• Journal of Nutrition and Health
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• v.37 no.2
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• pp.95-99
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• 2004

This study was designed to investigate the effects of ethyl acetate(EtOAc) fraction of pine (Pinus densiflora Sieb et Zucc) needle on cholesterol and lipofuscin(LF) accumulations, acetylcholine(ACh) and its related enzyme activities such as choline acetyltransferase(ChAT) and acetylcholinesterase(AChE), and monoamine oxidase-B(MAO-B) activity, which destroyed the catecholamine related neurotransmitters in brain membranes of Sprague- Dawley (SD) rats. Male SD rats were fed basic diets (control group) and experimental diets (EtOAc-25, EtOAc-50 and EtOAc-100) for 45 days. Cholesterol accumulations in mitocholndria and microsomes were significantly inhibited (11.8-12.1% and 9.6-13.0%, respectvely) in EtOAc-50 and EtOAc-100 groups. ACh levels and ChAT activities were significantly increased about 10% in membranes of EtOAc-100 group compared with control group. AChE activities were significantly increased about 8 -12% in membranes of EtOAc-50 and EtOAc-100 groups compared with control group. MAO-B activities were significantly inhibited about 10% in membrane of EtOAc-l00 group compared with control group. These results suggest that ethyl acetate fraction of pine needle may play an effective role in inhibiting cholesterol and improving a membrane fluidity, and learning and memory impairments. (Korean J Nutrition 37(2): 95 -99, 2004)

• Journal of Ginseng Research
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• v.23 no.2 s.54
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• pp.115-121
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• 1999

Effects of single and repeated administration of various nootropic candidates were examined on impaired acquisition by single oral administration of 3 g/kg ethanol (EtOH) in step through test. The inhibitory effect of EtOH on acquisition was significantly reduced by single picrotoxin, but not affected by diazepam, acetyl-L-carnitine and apomorphine. Single or repeated red ginseng total saponin and deprenyl, single piracetam, repeated N-methyl-D-glucamine, but not single or repeated protopanaxadiol, protopanaxatriol and centrophenoxine significantly ameliorated the impairment of acquisition by EtOH. On the other hand, the inhibitory effect of repeated red ginseng total saponin but not that of repeated N-methyl-D-Glucamine, was significantly blocked by pretreatment of $\alpha$-methyl-$\rho$-tyrosine, a inhibitor of catecholamine synthesis. Whereas, the inhibitory effect of repeated deprenyl on EtOH amnesia was exaggerated by $\alpha$-methyl-$\rho$-tyrosine. These results suggest that the amelioration processes of drugs on ethanol amnesia involve complex mechanism between the central GABAergic and dopaminergic neuronal activity in memory and learning, although the effects of repeated drugs administration are not yet clear.

• Journal of Nutrition and Health
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• v.37 no.3
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• pp.176-181
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• 2004

This study was designed to investigate the effects of buthanol (BuOH) fraction of pine (Pinus densiflora Sieb et Zucc) needle on cholesterol and lipofuscin (LF) accumulations, acetylcholine (ACh) and its related enzyme activities such as choline acetyltransferase (CAhT) and acetylcholinesterase (AChE), and monoamone oxidase-B (MAO-B) activity, which destroyed the catecholamine-related neurotransmitters in brain membranes of Sprague-Dawley (SD) rats. Male SD rats were fed basic diets (control group) or experimental diets (BuOH-25, BuOH-50 and BuOH-100) for 45 days. Cholesterol accumulations in mitochondria and microsomes were significantly inhibited (about 14 - 17％ and 23 - 34％, respectvely) in BuOH-50 and BuOH-100 groups, whereas LF levels were significantly inhibited (about 10 - 14％) in BuOH-50 and BuOH-100 groups compared with control group. ACh levels and ChAT activities were significantly increased (about 11 - 17％ and 11 - 23％, respectively) in membranes of BuOH-50 and BuOH-100 groups compared with control group. AChE activities were significantly increased (about 14 - 17％) in membranes of BuOH-50 and BuOH-100 groups. There was no significant difference in MAO-B activities between control and experimental diet groups. The results suggest that butanol fraction of pine needle may play an effective role in an antiaging effect and improving a learning and memory impairments.

