• Journal of Astronomy and Space Sciences
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• v.26 no.3
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• pp.305-316
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• 2009

In this study, we suggest an empirical forecast of CIR (Corotating Interaction Regions) and geomagnetic storm based on the information of coronal holes (CH). For this we used CH data obtained from He I $10830{\AA}$ maps at National Solar Observatory-Kitt Peak from January 1996 to November 2003 and the CIR and storm data that Choi et al. (2009) identified. Considering the relationship among coronal holes, CIRs, and geomagnetic storms (Choi et al. 2009), we propose the criteria for geoeffective coronal holes; the center of CH is located between $N40^{\circ}$ and $S40^{\circ}$ and between $E40^{\circ}$ and $W20^{\circ}$, and its area in percentage of solar hemispheric area is larger than the following areas: (1) case 1: 0.36%, (2) case 2: 0.66%, (3) case 3: 0.36% for 1996-2000, and 0.66% for 2001-2003. Then we present contingency tables between prediction and observation for three cases and their dependence on solar cycle phase. From the contingency tables, we determined several statistical parameters for forecast evaluation such as PODy (the probability of detection yes), FAR (the false alarm ratio), Bias (the ratio of "yes" predictions to "yes" observations) and CSI (critical success index). Considering the importance of PODy and CSI, we found that the best criterion is case 3; CH-CIR: PODy=0.77, FAR=0.66, Bias=2.28, CSI=0.30. CH-storm: PODy=0.81, FAR=0.84, Bias=5.00, CSI=0.16. It is also found that the parameters after the solar maximum are much better than those before the solar maximum. Our results show that the forecasting of CIR based on coronal hole information is meaningful but the forecast of goemagnetic storm is challenging.

• Journal of Bio-Environment Control
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• v.32 no.4
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• pp.342-352
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• 2023

Ultra-violet (UV) light is one of abiotic stress factors and causes oxidative stress in plants, but a suitable level of UV radiation can be used to enhance the phytochemical content of plants. The accumulation of antioxidant phenolic compounds in UV-exposed plants may vary depending on the conditions of plant (species, cultivar, age, etc.) and UV (wavelength, energy, irradiation period, etc.). To date, however, little research has been conducted on how leaf thickness affects the pattern of phytochemical accumulation. In this study, we conducted an experiment to find out how the antioxidant phenolic content of kale (Brassica oleracea var. acephala) leaves with different thicknesses react to UV-A light. Kale seedlings were grown in a controlled growth chamber for four weeks under the following conditions: 20℃ temperature, 60% relative humidity, 12-hour photoperiod, light source (fluorescent lamp), and photosynthetic photon flux density of 121±10 µmol m^-2 s^-1. The kale plants were then transferred to two chambers with different CO₂ concentrations (382±3.2 and 1,027±11.7 µmol mol^-1), and grown for 10 days. After then, each group of kale plants were subjected to UV-A LED (275+285 nm at peak wavelength) light of 25.4 W m^-2 for 5 days. As a result, when kale plants with thickened leaves from treatment with high CO₂ were exposed to UV-A, they had lower UV sensitivity than thinner leaves. The Fv/Fm (maximum quantum yield on photosystem II) in the leaves of kale exposed to UV-A in a low-concentration CO₂ environment decreased abruptly and significantly immediately after UV treatment, but not in kale leaves exposed to UV-A in a high-concentration CO₂ environment. The accumulation pattern of total phenolic content, antioxidant capacity and individual phenolic compounds varied according to leaf thickness. In conclusion, this experiment suggests that the UV intensity should vary based on the leaf thickness (age etc.) during UV treatment for phytochemical enhancement.

