• The korean journal of orthodontics
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• v.20 no.1
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• pp.111-122
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• 1990

To investigate the relationship of skeletal maturity among the normal occlusion group and each malocclusion groups, the author used hand and wrist X-ray of 133 Korean 13 year old boys (normal occlusion 30, Class I malocclusion 35, Class II malocclusion 35 and Class III malocclusion 33) and assessed their skeletal maturity. In this study, fourteen skeletal maturity stages were selected from; Radius, Hamate, Pisiform, Ulnar sesamoid of the metacarpophalangeal joint of the first thumb, proximal phalanges of the first, second and third finger, middle and distal phalanx of the third finger. The difference of skeletal maturity of each malocclusion groups in relative to normal occlusion group and that of each malocclusion groups were analyzed. The findings of this study can be summerized as follows: 1. Average skeletal maturity stage of each groups were MP3cap stage in normal occlusion group, H-2 stage in Class I malocclusion group, midstage between S and H-2 stage in Class II malocclusion group, MP3cap stage in Class III malocclusion group. 2. There was no significant difference in skeletal maturity of Class I malocclusion and Class III malocclusion groups in relative to normal occlusion group. 3. There was significant retardation of skeletal maturity in Class II malocclusion group in relative to normal occlusion group. 4. There was no significant difference in skeletal maturity between Class I and Class II malocclusion groups. 5. There was no significant difference in skeletal maturity between Class I and Class III malocclusion groups. 6. There was significant retardation of skeletal maturity in Class II malocclusion group in relative to Class III malocclusion group.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.99-122
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• 2005

The purpose of this study was to find out the effects of a career education program during a discretional activity class in elementary school. It established the following questions to achieve the objectives. First, does a career education program In a discretional activity class have an effect on elementary schooler's career maturity? Second, does a career education program in a discretional activity class make an influence on elementary schooler's self-concept? To settle these subjects, it assigned two classes in 5th grade of A elementary school, city of Anyang, Gyeonggi-do, experiment group and control group. It was applied the experiment group a career education program. As for measurement, it was used career maturity level test for elementary and middle schoolers' and 'the self-concept diagnostic test'. It was examined career maturity and self-concept of the groups through the pre-test post-test, applying cross-tabulation analysis to career choices pattern and t-test to career maturity level and self-concept. The results were as follows: First, students of experiment group showed meaningful differences in career choice pattern, career choice attitude, and career choosing skills compared to control group, and that presented a career education program made a positive impact on elementary schooler's career maturity. Second, it showed that there was a significant difference in self-concept, showing students of experiment group took better place. it is believed that a career education program had a potent influence on the self-concept of elementary students.

• Journal of The Korean Society of Grassland and Forage Science
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• v.17 no.3
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• pp.305-314
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• 1997

Nineteen clones of Jerusalem Artichoke (JA) from several countries were collected through the series of experiments about JA started in 1979. Collected clones were screened for adaptibility in Korea and showed introduction path way. The results about an ecological response of collected clones including flowering, tuberization, biomass production, sugar contents and grouping of collected clones for use of genetic material were as follows; 1. Nineteen clones collected were ffom Korea(2), Japan(l), USA(Z), Canada(2), France(4), Germany(7), and USSR(1). 2. Through the characteristics of top collected clones were divided to the types of branch-non branch, short and long plant height, and early and late maturity. Tuber characteristics were mainly grouped to the types of white skin color-violet skin color, clusters-single unit, round-elongate, and knotty-smooth. 3. Total sugar yields 6-om top at flowering time were 490 - 630kgl10a and 6-om the tuber were 420 -490 kg/ IOa through the high yielding clones. The top-high yielding clones were Mammoth French White, Fuseau 60, Nahodka, and JA3. The higher tuber yields were got from the clones of D- 19, Colombia, Bianka and Mammoth French White. 4. Collected clones were grouped to three and first group was characterized to early maturity and short plant height and second group to medium and finally, third group to late maturity and high plant height. 5. High yielding of top was 6-om the I group of early maturity and short plant height and high yielding of tuber h m III group of late maturity and high plant height.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.49-71
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• 2007

