• 한국작물학회지
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• 제23권3호
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• pp.19-30
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• 1978

Use of herbicides in Korean agriculture has increased rapidly in recent years accompanying with ever-increasing pressure of farm labor shortage. Herbicides occupied already the second place in the rank of pesticides consumption in 1977. The agricultural experiment stations have carried out over 50 trials of chemical weed control each year since 1968. These research works and registration trials contributed much to the present wide use of herbicides. The pesticide management act amended in 1977 requires reevaluation of pesticides for their efficacy every 5 year-term. However, the development of sound weed control program and recommendations has been hempered very much by the lack of qualified workers of weed control research in agricultural experiment stations and in the institute for pesticide registration trial. Critical review of the past research works on herbicide evaluation and the present status indicates strong need for 1) the characterization of the nature of local and national weed problem, 2) the improvement of ability of the staffs in charge of weed control research through appropriate training on the basics and experimental techniques, and 3) organization and activities of weed control research committee. Furthermore, the present article attempts to clarify commonly misled points in the establishment of herbicide evaluation plan, in the design and execution of field trials, and in the assessment of trial results of the past works from the viewpoint of the basic principles with some case studies for resolution of specific enigmas.

• 한국자원식물학회지
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• 제20권2호
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• pp.201-211
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• 2007

본 연구는 월출산국립공원지역 내 자연휴식년제 구간인 무위사${\rightarrow}$미왕재, 미왕재${\rightarrow}$동원농장, 장군봉 일원에서 확인된 관속식물 중 희귀식물과 특산식물 및 식물구계학적 특정식물, 귀화식물을 제시함으로써, 자연휴식년제 구간에서의 종 다양성과 식물자원의 보전을 위한 자료를 구축하고자 수행한 바, 다음과 같은 결론을 도출하였다. 월출산국립공원 자연휴식년제 구간에서의 관속식물상은 86과 205속 283종 1아종 36변종 5품종으로 총 325종류가 확인되었다. 관속식물 중 양치식물은 8과 11속 16종류(4.9%), 나자식물은 3과 3속 3종류(0.9%)가, 피자식물은 75과 191속 306종류(94.2%)가 확인되었다. 희귀식물에는 땅나리(보존우선순위: 191번), 태백제비꽃(202번), 산닥나무(120번)가 확인되었으며, 특산식물에는 지리대사초, 털중나리, 소사나무, 할미밀망, 노각나무, 자란초, 병꽃나무, 털잔대까지 8종류가 확인되었다. 또한, 특정식물은 27과 40속 43종 1변종 총 44종류가 확인되었으며, 이중 IV등급에는 산복사와 등나무가, III등급에는(흰)새덕이, 모새나무, 이삭귀개 등의 9종류, II등급에는 개시호, 큰참나물, 도깨비 엉겅퀴 등의 5종류, I등급에는 진황정, 사스레피나무, 자란초 등의 28종류로 분석되었다. 귀화식물에는 소리쟁이, 아까시나무, 큰개불알풀, 개망초, 미국가막사리, 큰방가지똥 등의 4과 6속 9종류, 귀화율은 2.8%로 분석되었다. 월출산국립공원 자연휴식년제 구간의 모니터링을 2000년도부터 현재까지 7년 동안 수행되었으며, 무위사에서 미왕재 및 동원농장 구간과 장군봉 일원은 본래의 자연식생으로 복원된 것으로 사료된다. 특히, 장군봉 일원은 급경사로 인해 인위적인 접근이 어려운 지역임으로 현 구간을 장기적으로 보전하는 것보다 다른 구간을 자연휴식년제로 선정하여 보전구간을 점차적으로 확대해야 할 필요성이 있을 것으로 판단된다.

• 한국환경생태학회지
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• 제28권2호
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• pp.205-214
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• 2014

본 연구는 부산광역시 지정 기념물 제 46호인 동백섬에 대해 문화경관림으로서의 식생관리방안을 제시하고자 하였다. 연구대상지는 동백섬 내 자연휴식년제 지역인 정상부 주변 $20,000m^2$이었다. 지형, 식생, 식생관리현황을 기준으로 식생구조 유형을 분류하였으며 유형별 식물군집구조 분석을 통해 관리방안을 도출하였다. 식생구조 유형은 관리되고 있는 동백나무림, 관리되지 않은 사스레피나무림, 험준지의 미관리된 사스레피나무림 등 3개로 구분되었으며, 식물군집구조 분석결과, 교목층에서는 곰솔이 우점하였고 아교목층에서는 동백나무(유형 I), 사스레피나무(유형II, III)가 우점하였다. 특히, 관목층을 중심으로 난대림의 극상수종인 후박나무가 일부 분포하였다. 흉고직경급별 분석결과, 유형 I, II에서 중경목의 팽나무와 후박나무가 일부 분포하였고 모든 유형의 관목층에서 후박나무가 4~44주 생육하였다. 교목층의 평균 수령은 66년, 아교목층은 22.9년이었으며 종다양도는 0.5472~0.8646로 분석되었다. 동백섬의 식생관리 방향으로서 기존 관리된 동백나무림은 주기적인 관리를 유지하며 관리되지 않은 사스레피나무림은 사스레피나무를 제거하고 동백나무를 식재하는 관리를 제안하였다. 관리되지 않은 험준지 사스레피나무림은 동백나무경관 형성이 불가능 할 것으로 예측되어 상록활엽수림으로의 천이유도 방안을 제시하였다.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• 한국작물학회지
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• 제34권s02호
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• pp.96-114
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• 1989