• Journal of the Korean Society of Food Culture
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• v.17 no.3
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• pp.315-328
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• 2002

The purpose of this study was to analyze the problems arising from the actual conditions of the Foodbank, and to implement the HACCP system as a solution in terms of increasing the safety of donated food within the Foodbank. In order to apply HACCP system, the entire Foodbank working process such as preparation, collection, transportation, division, and distribution was considered and analyzed to decide the application point for CCPs. Donated foods mainly consisted of processed foods, raw materials, lunch boxes, and cooked foods from mass catering establishments, which dominated over the others in terms of quantity. Cooked foods were divided into three groups based on menu-types and processing methods. Temperature, pH, and aw were measured on cooked foods, and Total Plate Count, Coliforms, E. coli, Salmonella spp., Staphylococcus aureus, Listeria monocytogenes, and E. coli O157:H7 were conducted in order to apply a HACCP plan. From these experiments, temperature, pH, and $a_w$ of donated food were likely contributed to microbial growth. Donated foods before HACCP implementation showed high numbers in terms of total plate count and Coliforms, both well over the acceptable standard levels. By setting the CCPs on maintenance of donated food below $10^{\circ}C$ and using a $75^{\circ}C$ reheating method, microbiological hazard levels were able to be controlled and lowered. From these results, it is concluded that in order to guarantee food safety, foods donated to the Foodbank must not only maintain a reasonable level of initial microbiological growth, but also must be handled properly through time and temperature controls within the Foodbank system. Furthermore, in terms of implementing the HACCP plan within the Foodbank management structure, basic food safety and sanitation measures, such as reheating facilities and various cold chain systems such as refrigerated vehicle for food transportation are importantly needed. The training and education of Foodbank personnel and management in areas such as awareness of hygiene and safe food handling and practice are also required and necessary.

• Asian-Australasian Journal of Animal Sciences
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• v.21 no.5
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• pp.723-731
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• 2008

Immunomodulatory feed additives might offer alternatives to antimicrobial growth promoters in pig production. This experiment was designed to determine the effects of dietary galacto-mannan-oligosaccharide (GMOS) and chitosan oligosaccharide (COS) supplementation on the immune response in early-weaned piglets. Forty 15-day-old piglets (Duroc$\times$Landrace$\times$Yorkshire) with an average live body weight of $5.6{\pm}0.51kg$ were weaned and randomly assigned to 4 treatment groups that were fed maize-soybean meal diets containing either basal, 110 mg/kg of lincomycin, 250 mg/kg of COS or 0.2% GMOS, respectively, over a 2-week period. Another six piglets of the same age were sacrificed on the same day at the beginning of the study for sampling, in order to obtain baseline values. Interleukin (IL)-1${\beta}$gene expression in peripheral blood monocytes, jejunal mucosa and lymph nodes, as well as serum levels of IL-1${\beta}$ IL-2 and IL-6, IgA, IgG, and IgM, were evaluated for 5 pigs from each group at 15 and 28 days of age. The results indicate that weaning stress resulted in decreases in serum antibody and cytokine levels. Dietary supplementation with GMOS or COS enhanced (p<0.05) IL-1${\beta}$gene expression in jejunal mucosa and lymph nodes, as well as serum levels of IL-1${\beta}$ IL-2, IL-6, IgA, IgG and IgM compared to supplementation with lincomycin. These findings suggest that GMOS or COS may enhance the cell-mediated immune response in early-weaned piglets by modulating the production of cytokines and antibodies, which shows that GMOS or COS have different effects than the antibiotic on animal growth and health.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.119-137
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• 2006

The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.139-156
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• 1995

