• Korean Journal of Environmental Biology
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• v.34 no.4
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• pp.320-328
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• 2016

This study was conducted to provide important basic information about effective management of the marine environment at major inflow streams in Lake Andong and Lake Imha. The investigation was conducted 8 times from May, 2015 (AD1, AD2, IH1, IH2) to September, 2016 (AD3, AD4, IH3, IH4), and 8 surveyed sites were selected at Lake Andong (4 sites) and Lake Imha (4 sites). The inquiry identified 114 species, $59,913.7inds.\;m^{-2}$ in Lake Andong and 112 species, $39,038.4inds.\;m^{-2}$ in Lake Imha. The results indicate that the number of species and individuals in Lake Andong is more than that in Lake Imha, because Lake Andong has a variety of riparian vegetation and a richness of organic materials. Community analysis at Lake Imha revealed a dominant index of 0.57 (${\pm}0.18$), a diversity index of 2.87 (${\pm}0.31$), an evenness index of 0.73 (${\pm}0.04$), and a richness index of 4.17 (${\pm}0.71$). The results of functional feeding group analysis showed that a high proportion of species and individuals are gathering collectors. The results of functional habitat group analysis showed that a high proportion of species and individuals are clingers. The result of a physico-chemical water assay and dissolved oxygen and electric conductivity tests revealed that these measures increased when the water temperature decreased. The result of Pearson's correlation analysis by biological factors and physico-chemical factors showed that species and electric conductivity are highly correlated with one another. Major inflow streams of Lake Andong and Lake Imha were exposed to various point pollution sources and non-point pollution sources. This implies a necessity for continuous monitoring of the aquatic ecosystems in order to effect systematic water quality management of Lake Andong and Lake Imha.

• Tuberculosis and Respiratory Diseases
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• v.40 no.5
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• pp.501-508
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• 1993

Background: Sleep apnea syndrome is a common disorder which is estimated to affect about 1~4% of adult male population. And if untreated, sleep apnea can cause significant sequelae, such as hypertension, nocturnal cardiac arrhythmia, daytime hypersomnolence, and cognitive impairment. Various kinds of treatment for obstructive sleep apnea (OSA) have been developed. Among them nasal CPAP, first introduced by Sullivan et al in 1981, has received widespread interest and acclaim as a treatment of OSA, and is currently recommended as first-line treatment for OSA. We evaluated the effect of nasal CPAP in OSA and the side effects of nasal CPAP hindering patients from using nasal CPAP. Methods: We performed sleep studies in 20 OSA patients at 2 consecutive nights; baseline night at first day and CPAP night at second day. We compared apnea index, lowest oxygen concentration during apnea, maximal apnea time, and total apnea duration per total sleep time before and after CPAP. We also evaluated the side effects of CPAP with inquiry to the patients. Results: 1) Apnea index was significantly decreased after CPAP in 17 out of 20 OSA patients (85%) and increased in 3 patients (15%). 2) Average apnea index was significantly decreased after CPAP ($34.1{\pm}18.9/h{\rightarrow}15.4{\pm}10.3/h$, p<0.01). 3) Total apnea duration per total sleep time was also significantly decreased after CPAP ($28.5{\pm}16.0%{\rightarrow}11.9{\pm}9.3%$, p<0.05). 4) The lowest oxygen satuation and maximal apnea time were not significantly changed after CPAP. 5) The most frequent side effect of nasal CPAP was mask discomfort (80%), and the next was drying of nasal passages (65%). Conclusion: Nasal CPAP is an effective treatment for OSA. Futher studies should be concentrated on long term follow up of nasal CPAP for its therapeutic effects and the study of methods to enhance patients' compliance.

