• Asian-Australasian Journal of Animal Sciences
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• v.33 no.5
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• pp.753-762
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• 2020

Objective: The aim of the present study was to determine the effect of supplementing pasture-finished steers with corn silage on the expression level of the calpain system proteins and beef tenderization. Methods: Thirty Braford steers grazing on summer pasture were used for the study. For 120 days fifteen animals were supplemented with corn silage at 1% of body weight per head per day (Suppl) whereas the remaining 15 steers only received pasture (Contr). Carcass and meat traits were evaluated and compared between groups. Gene expression and activities of proteases (calpain 1 and calpain 2) and inhibitor (calpastatin) were measured using real-time polymerase chain reaction and casein zymography. Results: Carcass and meat traits were significantly different between feeding systems. Supplemented steers showed higher hot carcass weight (p<0.01), fat content (p = 0.02), and Warner-Bratzler shear force (p = 0.03). Furthermore, the control group showed higher protease:inhibitor ratios, at mRNA (p = 0.01) and protein levels (p<0.10). Warner-Bratzler shear force and mRNA calpains:calpastatin ratio were associated in both feeding systems (p<0.01). Conclusion: Based on the results obtained in the study, beef tenderness differences among finishing strategies could be modulated through differential expression of the calpain system proteins.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.368-376
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• 2016

Kimchi is a traditional food in Korea and its function in health is globally recognized. However, as the westernization and simplification of dietary habits, kimchi consumption has decreased. In order to promote Kimchi consumption in children, the kimchi educational contents, "Exploring Kimchi", which employs the scientific experimental activity, was developed. This contents was evaluated on its educational effect through a test trial in an elementary school. A total of 137 5th grade students in one elementary school located in Gwangju Metropolitan City, participated in 3 programs that were carried out for 3 weeks and performed a pre-post survey. As a result, the Kimchi Experience Contents employing the scientific experimental activity showed statistically significant positive effects regarding the benefits of Kimchi consumption, the recognition behavior for expressing the familiarity to Kimchi and Kimchi eating intention. In addition, the amount of Kimchi consumption after applying the contents showed a significant increase compared to before applying the contents.

• Analytical Science and Technology
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• v.5 no.2
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• pp.159-167
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• 1992

An improved and accurate method for the determination of linear alkybenzene sulfonate(LAS) in river water is described by using gas chromatography and GC/MS. The gas chromatograph equipped with BP-5 capillary column was satisfactory for isolation of the homologues and isomers of LAS in river water. Four LAS homologues, $C_{10}$, $C_{11}$, $C_{12}$, $C_{13}$ alkyl chains were determined in Jungrang stream, Jinwi stream and down stream of Han river tributary. Especially $5-C_{11}$, $6-C_{11}$, $2-C_{12}$ and $6-C_{13}$, $7-C_{13}$ of LAS were identified by mass chromatogram. Different composition of LAS in standard and river water expressed the distribution and fate of LAS in river water. The remarkable reduced content of $C_{12}$ and $C_{13}$ in river water implied that the biodegradation of LAS more easily occured in longer alkylchain one. This method would be applicable for determination of LAS in water with high resolution and sensitivity.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.256-266
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• 2012

The purpose of this study is to use DARTs (Directed Activities Related to text) to foster inquiry problems while actively engaging accelerated gifted elementary students in the field of earth sciences. This study is continually evolving in the classroom on the proposition that accelerate the scientific thought whether inquiry problems show any change according to the extent of prior background knowledge through DARTs. Researchers appointed the accelerated gifted elementary students with 14 investigation problems and it was their duty to not only classify the inquiry problems, but to analyze using interviewing methods according to type classification framework. Many scientific terms were used concretely in the inquiry problems that were propose after DART. The students gave a direct effect to the inquiry problem to be proposed according to the level of the content that it is presented in the DARTs worksheet. As a result, the NP-IP type and the EC-IP, NC-IP inquiry problem type proposed above much as a whole in DARTs former and prior. Particularly, the EMC-IP type and etc. was variously proposed after the DARTs. And the students proposing the inquiry problem of above average proposed the inquiry problem of the EP-IP type much unlike the general average student after the DARTs. The EC-IP, NC-IP and NF-IP type were changed much after DARTs used. Particularly, the EC-IP and NC-IP type were changed much.

