• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.409-427
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• 1999

The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself. far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics' Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called 'Object Lesson' in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.17
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• pp.7825-7829
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• 2015

Background: Egypt has the highest prevalence of HCV infection in the world (~14.7%). Around 10-15% of HCV-infected persons will advance to cirrhosis within the first 20 years. The incidence of HCC is expected to grow in the next two decades, largely due to HCV related cirrhosis, and detection of HCC at an early stage is critical for a favorable clinical outcome. No simple reliable non-invasive marker has been available till now. B2M, a non-glycosylated polypeptide composed of 99 amino acids, is one of the components of HLA class I molecules on the surfaces of all nucleated cells. It has been reported that the level of serum B2M is elevated in patients with chronic hepatitis C and HCV-related HCC when compared to HCV-negative patients or healthy donors. Determining the clinical utility of serum B2M as a marker for disease progression in Egyptian patients with HCV related chronic hepatitis, cirrhosis and hepatocellular carcinoma was the aim of the present study. Materials and Methods: In this analytical cross sectional study 92 participants were included in 4 equal groups: Group (1) non cirrhotic chronic HCV; Group (2) HCV related liver cirrhosis; Group (3) HCC on top of HCV,; and Group (4) healthy controls. History taking, clinical examination, routine labs and abdominal ultrasound were conducted for all patients, PCR and Metavir scores for group (1) patients, and triphasic CT abdomen and AFP for Group (3) patients. B2M levels were measured in serum with a fully-automated IMX system. Results: The mean serum B2M level of Group (1) was $4.25{\pm}1.48{\mu}g/ml$., Group (2) was $7.48{\pm}3.04$, Group (3) was $6.62{\pm}2.49$ and Group (4) was $1.62{\pm}0.63$. Serum B2M levels were significantly higher in diseased than control group (p<0.01) being significantly higher in cirrhosis ($7.48{\pm}3.04$) and HCC groups ($6.62{\pm}2.49$) than the HCV group ($4.25{\pm}1.48$) (p<0.01). There was a significant correlation between B2M Level and ALK, total and direct bilirubin and INR (p<0.05), and a significant inverse correlation between B2M level and albumin, total proteins, HB andWBCS values (p<0.05). There was no significant correlation between B2M level and viral load or Metavir score, largest tumour size or AFP (p>0.05). The best B2M cut-off for HCV diagnosis was 2.6 with a sensitivity of 100%, a specificity of 92%, a positive predictive value (PPV) of 97% and a negative predictive value (NPV) of 100%. The best B2M cut-off for HCC diagnosis was 4.55 which yielded sensitivity, specificity, positive predictive value, negative predictive values of 74%, 62%, 39.5, 87.8% respectively (p-value <0.01) while best cut-off for cirrhosis was 4.9, with sensitivity 74 % and specificity 74%.The sensitivity for HCC diagnosis increased upon B2M and AFP combined estimation to 91%, specificity to 79%, NPV to 95% and accuracy to 83%. Conclusions: Serum B2M level is elevated in HCV related chronic liver diseases and may be used as a marker for HCV disease progression towards cirrhosis and carcinoma.

• Journal of Science Education
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• v.32 no.2
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• pp.71-86
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• 2008

The purpose of this study was to apply After-school programs related to sub-chapter 'The Change of Weather', and thereby to investigate the effect of After-school program on science-related attitude and learning achievement of students, and interaction between treatment methods and students' learning ability. The subjects of study consisted of 2nd grade students of sixty four students in high school. Sixty four students were divided into two categories by experimental and control groups on the basis of midterm examination before teaching treatment. The experimental groups have received four After-school programs including making models of a weather front, measurement of wind, measurement of temperature and the dew point, making a three-dimensional weather chart which were developed by researcher for six times. The control groups have received the instruction through the conventional teaching methods. Seventy questions within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The scores of both pre-test and post-test were estimated by ANCOVA. The results of this study can be summarized as follows. (1) After-school programs were more effective in progressing the three categories of science related attitude of high school students i.e. pleasure of science class(p<.05), reception of scientific attitude(p<.01), attitude about a science research(p<.05) than conventional teaching methods. (2) Experimental groups showed statistically significant improvement on learning achievement than control groups(p<.05). (3) The effect of treatment methods on students' learning ability has been improved in experimental groups more positively than control groups(p<.05). High level students in experimental groups showed significant improvement on learning achievement than low level students according to the representing profile plot. But there were no significant interaction between treatment methods and students' learning ability(p>.05) In conclusion, the After-school programs have positive effect on the improvement of science related attitude and learning achievement.

