• 한국동물번식학회:학술대회논문집
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• 한국동물번식학회 2004년도 춘계학술발표대회
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• pp.245-245
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• 2004

This study was carried out to evaluate the possibility of production of kittens by a non-surgical intrauterine insemination (NIUI) or intra-vaginal insemination (IVI) with the Norwegian catheter and using a frozen epididymal sperm (FES). Semen was collected epididymal sperm and frozen in Tris-buffered with 50 × 10/sup 6//㎖. The motility and progressive motility of FES was approximately 40.3±5.8% and 35.9±6.5% after thawing. (omitted)

• 한국과학교육학회지
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• 제31권3호
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.393-403
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• 2013

The purpose of this study was to investigate the perception of school teachers in science research ethics and perception of science research ethics education. A survey was administered for this study and a total 167 elementary and secondary teachers studying in K University graduate school participated. The survey was organized to examine participants' 1) science research ethics awareness, 2) status of science research ethics education, and 3) needs for science research ethics education, and 4) the perception of the direction of the science research ethics education in school. Each item was responded using either 1 to 5 Likert type scale, multiple choices questionnaires. The results were as follows: both of elementary and secondary school teachers showed above average interest in science research ethics and secondary school teachers showed significantly higher interest than elementary school teachers(p<0.05). In degree of awareness of science research ethics, plagiarism (M=3.98) was the highest, followed by free-riding(M=3.78), the scientist's social responsibility(M=3.71), and forge(M=3.61). In response science research ethics problem occurs in science education activities more than the average(M=3.39). Teacher's response on the teaching of science research ethics ranges from 3.02 to 4.47, but each science research ethics elements was showed a large deviation. Elementary and secondary school teachers responded that science research ethics education needed(M=4.34). Science research ethics education should be included in the school curriculum. Eighty-five percent of the teachers responded that the science research ethics education should be started from elementary school. 'Discussion-type classes with examples' was preferred as an effective teaching. And teachers needed 'instructional materials' and 'teachers training' for science research ethics education.

• 한국축산식품학회지
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• 제37권6호
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• pp.926-930
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• 2017

High-quality meat is of great economic importance to the pig industry. The 1-acylglycerol-3-phosphate-O-acyltransferase 5 (AGPAT5) enzyme converts lysophosphatidic acid to phosphatidic acid in the mitochondrial membrane. In this study, we found that the porcine AGPAT5 gene was highly expressed in muscle tissue, influencing meat characteristics, and we also identified a non-synonymous single-nucleotide polymorphism (nsSNP) (rs196952262, c.673 A>G) in the gene, associated with a change of isoleucine 225 to valine. The presence of this nsSNP was significantly associated with meat color (lightness), lower cooking loss, and lower carcass temperatures 1, 4, and 12 h after slaughter (items T1, T4, and T12 on the recognized quality scale, respectively), and tended to increase backfat thickness and the water-holding capacity. These results suggest that nsSNP (c.673A>G) of the AGPAT5 gene is a potential genetic marker of high meat quality in pigs.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.459-467
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• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• 한국축산식품학회:학술대회논문집
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• 한국축산식품학회 2006년도 정기총회 및 제37차 춘계 국제학술발표대회
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• pp.179-183
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• 2006

Denaturing high-performance liquid chromatography(DHPLC) is used in a wide variety of genetic applications and is an efficient method for detection of mutations involving one or a few nucleotides. We developed a high-throughput DHPLC method for identifying polymorphisms in the MC1R gene that are characteristic of Hanwoo cattle. We compared 10 tissue samples from Hanwoo cattle, 10 samples from Holstein cattle and 10 samples from Hanwoox Holstein crossbred cattle to determine whether DHPLC analysis can be used to distinguish between these genotypes. Samples obtained from Hanwoo cattle had a unique profile of peaks that could be used as a molecular fingerprint for this breed. We also analyzed two hundred samples in a trial in which we were blinded to the genotype of the samples and correctly identified the breed-of-origin of 594 out of 600 sequence variations(99%).

• 한국과학교육학회지
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• 제42권2호
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• pp.177-184
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• 2022

This article aims to explain the concept and characteristics of the 'Intelligent Science Lab', which is being promoted nationwide in Korea since 2021. The Korean Ministry of Education creates a master plan containing a vision for science education every five years. The most recently announced '4th Master plan for science education (2020-2024)' emphasizes the policy of setting up an 'intelligent science lab' in all elementary and secondary schools as an online and offline space for scientific inquiry using advanced technologies, such as Internet of Things and Augmented and Virtual Reality. The 'Intelligent Science Lab' project is being pursued in two main directions: (1) developing an online platform named 'Intelligent Science Lab-ON' that supports science inquiry classes, and (2) building a science lab space in schools that encourages active student participation while utilizing the online platform. This article presents the key features of the 'Intelligent Science Lab-ON' and the characteristics of intelligent science lab spaces newly built in schools. Furthermore, it introduces inquiry-based science learning programs developed for intelligent science labs. These programs include scientific inquiry activities in which students generate and collect data ('data generation' type), utilize datasets provided by the online platform ('data utilization' type), or utilize open and public data sources ('open data source' type). The Intelligent Science Lab project is expected to not only encourage students to engage in scientific inquiry that solves individual and social problems based on real data, but also contribute to presenting a model of online and offline linked scientific inquiry lessons required in the post-COVID-19 era.

• 한국작물학회:학술대회논문집
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• 한국작물학회 2022년도 추계학술대회
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• pp.113-113
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• 2022

Salinity in surface waters is increasing around the world. Many factors, including increased water extraction, poor irrigation management, and sea-level rise, contribute to this change, and posing a threat to plant development and agricultural production. Seeds exposed to high salinity, have a lower probability of germinating and various physiological and biochemical effects. Salinity stress affects more than 20% of agricultural land and about 50% of irrigated land. In the current study, our objective is to identify the salt-tolerant peanut (Arachis hypogaea L.) Korean genotypes under salinity stress. Thus, two-week-old 19 diverse peanut Korean genotypes were exposed to 10 days of salinity (150 mM NaCl) stress. Based on the growth attributes investigation, Baekjung and Ahwon genotypes showed significantly higher shoot lengths compared to control plants. Whereas, the Sinpalwang genotype exhibited a significantly positive response for plant growth and reduced wilting symptoms compared to other genotypes. This study was able to find out peanut tolerant and sensitive genotypes for salt stress. These results may provide a good template for further salt-tolerant peanut cultivar improvement programs. Identified diverse salt-responsive genotypes can be utilized as source material in Korean breeding schemes for peanut crop improvement for salt and other abiotic stress tolerance.

• 한국작물학회:학술대회논문집
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• 한국작물학회 2017년도 추계학술대회
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• pp.319-319
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• 2017

• 한국작물학회:학술대회논문집
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• 한국작물학회 2017년도 추계학술대회
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• pp.184-184
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• 2017