There are several meterorolgical stresses in the winter cereal crops. Among these stresses, cold injury is one of the most important stresses for wheat and barley production in Korea. The reduction in grain yield of the wheat and barley due to cold injury has occurred almost every year in Korea. The objective of the study was to get the basic information in relation to the cold injury and to detect the method minimizing the damage of cold injury. When the air temperature was the ranges of -13$^{\circ}C$ to -15$^{\circ}C$, the soil temperature at the crown part of the plant was very stable, whereas in the ranges of -2$^{\circ}C$ to -3$^{\circ}C$ the soil surface temperature was more unstable and cold than air and subterranean temperatures. The different parts of the plant in wheat and barley possess the different levels of cold hardiness. In comparison to the cold hardiness of plant parts, the leaf and crown are the less sensitive to cold injury than root and vascular transitional zone. The type and extent of stress is determined by the redistribution pattern of water during freezing. These types from freezing processes were three types: a) Equilibrium freezing pattern b) Non -equilibrium freezing pattern, c) Non-equilibrium freezing pattern typical of tender tissues. Cold hardiness in wheat plants were more harder than barley plants at vegitative stage, but inverted at the reproductive stage. Injuries by low temperature during the seasons of barley cultivation in Korea were occured mainly in four stage; in the first and third stage, frost injury occurs, the second stage, freezing injury, and the fourth stage, chilling injury.

• 아태비즈니스연구
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• 제11권3호
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• pp.169-184
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• 2020

Purpose - This research is intended to analyze the current status and problems of tax benefits in the R&D sector and suggest ways to improve tax credit for research and manpower development expenses when various countries fiercely develop efforts to enhance national competitiveness through increased investment in R&D Design/methodology/approach - This study will examine the current status of the tax support system for domestic and foreign R&D, and suggest improvement measures to expand research and development activities in the future. Findings - First, a plan may be considered to abolish and perpetuate the sunset deadline for tax credit for research and manpower development expenses as in the case of the United States and Japan. This perpetuation can be a proactive measure to actively support long-term R & D investment in companies facing economic decisions under uncertainty. Second, it should be revised to raise the tax credit rate of large corporations, which are shrinking every year, compared to SMEs, so that both large corporations and SMEs can improve their international competitiveness and secure excellent technologies through R & D. Finally, the target technologies for each new growth engine and source technology should be expanded to various fields, including national cybersecurity enhancement technology, aviation engine technology, carbon emission and global cooling technologies, which are areas of interest in major overseas R&D countries, to help active R&D and investment in these areas. Research implications or Originality - This study can find a contribution in comparing and analyzing the national R&D tax support system and presenting improvement measures at a time when the benefits of tax credit for research and manpower development expenses of large companies are decreasing due to frequent tax law revisions and the government's factors of increasing tax revenues. In addition, recent research and development items and research technologies of foreign countries were analyzed by Nature's top 10 major science and technology issues, and advanced technologies that should be applied to target technology areas by new growth engine and source technology were specifically investigated and presented.

• 한국잠사곤충학회지
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• 제15권2호
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• pp.15-20
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• 1973

본보고는 마취제 처리에 의한 잠아선발에 대한 연구의 제2보이며 마취회생속도차이가 잠아의 강건성과 관련성이 있는지의 여부를 다각도로 분석하기에 이르렀다. 마취회생속도 차이가 잠아 강건성과 밀접한 관계가 있음을 알고 육종시의 잠아선발과 원잠종제조시의 품질보존의 목적으로 사용하기 위하여 Balance Health (BH)가를 설정하여 선발목표의 표준을 설정함에 이르렀다. 또한 당대마취처리로 인하여 차대에 미치는 영향을 조사하기 위하여 P$_1$과 F$_1$의 견질조사를 하여 다음과 같은 결론에 이르렀다. 1. 기초조사 결과 a) 교잡종은 원종보다 강건한 탓으로 마취의 회생이 빨랐다. b) 강건성품종은 허약성품종보다 마취회생이 빨랐다. c) 웅잠은 자잠보다 강건한 탓으로 마취회성이 빨랐다. 2. Balance Health (BH)가의 설정 마취처리에 의하여 구분된 모체의 교배구의 구분을 명확히 하여 선발목표를 확립하기 위하여 이것을 다음과 같이 규정하였다.(Table Omitted) 3. 잠아육종시에 선발효과를 능률화하기 위하여 BH 가 사용을 강조하며, BH 가가 4 보다 작은 것을 택할때는 강건성선발이 되고 4 보다 큰것을 택할때는 허약성선발이 되는 사실을 알았다. 4. 일단 마취처리한 모체에서도 차대 즉 P$_1$이나 F$_1$에 아무런 악영향을 미치지 않고 모체의 BH 가 분류효과가 차대에 반영되고 있었다. 5. 원종제조 과정에서도 마취처리의 선발을 함으로서 잠종의 균일화를 도모하고 품종의 퇴화시기를 연장시킬수 있다고 본다. 6. 잠아육종 선발시에는 5령기에 5분간 마취처리하고 원종제조시에는 5령기에 2.5분간 처리하는 것이 좋다고 보았다. 7. 본보는 잠업증산에 관련된 문제를 다루었으나 마취처리가 잠체생리에 미치는 학술적인 연구과제가 많이 남아있다고 본다.