• Proceedings of the Technology Innovation Conference
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• 1998.06a
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• pp.116-127
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• 1998

The Necessity of Cyber University. Within the rapidly changing environment of global economics, the environment of higher education in the universities, also, has been, encountering various changes. Popularization on higher education related to 1lifetime education system, putting emphasis on the productivity of education services and the acquisition of competitiveness through the market of open education, the breakdown of the ivory tower and the Multiversitization of universities, importance of obtaining information in the universities, and cooperation between domestic and oversea universities, industry and educational system must be acquired. Therefore, in order to adequately cope wi th these kinds of rapid changes in the education environment, operating Cyber University by utilizing various information technologies and its fixations such as Internet, E-mail, CD-ROMs, Interact ive Video Networks (Video Conferencing, Video on Demand), TV, Cable etc., which has no time or location limitation, is needed. Using informal ion and telecommunication technologies, especially the Internet is expected to Or ing about many changes in the social, economics and educational area. Among the many changes scholars have predicted, the development and fixations of Distant Learning or Cyber University was the most dominant factor. In the case of U. S. A., Cyber University has already been established and in under operation by the Federate Governments of 13 states. Any other universities (around 500 universities has been opened until1 now), with the help of the government and private citizens have been able to partly operate the Cyber University and is planning on enlarging step-by-step in the future. It could be seen not only as U. S. A. trying to elevate its higher education through their leading information technologies, but also could be seen as their objective in putting efforts on subordinating the culture of the education worldwide. UTRA University in U. S. A., for example, is already exporting its class lectures to China, and Indonesia regions. Influenced by the Cyber University current in the U.S., the Universities in Korea is willing .to arrange various forms of Cyber Universities. In line with this, at JUNAM National University, internet based Cyber University, which has set about its work on July of 1997, is in the state of operating about 100 Cyber Universities. Also, in the case of Hanam University, the Distant Learning classes are at its final stage of being established; this is a link in the rapid speed project of setting an example by the Korean Government. In addition, the department of education has selected 5 universities, including Seoul Cyber Design University for experimentation and is in the stage of strategic operation. Over 100 universities in Korea are speeding up its preparation for operating Cyber University. This form of Distant Learning goes beyond the walls of universities and is in the trend of being diffused in business areas or in various training programs of financial organizations and more. Here, in the hope that this material would some what be of help to other Universities which are preparing for Cyber University, I would 1ike to introduce some general concepts of the components forming Cyber University and Open Education System which has been established by JUNAM University. System of Cyber University could be seen as a general solution offered by tile computer technologies for the management on the students, Lectures On Demand, real hour based and satellite classes, media product ion lab for the production of the multimedia Contents, electronic library, the Groupware enabling exchange of information between students and professors. Arranging general concepts of components in the aspect of Cyber University and Open Education, it would be expressed in the form of the establishment of Cyber University and the service of Open Education as can be seen in the diagram below.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Restorative Dentistry and Endodontics
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• v.35 no.3
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• pp.164-172
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• 2010

