• Korean Security Journal
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• no.54
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• pp.127-148
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• 2018

As the role and the importance of private security are emphasized in an independent way, as well as in a supportive way for police affairs, this study aims to figure out factors affecting job satisfaction of private security guards by investigating their job satisfaction. This study also suggests some solutions for improvement of their job satisfaction, such as enhancing task motivation and professionalism of private security guards. For the research were used SPSS(Statistical Package for the Social Science) WIN 24 programs. Frequency analysis, correlation analysis, multiple regression analysis and Crosstabulation analysis were performed as analytic methods. As a result of the study, the most fundamental factor in the job satisfaction of the private security guards was 'social recognition'. Social recognition forms when private security guards are trusted as professionals and the value of a job is enhanced. The policy recommendations to improve the job satisfaction of private security guards can be explained as follows. First, a government certification system should be established in an attempt to recruit professional private security guards. Second, in order to improve the work ability of private security guards, it is necessary to designate a special educational institution for a private security guards and provide systematic education. Third, the wage of private security guards should be readjusted to a realistic level. Fourth, it is necessary to secure substantial effect on the permission and the supervision of private security business. Finally, the business area based on public interest should be expanded.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.179-199
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• 2007

The purpose of this study was to discover differences between mathematically gifted students (MGS) and non-gifted students (NGS) when making probability judgments. For this purpose, the following research questions were selected: 1. How do MGS differ from NGS when making probability judgments(answer correctness, answer confidence)? 2. When tackling probability problems, what effect do differences in probability judgment factors have? To solve these research questions, this study employed a survey and interview type investigation. A probability test program was developed to investigate the first research question, and the second research question was addressed by interviews regarding the Program. Analysis of collected data revealed the following results. First, both MGS and NGS justified their answers using six probability judgment factors: mathematical knowledge, use of logical reasoning, experience, phenomenon of chance, intuition, and problem understanding ability. Second, MGS produced more correct answers than NGS, and MGS also had higher confidence that answers were right. Third, in case of MGS, mathematical knowledge and logical reasoning usage were the main factors of probability judgment, but the main factors for NGS were use of logical reasoning, phenomenon of chance and intuition. From findings the following conclusions were obtained. First, MGS employ different factors from NGS when making probability judgments. This suggests that MGS may be more intellectual than NGS, because MGS could easily adopt probability subject matter, something not learnt until later in school, into their mathematical schemata. Second, probability learning could be taught earlier than the current elementary curriculum requires. Lastly, NGS need reassurance from educators that they can understand and accumulate mathematical reasoning.

• School Mathematics
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• v.11 no.3
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• pp.389-413
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• 2009

This thesis assumes that the teaching objective of the Probability unit of the 8th grade textbook under the 7th National Curriculum is to enhance the ability to analyze and utilize informations. And we examine them if this point of view is fully reflected. Based on the analysis of the textbook analysis, followings are found. 1) It is necessary to emphasize more enumerating all possible cases and to induce formulae counting the number of possible cases through organizing them 2) The probability is to be decribed more clearly as a likelihood of events and to be introduced and followed through various students' experiences and the relative frequencies. Less emphasis on probability computations, while more emphasis on probability comparisons of events are recommended. 3) The term "influential events"(a kind of stochastic correlation) is ambiguous. It is necessary to make clear what it means at tile level of the 8th grade or to discard it for it is to be learned at the 10th grade again. Especially, contingency table has been introduced at the 9th grade under the 7th National Curriculum. 4) Uses of the likelihood principle in making a decision and in learning the reliability of it should be encouraged. And students are to team the hazard of transitive inferences in probability comparisons. As a consequence of above, we feel that textbook authors and related stakeholder are to be more serious about the behavioral changes of students that may come along with the didactics of specific contents of school mathematics.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.289-312
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• 2014