The purpose of this study was to examine the effects of a career group counseling program on the career maturity and achievement motivation of elementary school underachievers. This study targeted the fifth grader underachievers. Twenty underachievers, whose pre-test homogeneity in career maturity and achievement motivation was verified, were allocated to an experimental group and a control group by 10 underachievers each. The program was conducted for a total of 12 sessions, twice per week, and each session lasted 80 minutes. For verification of the program effects in this study, MANOVA and ANOVA were carried out for pre- and post-score tests between the groups, and repeated-MANOVA and paired t-test were peformed to look into the changes within a group by using SPSS/WIN(version 12.0) in terms of statistical analyses. The findings in this study are as follows: First, as a result of post test for the experimental and control groups, and difference verification of post and pre-tests within the experimental group, both career maturity and sub-factors of career maturity demonstrated significant differences. Second, as a result of difference verification of the pre- and post-tests within the experimental group, achievement motivation significantly improved, but there was no statistically significant difference in achievement motivation in the post-test of experimental and control groups. However, of the sub-factors of the achievement motivation, self-confidence and Interest in the long-term future significantly improved. Third, we can see that the career group counseling program provided opportunities for the underachievers to search their own character, interest, and aptitude, and broadly encounter the world of occupations. Also, we can infer that the underachieves had active and developmental attitudes towards future dreams and their current efforts. As noted above, the career group counseling program proved that it has a positive effect to the improvement of the elementary school underachievers' career maturity and achievement motivation in some variables.

• Asian-Australasian Journal of Animal Sciences
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• v.12 no.3
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• pp.336-340
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• 1999

Age at maturity was studied in 661 Nili Ravi buffaloes maintained at six dairy farms in Pakistan. The mean age at maturity in the overall data from the six farms was $976.49{\pm}9.2$ days. Significantly lower mean age at maturity $(957.93{\pm}10.68\;days)$ was observed at Military Dairy Farm, Khyber Okara, Military Daiiy Farm, Punjnad and Livestock Research Station, National Agricultural Research Centre, Islamabad (Group I) compared to $(1015.26{\pm}17.39\;days)$ other three Military Dairy Farms, Peshawar, Nowshera and Rawalpindi (Group II). The advantages associated to early age at maturity were as following. Male and female calves were heavier $(38.35{\pm}0.17\;and\;31.84{\pm}15kg,\;respectively)$ in Group I as compared to $(29.27{\pm}0.26\;and\;26.27{\pm}0.26kg)$ in Group II. Milk yield per lactation was significantly higher in Group I $(1912{\pm}12\;lit.)$ as compared to $(1833.36{\pm}16.56\;lit.)$ in Group II. Lactation length was significantly longer $(284.41{\pm}1.23\;days)$ in Group I as compared to $(277.77{\pm}2.02\;days)$ in Group II. Dry period and service period were significantly shorter $(241.59{\pm}4.18\;and\;217.05{\pm}4.95\;days,\;respectively)$ in Group I as compared to $(306.39{\pm}78\;and\;280.95{\pm}9.32\;days)$ in Group II. The mean age at first calving and sex ratio were low ($1282.75{\pm}10.14$ days and 100 ♀ ♀:130.7 ♂ ♂) in Group I as compared to ($1308.7{\pm}16.44$ days and 100 ♀ ♀:152.15 ♂ ♂) in Group II but the differences were non significant.

• Journal of Digital Convergence
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• v.11 no.7
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• pp.75-81
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• 2013

In this study, career counseling collegiate career maturity differences before and after program implementation through proven collegiate career counseling program development and future of the University Career guidance and on the basis of the direction is set. Verification results first college career counseling program has not been applied to the experimental group than in the control group were improved career attitude maturity level.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.137-153
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• 2015

In this study, volunteer experience(motive, durability, satisfaction, content) was set up as an independent variable, career maturity degree(determinacy, involvement, independence, tendency) was set up as a dependent variable, and the average difference and effect of the sub factors for each of them were reviewed. For this purpose, questionnaires were performed with 519 students at the middle schools and high schools in Busan. With 376 students having volunteer experiences among them, an analysis was done to find out the effect of volunteer experience on career maturity. The results of this study are as follows: First, whether having volunteer experience or not affected the career maturity among youths. That is the group with volunteer experience had higher level of interest, involvement and value in career and jobs than the group without them. Second, it showed that volunteer experience affected career maturity among youths. Specifically, career maturity was higher as their motive for volunteer activities was selfish, their satisfaction for volunteer activities was higher and they had more volunteer activities.

