of covariable evidence, many students made inclusion inferences(40%) rather than uncertainty inferences(32%). In the case of uncertainty inferences(94%), students more likely to make evidence-based reponses than inclusion inferences(83%) and exclusion infernces(88%). In the case of inclusion inferences and exclusion infernces, students tended to make idea-based responses and distort the evidences. In conclusion, when the students evaluate the experimental evidences, their ideas influence the causal inference modes. Especially, according to the conformity of the preconcepts and logical relation of evidences, the inference modes are more strongly depended upon the preconcepts rather than evidences.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.390-398
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• 2015

A feeding experiment was conducted to determine the use of distillers dried grain (DDG) as a partial replacement for fish meal in the diet for juvenile rockfish, Sebastes schlegeli. Four iso-nitrogenous (50% crude protein) and iso-caloric (4.3 kcal/g) diets (designated as DDG0, DDG7, DDG14, and DDG21) were formulated to contain 0, 7, 14, and 21% DDG. Triplicate groups of juvenile rockfish (initial body weight, $10.2{\pm}0.2g$) were fed one of the experimental diets to visual satiety twice a day (09:00 and 17:00) for 8 weeks. At the end of the feeding trial, survival of rockfish was above 97% and not affected by dietary DDG levels (P>0.05). Weight gain, feed efficiency and daily feed intake of juvenile rockfish were significantly decreased with increase of dietary DDG levels (P<0.05). Condition factor, hepatosomatic index and visceralsomatic index of juvenile rockfish were not significantly affected by dietary DDG levels (P>0.05). No significant differences were observed in the contents of moisture, crude protein, crude lipid and ash of the whole body and dorsal muscle in juvenile rockfish fed the experimental diets (P>0.05). Therefore dietary inclusion of DDG as a replacement for fish meal could depress the growth of juvenile rockfish.