During a composite resin restoration, an anticipating contraction gap is usually tried to seal with low-viscosity resin after successive polishing, etching, rinsing and drying steps, which as a whole is called rebonding procedure. However, the gap might already have been filled with water or debris before applying the sealing resin. We hypothesized that microleakage would decrease if the rebonding agent was applied before the polishing step, i.e., immediately after curing composite resin. On the buccal and lingual surfaces of 35 extracted human molar teeth, class V cavities were prepared with the occlusal margin in enamel and the gingival margin in dentin. They were restored with a hybrid composite resin Z250 (3M ESPE, USA) using an adhesive AdperTM Single Bond 2 (3M ESPE). As rebonding agents, BisCover LV (Bisco, USA), ScotchBond Multi-Purpose adhesive (3M ESPE) and an experimental adhesive were applied on the restoration margins before polishing step or after successive polishing and etching steps. The infiltration depth of 2% methylene blue into the margin was measured using an optical stereomicroscope. The correlation between viscosity of rebonding agents and mciroleakage was also evaluated. There were no statistically significant differences in the microleakage within the rebonding procedures, within the rebonding agents, and within the margins. However, when the restorations were not rebonded, the microleakage at gingival margin was significantly higher than those groups rebonded with 3 agents (p < 0.05). The difference was not observed at the occlusal margin. No significant correlation was found between viscosity of rebonding agents and microleakage, except very weak correlation in case of rebonding after polishing and etching at gingival margin.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Korean Journal of Remote Sensing
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• v.36 no.5_3
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• pp.1109-1123
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• 2020

In South Korea with forest as a major land cover class (over 60% of the country), many wildfires occur every year. Wildfires weaken the shear strength of the soil, forming a layer of soil that is vulnerable to landslides. It is important to identify the severity of a wildfire as well as the burned area to sustainably manage the forest. Although satellite remote sensing has been widely used to map wildfire severity, it is often difficult to determine the severity using only the temporal change of satellite-derived indices such as Normalized Difference Vegetation Index (NDVI) and Normalized Burn Ratio (NBR). In this study, we proposed an approach for determining wildfire severity based on machine learning through the synergistic use of Sentinel-1A Synthetic Aperture Radar-C data and Sentinel-2A Multi Spectral Instrument data. Three wildfire cases-Samcheok in May 2017, Gangreung·Donghae in April 2019, and Gosung·Sokcho in April 2019-were used for developing wildfire severity mapping models with three machine learning algorithms (i.e., Random Forest, Logistic Regression, and Support Vector Machine). The results showed that the random forest model yielded the best performance, resulting in an overall accuracy of 82.3%. The cross-site validation to examine the spatiotemporal transferability of the machine learning models showed that the models were highly sensitive to temporal differences between the training and validation sites, especially in the early growing season. This implies that a more robust model with high spatiotemporal transferability can be developed when more wildfire cases with different seasons and areas are added in the future.

• Applied Biological Chemistry
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• v.23 no.2
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• pp.131-139
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• 1980

TOK (2,4-Dichlolo-4'-nitrodiphenyl ether) was applied to two Korean soils possessing different physico-chemical properties at a certain concentration and incubated for a certain time under flooded conditions. The metabolites and the soil microorganisms involved in the degradation of TOK are studied. Chong Ju and Chung Ju soils treated with TOK at a concentration of 500 ppm and incubated for two, four, and six months at $30^{\circ}C$ yielded 4-chloro-4'-amino diphenyl ether, 2, 4-dichloro-4'-amino diphenyl ether(amino-TOK), N-[4'-(4-chloro-phenoxy)] phenyl acetamide, and N-[4'-(4-chloro-phenoxy)] phenyl formamide as the major metabolites. TOK underwent the reduction of nitrogroup to amino group, dechlorination, acetylation, and formylation. No cleavage at the ether linkage was recognized. TOK was more readily degraded in Chung Ju soil which is characterized by the higher pH (PH 6.43), clay loam in textural class, and the higher cation exchange capacity. The toxicity of TOK as a possible environmental contaminant is expected to be considerably reduced as a result of the above degradation Twelve strains of soil bacteria were isolated from the TOK-treated Chong Ju and Chung Ju soils. As a result of the incubation of TOK in pure cultures of the isolates, T-1-1 strain isolated from Chong Ju soil had almost no degradability, whereas T-2-3 strain turned out to be the most potent. The degradation of TOK by the isolates constituted mostly the reduction of the nitro group to amino group. The citrate buffer extract of Chung Ju soil reduced TOK more readily to amino-TOK than that of Chong Ju soil.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.