• Journal of The Korean Society of Grassland and Forage Science
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• v.29 no.1
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• pp.51-62
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• 2009

This study was carried out development a new composting system to lower copper and zinc concentration in plg sludge compost and conduct an inquiry into the possibility of crop cultivation. The concentrations of nitrogen, phosphorus and pH averaged 4.4%, 6.3% and 7.57, respectively, which were higher concentrations than in commercial organic fertilizers, and the concentrations of copper and zinc averaged 805 and 1,704 mg/kg, respectively, which were beyond the heavy metal concentration limit in byproduct compost. Hydrated citric acid I lowered the concentrations of copper and zinc by 58% and 97%, respectively and hydrated oxalic acid II lowered the concentrations of copper and zinc by 48% and 56%, respectively in pig sludge compost. Lower concentrations of copper and zinc in pig sludge resulted from the enhanced hydrated-citric acid concentration in organic acid solution mixed with distilled water. The concentrations of copper and zinc were 330, and 41 mg/kg in the pig sludge treated with 100% hydrated citric acid. Agitation composting system stabilized the compost earlier than the stationary composting system, in which the stabilization condition was confirmed by higher temperature by $4^{\circ}C$ at highest temperature and 7 days earlier cooling down after highest temperature. The levels of germination index (G.I) 80 were obtained 15 and 20 days after composting in agitation and stationary composting system, respectively. The concentrations of copper and zinc were 2.4 and 4.26 mg/kg respectively in soils amended with pig sludge compost after removing process of heavy metals by citric acid, but 8.0 and 22.37 mg/kg, respectively in soils amended with Pig Sludge. The concentrations of heavy metals was highest in com cultivated in soils amended with pig sludge. The copper and zinc concentrations In corn leaves were 75.2 and 50.56 mg/kg respectively, which were 4 and 2 fold higher than the com cultivated in soils amended with pig sludge compost after heavy metal removing process by hydrated citric acid.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.217-229
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• 2015

In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: 'Conditions of combustion', which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to 'Burning needs oxygen.' This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other's ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher's guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.598-612
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• 2014

The present study is aimed at inquiring into the meaning of experience of action learning program for adult learners who participated in action learning program of H financial company which was carried out as a means of corporate training. The goal of study is to examine the essential factors of action learning program impacting on the increase of motivation for learning and the improvement of job-related problem-solving ability of the learners who participated in the learning as well as on the increase of motivation for learning and the improvement of job-related problem-solving ability among the components of action learning program. As for research method, 3 main questions and 15 sub-questions about motivation for learning, job-related problem-solving ability, and components of action learning were prepared for 9 learners who participated in the action learning program, and then focus group interviews (F.G.I) were conducted. The results show that action learning program increased motivation for learning by combining concentration of attention and relevance to job, and the degree of organization of learning team was a key element to improving motivation for learning. Also, through development of alternatives and planning/execution, it impacted on improving job-related problem-solving ability of participants. And the interest and support of the administrator were key elements to improving job-related problem-solving ability. In conclusion, the results show that action learning program in corporate job training activities improves motivation for learning of the participants. Therefore, in order to improve job-related problem-solving ability of the participants in job training, more focus should be put on concentration of attention and reinforcement of relevance to the job and more interest and support should be given to organization of appropriate learning teams among components of action learning program. Along with this, the administrator needs to grasp participants' awareness of problems and pay attention and give support to the participants to enhance the performance of planning/execution.

• The Journal of Society for e-Business Studies
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• v.22 no.2
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• pp.137-152
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• 2017

The decline in the price of IT devices and the development of the Internet have created a new field called Internet of Things (IoT). IoT, which creates new services by connecting all the objects that are in everyday life to the Internet, is pioneering new forms of business that have not been seen before in combination with Big Data. The prospect of IoT can be said to be unlimited in its utilization. In addition, studies of standardization organizations for smooth connection of these IoT devices are also active. However, there is a part of this study that we overlook. In order to control IoT equipment or acquire information, it is necessary to separately develop interworking issues (IP address, Wi-Fi, Bluetooth, NFC, etc.) and related application software or apps. In order to solve these problems, existing research methods have been conducted on augmented reality using GPS or markers. However, there is a disadvantage in that a separate marker is required and the marker is recognized only in the vicinity. In addition, in the case of a study using a GPS address using a 2D-based camera, it was difficult to implement an active interface because the distance to the target device could not be recognized. In this study, we use 3D Depth recognition camera to be installed on smartphone and calculate the space coordinates automatically by linking the distance measurement and the sensor information of the mobile phone without a separate marker. Coordination inquiry finds equipment of IoT and enables information acquisition and control of corresponding IoT equipment. Therefore, from the user's point of view, it is possible to reduce the burden on the problem of interworking of the IoT equipment and the installation of the app. Furthermore, if this technology is used in the field of public services and smart glasses, it will reduce duplication of investment in software development and increase in public services.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• 대한공업교육학회지
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• v.39 no.1
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• pp.1-22
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• 2014