The purpose of the study is to examine the effects of Gifted Education Isnstitute of Korea (GEIK) programs for gifted children especially in the areas of reasoning skills and creativity, thereby proving the effectiveness of the program. The subjects are 136 (103 boys and 33 girls) fourth, fifth, and sixth grade gifted children, who have participated in GEIK programs for more than six moths. They were stratified by the length of participation in GEIK programs. Ninety four children have participated for more than one year. Forty-two children have participated for less than one year. Both groups are rather homogeneous in IQ scores and school achievement levels at the time of enterance into GEIK programs. Both a Group Assessment of Logical Thinking (GAIT) and a Creativity test were used for the study on reasoning skills and creativity. GALT, developed by V. Roadranka, R. H. Yeany and M. J. Padilla in 1983, consists of 12 questions. It is classified into six subscales: conservation, proportional reasoning, controlling variables, provability reasoning, correlational reasoning, and combinatorial reasoning. The reliability of this test is .85. This test recommends to classify the stages of child development as follows according to the total test score. 0-4 point: Concrete Stage, 5-7 points: Transitional Stage, and 8 and above points: Formal stage. The Creativity Test was developed by Y. Lee and W. Chung (1971). It consists of four components: fluency, flexibility, originality, and openness. Only both fluency and openness were used in this study. In order to analyze data, T-Test, Intercorrelational Analyses, ANOVA, and Nultiple Regression were used. Followings are the results deduced from the above analoyses of the data. First, 43.48% of the subjects were on Concrete Stage, 36.78% were on the Transitional Stage, and 19.86% were on the Formal Stage in the developmental level classified by Piaget. Second, the students who have participated in GEIK programs more than one year acquired significantly higher score in GALT than the students who have participated in GEIK programs less than one year. Third, boys showed higher score in GALT than girls did. Fourth, there were statistically significant intercorrelations between six subscales of GALT. Fifth, the students who have participated in GEIK programs more than one year acquired significantly higher score in openness of creativity test than the students who have participated in GEIK programs less than one year. There were no significant differences in openness of creativity test between boys and girls. Sixth, the students who have participated in GEIK programs more than one year acquired significantly higher score in fluency of creativity test than the students who have participated in GEIK programs less than one year. Girls showed higher score in fluency of creativity test than boys did. Seventh, the students who acquired higher score in GALT showed higher score in both openness and fluency of creativity test. Followings are the conclusions deduced form the above results. First, the developmental level of reasoning skills of the fourth grade students participationg in GEIK programs is the same as that of 7th grade of normal Korean students and the same as those of 10th grade of U.S.A. and Philipoine students. Second, the GEIK programs are effective in improving reasoning skills. Third, the GEIK programs are effective in improving creativity. Fouth, reasoning skills and creativity can be improved by well planned programs. In conclusion, this study suggests that beyond reasoning skills and creativity, other areas such as areas in science skills, mathmatical skills, or verbal skills, etc., should be studied in the future.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.215-236
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• 2005

The Purpose of this study is that self-growth program searches effect self-concept and peer-relationship with elementary school student, and advance following assumption to achieve this purpose and achieved study. First, self-concept point of experiment group students who execute self-growth program will be improved is meaning than self-concept point of control group students. Second, peer-relationship point of experiment group students who execute self-growth program will be improved is meaning than peer-relationship point of control group students. Third, effect that self-growth program gets to self-concept may be meaning difference according to sex. Fourth, difference that impact that self-growth program gets in peer- relationship is meaning according to sex may join. Chose fifth-year student 2 class 68 people (experiment group n=34, control group n=34) in I primary school locating to Jeonrabuk-do Iksan-si to verify above construction for study target. Disposal about experiment group executed over 10th for 60-80 minute 2 times in a week because investigator uses reconstructing self-growth program with virtue research paper such as learning program for own growth of Lee-Hyeong-Deuk (1998). In order to verify the effect after experiment, 1 collected materials for estimation by providing the subject children with questionaires about self-concept and peer-relationship before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS 11.0 program. The following is the result what I obtained from the above study. First, there was significant difference is between average difference before and after of experiment group and control group which execute self-growth program in self-concept elevation ($F_{(1,66)} =28.734$, p <.001). From the sub-variable, there was significant difference in academic self ($F_{(1,66)}=6.423$, p<.05), Social Self ($F_{(1,66)}=48.331$, p<.001), Physical Self ($F_{(1,66)}=11.074$, p <.01), sentimental self ($F_{(1,66)}=9.402$, p <.01) Second, there was significant difference is average difference before and after of experiment group and control group which execute self-growth program in peer-relationship promotion ($F_{(1,66)}=24.109$, p <.001). From the sub-variable there W3S Significant difference in trust ($F_{(1,66)}=14.507$, p<.001), respect ($F_{(1,66)}=15.271$, p <.001). Third, there was expose that significant difference does not exist in average self-concept before and after by sex of experiment group which executes self-growth program, and was not shown significant difference in sub-vairable. Fourth, there was expose that significant difference of whole peer- relationship and in respect of sub-variable in average peer-relationship before-after by sex of experiment group which execute self-growth program, but significant difference did not appear in trust. Could get conclusion that self-growth program is effect in elementary school student self-concept elevation and peer-relationship promotion according to these study finding, and confirmed possibility that self-growth program may contribute to change emotional special quality of children positively in education spot.