The purpose of this study is to develop academic resilience scale for gifted youth. We extracted the pilot questionnaire of 101 items from open-ended questions with 178 scientifically gifted students and literature review. Item analysis and exploratory factor analysis were also carried out with data of 240 gifted youth. Finally, 11 factors from which 42 items were extracted and validated through the confirmatory factor analysis involving 444 gifted youth throughout the nation. The names of the extracted factors were sense of purpose, self-understanding, educational aspirations, academic self-regulation, task commitment, attribution for success (ability), attribution for success (effort), the interpersonal relationship (friend), the interpersonal relationship (parent), the interpersonal relationship(teacher), and optimism. The results show that all of the path coefficient and construct reliability, AVE (Average Variance Extracted), and coefficient of determination were all acceptable. The result of the study indicated that Academic Resilience Scale for Gifted Youth was positively and significantly correlated with School Adaptation Scale and Resilience Scale. However it was negatively correlated with Academic Burnout Scale, and it was statistically significant. Thus, Academic Resilience Scale for Gifted Youth demonstrated satisfactory internal validity and external validity. The results of the present study suggests theoretical and practical implications of the newly developed Academic Resilience Scale for Gifted Youth.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.445-462
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• 2014

The purpose of the present study is to compare paper and pencil test utilized to identify gifted students so far to the recently introduced teacher observation-recommendation system. More specifically, this study compared intelligence, career patterns, and self- regulated learning abilities of gifted students who were identified through those two different identification system to explore the possibility of the newly introduced teacher observation-recommendation system. The results show that there was no significant difference in the aspect of overall IQ score. However, students who were identified through the observation-recommendation system showed significantly higher scores at some subscores of intelligence test, such as vocabulary application, comprehension, and schematization. In the aspects of career patterns, about 72% of gifted students who were identified through the previous paper and pencil test belonged to the 'investigative' category of Holland. But more diverse career patterns such as enterprising, social, realistic, conventional including investigative categories were found in those students who were identified by the observation-recommendation system. There were also significant differences in the self-regulated learning abilities between two groups of students. Practical implications of the study were discussed in depth.

• Korean journal of food and cookery science
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• v.26 no.6
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• pp.804-810
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• 2010

Sulforphane (SF) is a family of biologically active compound that is distributed widely in broccoli. Although studies in rodents have shown that these compounds are effective and versatile inhibitors of tumorigenesis, the role of dietary SF in protection against human cancers remains to be established. The objective of this study was to explore the quantitative relationship between the dietary intake of cruciferous vegetables and urinary excretion of SF. The effects of dietary broccoli on the body's ability to detoxify were studied in six male subjects between the ages of 22~30 years. Study included administering a glucosinolate-free diet for 8 days (control period). The broccoli diet was further subdivided into two periods; 250 g broccoli was fed per day during the first three days and 500 g broccoli was fed per day during the latter three days. After an 8-day washout period, a second experiment was conducted. The same protocol was used with the exception that uncooked broccoli was consumed. Urinary SF mercapturate was measured to determine the bioavailability of broccoli. The linear trend for mercapturate excretion was dose-dependent, resulting in 3.8- and 1.9-fold increase by the third and six days, respectively, compared to the control. Lower amount of SF-NAC conjugate was detected in cooked broccoli compared to fresh broccoli suggesting cooking may have caused a significant loss in glucosinolates in cruciferous vegetables. Therefore, SF can be used as a biomarker for intake of cruciferous vegetables.

• Journal of radiological science and technology
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• v.38 no.4
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• pp.375-381
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• 2015

Digital Radiography is a big part of diagnostic radiology. Because uncorrected digital radiography image supported false effect of Patient's health care. We must be manage the correct digital radiography image. Thus, the artifact images can have effect to make a wrong diagnosis. We report types of occurrence by analyzing the artifacts that occurs in digital radiography system. We had collected the artifacts occurred in digital radiography system of general hospital from 2007 to 2014. The collected data had analyzed and then had categorize as the occurred causes. The artifacts could be categorized by hardware artifacts, software artifacts, operating errors, system artifacts, and others. Hardware artifact from a Ghost artifact that is caused by lag effect occurred most frequently. The others cases are the artifacts caused by RF noise and foreign body in equipments. Software artifacts are many different types of reasons. The uncorrected processing artifacts and the image processing error artifacts occurred most frequently. Exposure data recognize (EDR) error artifacts, the processing error of commissural line, and etc., the software artifacts were caused by various reasons. Operating artifacts were caused when the user didn't have the full understanding of the digital medical image system. System artifacts had appeared the error due to DICOM header information and the compression algorithm. The obvious artifacts should be re-examined, and it could result in increasing the exposure dose of the patient. The unclear artifact leads to a wrong diagnosis and added examination. The ability to correctly determine artifact are required. We have to reduce the artifact occurrences by understanding its characteristic and providing sustainable education as well as the maintenance of the equipments.