• Journal of Agricultural Extension & Community Development
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• v.21 no.3
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• pp.53-89
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• 2014

Immigrant farmers work in various social and economic fields of activity, settling in their rural community. In this study, I inquired into the way of acting of immigrant farmers, based on the texts which were made in the precedent studies. The texts were transcriptions that were made by interviews with immigrant farmers. I classified immigrant farmers' activities into 8 groups that were related to; farming, nonfarm business, off-farm business, volunteering, participating in community organization, lifelong learning, leisure and social interaction in everyday life. And, I tried to capture the characteristics and meanings of those activities. The implications from this analysis are as followings: 1) most of immigrant farmers have small family farm so that they need nonfarm or off-farm jobs, 2) pluri-acivities of immigrant farm households can contribute to their community's economic viability, 3) their economic activities should be observed carefully in the perspective of self-help approach in community development as well as farm households' livelihood strategy, 4) immigrant farmers have many difficulties to participate in community, nevertheless community participation will improve the social capital, 5) gender-sensitive policy should be developed.

• Journal of the Korean Chemical Society
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• v.62 no.1
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• pp.43-51
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• 2018

In this study, visually impaired secondary students' conception of "changes of state of water" was explored. Science inquiry activity for students with visual impairments was implemented to 16 middle school students and 15 high school students from school for the blind. 14 of them were totally blind, 13 had low vision and the others were not identified. Inquiry activities were conducted by communicating with the researcher while students were individually exploring the molecular models of water and ice developed for the study. After the exploration, students were asked to explain the concept of changes of state of water with the model they explored. Opinion on the need and the usability of this kind of tactile model was also asked to them. All conversations were recorded, transcribed, and analyzed. As a result, students with visual impairments answered exactly about the materials used for the model and their numbers. However, they didn't know what the model stood for. They had experiences of learning molecule of water and changes of state of water, but it was a phenomenon and superficial understanding. Students got to understand the molecular structures of water and ice, and had a positive perception on the need and the usability of the model. Based on these results, educational implications were discussed.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.96-104
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• 2001

To approach science education for all which has been required in STS program, it is indispensable to develop variously differentiated education courses that are suitable for various students. In order to do that, we have to abstract essential items that are dealt with in common from science textbook which is regarded as the kernel of science education. Then, these items are developed by fitting for each level-STS science study models. The purpose of this study is to improve the level-based investigation competence by applying these models to various level learning. We obtained some results as the following: First, there has been a positive change for attitude to study science in part. Second, we find the materials in our life and this study is relating to science, technique and society. So we find out the fact that there is close connection between science technique and our life. And also it helps encourage to learn. Third, in the process of searching for and producing STS materials, students have a chance to study for themselves by working out self-leading research activity. Finally, students can reduce a preconception that science is difficult by encouraging attitudes to search for and make our problems in our life scientifically and the habits thinking of and understanding our daily life itself in the scientific sight.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Journal of Korea Game Society
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• v.10 no.6
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• pp.115-124
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• 2010

In the beginning brain waves were used for monkeys to control robot arm with neural activity. In recent years there are research that measured brain waves are used for the control of programs which monitor the progression of dementia or enhance of attention in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, low-price devices that can be used as a game control interface have become available. One of the problems associated with control using brain waves is that the mean amplitude, mean wavelength, and mean vibrational frequency of the brain waves differ from individual to individual. This paper attempts to propose a method to normalize measured brain waves using normal distribution and calculate the waveforms that can be used in controlling games. For this, a framework in which brain waves are converted in seven stages has been suggested. In addition, the estimation process in each stage has been described. In an experiment the waveforms of two subjects have been compared using the proposed method in the BCI English word learning program. The level of similarity between two subjects' waveforms has been compared with correlation coefficient. When the proposed method was applied, both meditation and concentration increased by 13% and 8%, respectively. Because the proposed regularization method is converted into a waveform fit for control functions by reducing personal characteristics reflected in the brain waves, it is fitting for application programs such as games.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.