• Journal of the Korean Institute of Landscape Architecture
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• v.16 no.1
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• pp.43-51
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• 1988

Phenomenological approach suggests a new dimension in landscape evaluation, which is a contrast to the existing scientific evaluation methods. The characteristics of the phenomenological approach is qualitative, holistic, open, and experiential, whereas that of the scientific approach is quantitative, reductive, closed, and experimental. In phenomenological approach, the average response of a group is not considered as meaningful in landscape evaluation. Instead, the individual response, experience, and feeling are considered as important. In phenomenological approach, people try to see the real world as it is, while scientists tend to simplify the real world in order to handle the complex Phenomena easily. Due to its holistic and qualitative nature, the phenomenological approach has limitations to be a practical landscape evaluation technique. However, recent research demonstrate the possibility of practical phenomenological landscape evaluation technique which is able to satisfy the criteria scientific methods should meet.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.93-100
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• 2022

The use of innovative technologies is one of the promising areas of education development, so the article clarifies the content of the terms "innovation" "pedagogical technology". Our goal is to justify the need to use innovative technologies in education. Innovative technologies are divided into four groups, depending on the appropriate form of educational activity for their use. The development of innovative pedagogical technologies at the present stage of education development should be carried out in accordance with the criteria of technological efficiency, which are presented in the article: scientific; systematic; guaranteed; manageable; mass. Based on the analysis of the process of formation of pedagogical education, the main trends in the information support of teachers in the system of pedagogical education were revealed. Its theoretical and methodological foundations were determined, promising directions and main ways of improving the information support of teachers' education as an organic component of continuous pedagogical education in Ukraine were justified. The conducted study of the state of information support for teachers allowed us to establish that the main functions of scientific and pedagogical information - analytical and predictive, integrative, operational and purposeful informing of various categories of specialists - teachers-are not being implemented enough. This is due to the versatility and complexity of the pedagogical process, the low level and limited range of development of systems of operational differentiated scientific and methodological services for various categories of teachers. Ways to improve the information function of teacher education are determined.

• Computers and Concrete
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• v.32 no.2
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• pp.119-138
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• 2023

Concrete carbonation is a prevalent phenomenon that leads to steel reinforcement corrosion in reinforced concrete (RC) structures, thereby decreasing their service life as well as durability. The process of carbonation results in a lower pH level of concrete, resulting in an acidic environment with a pH value below 12. This acidic environment initiates and accelerates the corrosion of steel reinforcement in concrete, rendering it more susceptible to damage and ultimately weakening the overall structural integrity of the RC system. Lower pH values might cause damage to the protective coating of steel, also known as the passive film, thus speeding up the process of corrosion. It is essential to estimate the carbonation factor to reduce the deterioration in concrete structures. A lot of work has gone into developing a carbonation model that is precise and efficient that takes both internal and external factors into account. This study presents an ML-based adaptive-neuro fuzzy inference system (ANFIS) approach to predict the carbonation depth of fly ash (FA)-based concrete structures. Cement content, FA, water-cement ratio, relative humidity, duration, and CO2 level have been used as input parameters to develop the ANFIS model. Six performance indices have been used for finding the accuracy of the developed model and two analytical models. The outcome of the ANFIS model has also been compared with the other models used in this study. The prediction results show that the ANFIS model outperforms analytical models with R-value, MAE, RMSE, and Nash-Sutcliffe efficiency index values of 0.9951, 0.7255 mm, 1.2346 mm, and 0.9957, respectively. Surface plots and sensitivity analysis have also been performed to identify the repercussion of individual features on the carbonation depth of FA-based concrete structures. The developed ANFIS-based model is simple, easy to use, and cost-effective with good accuracy as compared to existing models.

• Journal of Science Education
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• v.35 no.1
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• pp.23-33
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• 2011

The purposes of this study were to analyze the effects on scientific creativity of the Science Gifted Program, to survey recognition of gifted learners on the Program, and to obtain implications for the development direction of guidance program. The subjects of this study were 20 persons of the class for the gifted in an elementary school science, which belonged to Education Institute for the Gifted, Office of Education in Jeju city. The Science Gifted Program were applied during 28 times. The effects of the program were analyzed using the scientific creativity test, recognition questionnaire and interview of the Science Gifted Program. The results of this study were as follows. First, after applying Science Gifted Program, the scientific creativity of the gifted in science was enhanced. Especially, fluency was enhanced most remarkably. Second, after applying Science Gifted Program, students stated that they had the positive feeling about this program. The suggestions of results of recognition questionnaire of the Science Gifted Program were as follows. First, the Science Gifted Program must include experiment and research of subject. Second, it is necessary to guide concretely of the learning method before beginning of the Science Gifted Program. Third, it is necessary to control content level and quantity of the task for the student's easy comprehension.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.547-558
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• 2007

The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.