The purpose of this research are to investigate and analyze requests of middle school students, parents and people in charge of human resources of industrial institutions and to suggest implications which are necessary to establish vocational high schools in Asan area. To achieve them, demands, for the establishment of vocational high schools, requests of desirable department, area, etc. which are recognized by middle school students, parents and people in charge of human resources of industrial institutions in Asan-si were surveyed and analyzed. The subjects of the survey were students and parents who were selected from one third grade class out of each of all the middle schools of Ansan-si. Also, for the people in charge of human resources of industrial institutions, industrial institutions including more than 10 employees were firstly sampled and selected. The number of students analyzed is 484, parents 458, industrial institutions 81, the results are as follows. First, among the third graders, there were 18.5% students who wanted to enter vocational high schools and 72.6% students that replied saying they may enter if vocational schools are established in Asan-si. Among them, 8.8% students replied that they will definitely enter. Second, among the parents, 30.8% wanted their children to enter vocational high schools and 76.9% replied that they may enter if vocational high schools are established in Asan-si. Among them, 8.4% replied that their children will enter certainly. Third, people in charge of human resources of industrial institutions replied that they may recruit 98.8 percent of graduates of vocational high schools in Asan area. Among them, they replied that 17.3% will be recruited certainly. For the replies of recruitment time, there were 49.4% of 'within 1 year', 30.9% of 'within 1~5 years' and for working, there were 60.8% of 'mechanical operators and assembly workers' and 31.6% of 'technicians and functional workers'. Fourth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students wanted hospitality management, parents were for electricity and electronics, industrial institutions replied with vehicle mechanics. By affiliation, more than the half of respondents wanted industrial affiliation. Fifth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students and parents preferred Onyang-dong, industrial institutions preferred Dunpo-myeon. Results showed that the most desirable areas were in the vicinity of one's own residential area.

• 재활복지
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• v.22 no.2
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• pp.1-30
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• 2018

This paper attempts to explore the place of human and disability rights from the perspective of Social Welfare within the context of the UN Disability Rights Convention of 2006. The overall discussion is focused especially upon the situations of human and disability rights in the Democratic People's Republic of Korea (North Korea) as it is being challenged to drastically address the issues of human rights in general, and disability rights in particular. The UN Disability Rights Convention challenges every ratified State party to commence legal reforms, legal harmonization, and policy and program developments to implement the Convention. Both North and South Korea are not exceptions to this. Even without drawing upon the UN's the Commission of Inquiry on Human Rights in the Democratic People's Republic of Korea, the dire situation of human rights in North Korea is well documented. However, this paper does not assume South Korea's human rights are any way superior to that of North Korea. This paper spells out areas for further action common to two Koreas and to any other nations for that matter. Apart from the general discussion on disability rights, the distinctive contribution of this paper lies in the fact that it has endeavored to draw upon any latest information and data on North Korea. It relied on various sources from UN and also from North Korea itself. One can note that North Korean disability authorities are making strenuous efforts to improve human rights of persons with disabilities in their desires to seek assistance from outside. It also shows an enormous need for international cooperation in seeking financial and material supports. This paper notes the latest political development between North and South Korea in taking "phased" steps for peace and stability as a positive sign for North and South Koreans' DPOs collaboration under the banner of International Cooperation of the article 32 of the UN Disability Rights Convention. More critically, this paper points to the further need to improve the overall data bases to ensure balanced legal reforms, policy developments and sharpen the areas of international collaboration.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.77-96
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• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.