• The Journal of Korean Physical Therapy
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• 제16권3호
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• pp.205-216
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• 2004

The purpose of this study is to find application of combination of insotonic(CI) in clinical approach. This is a literature study with books and clinical experience. CI was developed after Margaret Knott that is very useful in clinically. CI has two lever system. It has class II lever system for eccentric contraction and class III lever system for concentric contraction. Therefore it make two different contraction that is not only magnitude of motion and speed increase of motion but also biomechanical advantage. Application of CI has much variety by patient position and treatment position. Especially, it is very effectable on mat activities and training for mid stance period. CI apply in supine position on treatment table, mat or high mat activities, bridging activities, all fourth activities and sit on chair activities. CI apply serially with different techniques. These are rhythmic initiation, dynamic reversal, approximation, rhythmic stabilization and replication.

• Preventive Nutrition and Food Science
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• 제17권1호
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• pp.64-70
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• 2012

Bacilli with fibrinolytic activities were isolated from traditionally-prepared Meju and some of these strains showed strong antifungal activities. One isolate, MJ1-4, showed the strongest antifungal activity. MJ1-4 and other isolates were identified as B. amyloliquefaciens strains by recA gene sequencing and RAPD-PCR results. B. amyloliqufaciens MJ1-4 efficiently inhibited an Aspergillus spp.-producing aflatoxin B1 ($AFB_1$) and a Penicillium spp.-producing ochratoxin (OTA) in addition to other fungi. Antifungal activity of B. amyloliquefaciens MJ1-4 culture reached its maximum (40 AU/mg protein) in LB or TSB medium around 48 hr at $37^{\circ}C$. Antifungal activity of the concentrated culture supernatant was not decreased significantly by protease treatments, implying that the antifungal substance might not be a simple peptide or protein. Considering its antifungal and fibrinolytic activities together, B. amyloliquefaciens MJ1-4 can serve as a starter for fermented soyfoods such as Cheonggukjang and Doenjang.

• 한국지역사회생활과학회지
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• 제18권3호
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• pp.379-390
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• 2007

The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.

• 한국토양비료학회지
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• 제49권1호
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• pp.44-52
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• 2016

Plants response to phosphate starvation include the changes of activity of some enzymes, such as phosphatases, fructose-1,6-bisphosphatase, sucrose-phosphate synthase and nitrate reductase. In this study, to determine the effects of phosphate starvation on the change of activities of acid and alkaline phosphatase, fructose-1,6-bisphosphatase, sucrose-phosphate synthase, and nitrate reductase were studied in melon seedlings (Cucumis melo L.). The content of the protein and chlorophyll tended to relatively reduced in melon seedlings subjected to phosphate starvation. Acid phosphatase activity in first and second leaves of melon seedlings was relatively higher than that of third and fourth leaves of seedlings in 14 days after phosphate starvation treatment, respectively. Active native-PAGE band patterns of acid phosphatase in melon leaves showed similar to activities of acid phosphatase, whereas alkaline phosphatase activity was different from the change in the activity of acid phosphatase. Inorganic phosphate content in melon seedlings leaves was constant. The changes of Fructose-1,6-bisphosphatase and sucrose phosphate synthase activities showed similar patterns in melon seedlings leaves, and between these enzymes activities and phosphate nutrition negatively related. Fructose-1,6- bisphosphatase and sucrose phosphate synthase activities showed significant difference in second and fourth leaves, but nitrate reductase showed significant difference in first and second leaves in 14days after phosphate starvation treatment. We concluded that phosphate nutrition could affect the distribution of phosphate, carbon and nitrogen in melon seedlings.

• 한국환경과학회지
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• 제19권1호
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• pp.69-80
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• 2010

Today's fundamental purpose of environmental education is to fulfill people's desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student's awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

• 한국토양비료학회지
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• 제49권1호
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• pp.36-43
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• 2016

With transient flooding followed by poor or slow drainage plant roots may become reduction conditions because the root zone was fully filled with water. This study was examined the effects of calcium treatment in the early growth stage on biochemical changes in leaves and roots of melon (Cucumis melo L.) seedlings kept under flooding condition for 72 h. The activities of lactate dehydrogenase more gradually enhanced in the roots than those of leaves of melon seedlings treated with calcium. The activities of alcohol dehydrogenase associated with alcohol fermentation under low oxygen conditions continuously increased in the leaves and roots of seedlings untreated with calcium under flooding at least 72 h but those was constant within at least 12 h in treated with calcium. These results showed that calcium supplying in the early growth stage mitigated alcohol fermentation of melon seedlings kept under flooding condition for 72 h. Activities of nitrate reductase and acid phosphatase in the leaves and roots of seedlings in treated with calcium somewhat higher than those of non-treated with calcium. The activities of sucrose phosphate synthase and fructose-1,6-bisphosphatase of leaves of seedlings in treated with calcium more higher than those of non-treated with calcium. These results indicated that calcium nutrition mitigate the reduction of activities of some enzymes of melon seedling kept under flooding condition for 72 h.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.163-172
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• 2019

This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제37권1호
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• pp.54-65
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• 2018

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.102-107
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• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.26-40
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• 2008

This study aims to analyze the science content in secondary school environmental education(EE) textbooks and the environment-related content in secondary school science text- books. Firstly, a total of 73 EE and science textbooks for secondary students were reviewed, which three kinds of textbooks, secondary school EE textbooks and the 10th grade "Science" textbooks, were finally selected for analysis. Three researchers separately analyzed the textbooks using NAAEE framework(1996) for the development of EE materials. In condition that there was a disagreement in their opinion, they had discussed until they came to an agreement. The results showed that secondary school EE textbooks contained more and deeper science concepts than the 10th grade "Science" textbooks, which were evaluated better in all perspectives of the analysis framework. The 10th grade "Science" textbooks had more various teaching and learning activities than EE textbooks. It it expected that the new EE textbook developers should consider the ultimate goal of EE which focused the affective perspectives rather than the cognitive perspectives.