• Korean Journal of Medicinal Crop Science
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• v.11 no.2
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• pp.89-96
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• 2003

Korean mistletoes extracts were investigated for in vitro antioxidation activity, with 1,1-diphenyl-2-picrylhydrazine(DPPH), and an inhibitory effect on oxidative DNA damage by using comet assay. The Korean mistletoes were 4 different kinds classified by their host plants (Korean Viscum sp. in Quercus acutissima Carr., Korean Viscum sp. in Castanea crenata, Korean Viscum sp. in Betula platyphylla, and Korean Viscum sp. in Salix koreensis). The samples were extracted with ethanol, and fractonationed with n-butanol, ethyl acetate, chloroform, n-hexane, and second distilled water. Among them, ethyl acetate fraction from Korean Viscum sp. in Betula platyphylla showed the strongest activities to electron donating ability on 1,1-diphenyl-2-picrylhydrazyl(DPPH) and the protective effect on oxidative DNA damage.

• Korean Journal of Community Nutrition
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• v.6 no.5
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• pp.726-733
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• 2001

This study was designed to investigate the effect of iron supplementation on the iron nutritional status and anemia of high school girls in Korea. One hundred thirty-five female students residing in Ulian metropolitan city in Korea diagnosed as having anemia or iron deficiency participated in this study. One or two tablets of iron medicine(80-160 mg Fe as ferrous sulfate/day) were administered to all participants for 3 months. Subjects were evaluated with a questionaire, measurement of hematological indices before and after iron supplementation. The average height and weight of respondents were 161.62 $\pm$ 4.68 cm and 53.87 $\pm$ 6.10 kg, respectively. Daily intakes of energy were 1597.8 $\pm$ 302.35 kcal(76.0% RDA). Iron intakes were 13.72 $\pm$ 4.17 mg (76.3% of RDA) and calcium intakes were 580.74 $\pm$ 177.21(72.5% of RDA) before iron supp]ementation. At baseline, 63% of all participants had depleted store(serum ferritin 12 ug/ml and/or transferrin saturation(TS) < 14%). After iron supplementation, this proportion declined to 19.3%. 55.6% of subjects had 12 ug/m1 of basal ferritin concentration before iron supplementation, and this proportion declined to 16.3% after iron supplementation. The basal hemoglobin(Hb) concentrations were 12.13 $\pm$ 1.01 g/dl and they increased to 12.79 $\pm$ 0.81 g/dl, which showed significant difference artier iron supplementation(p < 0.001). The basal ferritin and TS(%) were 13.24 $\pm$ 11.66 ng/ml, 18.42 $\pm$ 10.12% and they significantly increased to 32.95 $\pm$ 21.14 ng/ml, 33.53 $\pm$ 16.64%, respectively(p < 0.001). The basal total iron binding protein(TIBC) were 467.81 $\pm$ 97.24 ug/dl and they significantly decreased to 325.05 $\pm$ 48.89 ug/dl(p < 0.001) after iron supplementation. The number of tablets administered was positively correlated with serum iron(t = 0.553, p < 0.01), serum ferritin(t = 0.557, p < 0.01), TS(%)(t = 0.588, p < 0.01) and negatively correlated with TIBC(t= -0.409, p <0.01). The anemia symptoms such as ‘Shortening of breath when going upstairs(p < 0.01)’, ‘Tired out easily(p < 0.01)’, ‘Feeling blue(p < 0.001)’, ‘Decreased ability to concentrate(p < 0.01)’, and ‘Poor memory(p < 0.001)’improved significantly after iron supplementation. In this study, daily iron supplementations were efficacious in improving the iron status and anemic symptoms of female high school students. Regular check-ups and nutrition education for adolescents are necessary because of their vulnerability to iron deficiency. Further studies are needed to determine the minimum effective dose of iron and to examine the adverse effect of long-term iron supplementation.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.