• Journal of Hospice and Palliative Care
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• v.4 no.1
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• pp.57-67
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• 2001

Purpose : The purpose of this study was to identify attitudes of hospice volunteers toward care of for terminally ill patients. Method : This was a descriptive study with a sample of 84 adults who were registered for a hospice volunteer education program at Severence Hospice Center. The Frommelt (FATCOD) scale on attitudes toward the care of the dying (Cronbach alpha=.778) and an open ended questions on "what if you only have 6 months to live" were used to collect the data. The data was analyzed using SPSS/W and content analysis. Results : 1) The hospice volunteers were mostly female, with an average age of 45 years, half of them were college graduates and their religious preference was Protestant. 2) The participants of this study demonstrated positive attitudes to care for the dying which is in coherence with hospice philosophy and principles. However they indicated difficulties in maintaining close relationships with people who are dying, and in communicating and sharing, and encouraging those who are dying to express their feelings. In the open ended questions, they identified that their most important issues would be guilt feelings toward their children, family concerns, and the burden of unfinished business in their lives. They also identified the fear of pain in the dying process and fear of the afterlife. The care they would like to receive was to have peace of mind, have a good listener, spiritual counselling, and pain relief and to be respected as a human being. The source of strength would be faith in God and they would like to overcome their of dying. The FATCOD scale has limitation in describing and identifying the need and attitude toward the care of the dying revisions were made. Conclusion : We all are the potential clients for the hospice rare. In a hospice volunteer education program, communication and interpersonal skill are essential. The fear of dying, afterlife, concerns about family with children, and human dignity are major concerns in hospice and palliative care.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.586-594
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• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• Journal of the Korean Society of Food Culture
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• v.21 no.4
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• pp.357-365
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• 2006

The purpose of the study w3s to investigate the consumption pattern of the Korean traditional foods of the elementary schoolchildren living in urban and rural area. For the investigation, 373 fifth-grade elementary schoolchildren in Incheon and Gangwhado were surveyed by a questionnaire and the data were analyzed by the SPSS 10.0 program. As for the frequency to take the Korean traditional foods, bab and kimchi are taken almost everyday, and gug, jjigae, jorim, gui, namul are taken frequently. And juk, jeongol, jeon, sanjeog, jutgal, hangwa and umryo were shown to be taken occasionally. There were statistical differences in the frequencies of the Korean traditional food consumption by the residence and the gender. The students in urban area take hinbab, jabgokbab, hobakjuk deonjanggug, sangsunjorim, jangiorim more frequently than the students in rural area. The students in rural area take mandu, kuksoo, yeongunjorim and kongiorim more frequently than the students in urban area Female students take sangsunjorim, jangiorim, sangsungui, bulgogi, sangsunjeon, hobakjeon, sukchae, jutgal and oiji more frequently than male students. Most of the schoolchildren answered that in the future they would like to take the traditional foods more frequently than now. There was statistical difference by the gender. As for the food such as bibimbab, gug, jjigae, jeon, namul and jang-aji, female students responded to take more frequently than male students. The 39.1% of them responded that the taste is the point to be most improved in the future. But there was no statistical difference by gender and the residence In order to make the taste of traditional food more attractive to modem people, the 37.8% of them replied it does not need to change the traditional preparation method. However, similar percentage of the schoolchildren(35.7%) answered it is needed to change partly the traditional preparation method. As for the effect of traditional foods on health, the 68.4% of schoolchildren thought that the our traditional foods are healthier than western foods.