• Journal of the Korean Institute of Landscape Architecture
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• v.20 no.1
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• pp.69-79
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• 1992

Effects of the gardening program on the mentally retarded persons were assessed on the inadaptive behavior and the social maturity for 1 to 2 years and 2 months in Seoul Welfare Center for the Mentally Retarded. The results were as follows; 1. The mentally retarded persons treated with the gardening program for 1 to 2 years and 2 months showed and improvement of the inadaptive behavior as compared with the pre-gradening program. The second(the enervation and the social isolation) and fourth (the excessive behavior and the deviant behavior) sects among the four of Inadaptive Behavior Checklist showed and improvement of the inadaptive behavior. And first sect(crying, excitement, and anger) of Inadaptive Behavior Checklist greatly showed and improvement of the inadaptive behavior. 2. The mentally retarded persons were improved in their social maturity through the gradening program for 1 to 2 years and 2 months as compared with pre-gradening program. Both a social age and social quotient were quite a bit increased. 3. Females showed improvment in the inadaptive behavior and the social maturity by the gardening program when compared to males, but the difference between male and female was not striking. 4. Both the higher IQ group from 55 to 70 and the lower IQ group from 40 to 54 showed improvment in the inadaptive behavior by the gardening program, but the difference between two groups was not obvious. However, the higher IQ group through the gardening program increased the social maturity more than the lower IQ group. 5. In both the gardening program periods for 1 to 1 year and 2 months and those for 2 years and 2 months the inadaptive behavior and the social maturity showed an improvment when compared to pre-gardening program, but the difference between two groups was not conspicuous.

• The Korean Journal of Malacology
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• v.29 no.1
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• pp.65-76
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• 2013

We investigated the gametogenic cycle and spawning seasons of the male Chlamys (Azumapecten) farreri nipponensis by qualitative and quantitative analyses, and also the size at 50% of group sexual maturity was calculated by the data of first sexual maturity. In this study, the male gametogenic cycle of this species by qualitative analysis was divided into five successive stages: early active stage (January to March), late active stage (March to April), ripe stage (April to August), partially spawned stage (July to September), and spent/inactive stage (August to January). The male gametogenic cycle showed similar patterns with monthly changes in the gonadosomatic index and condition index. Particularly, spawning in male scallop occurred once a year from July to September, unlike the spawning period of this species (from June to August) reported by the previous researchers. In quantitative statistical analysis using an image analyzer system, the patterns of monthly changes in the percent (%) of the areas occupied by spermatogenic stages to the testis areas in males showed a maximum in June, and then sharply dropped from July to September, 2006. From these data, it is apparent that the spawning season of C. (A.) farreri nipponensis occurred once per year from July to early September, indicating a unimodal gametogenic cycle during the year. Shell heights at 50% of group sexual maturity (RM50) fitted to an exponential equation were estimated to be 49.90 mm in males (considered to be one year old), and it was 100% for male scallops over 61.0 mm (considered to be two years old).

• The Journal of the Korea institute of electronic communication sciences
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• v.9 no.3
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• pp.285-296
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• 2014

This study was to develop a introduction program contents for first year nursing students and to verify the effectiveness of the program contents. The effects of introduction program contents for first year nursing students is to identify a career attitude maturity and self-efficacy. The study used a One Group Pre-post Test Design and the surveys were carried out form 5, March to 26, March, 2012. The participants were 129 students of nursing in K university. The data were obtained via questionnaires survey before and after taking the course. The collected data were analyzed by paired t-test using SPSS 15. As a result in analyzing the effect of introduction program contents on career attitude maturity and self-efficacy for first year nursing students, introduction program contents was appeared to influence the self-efficacy. The scores of self-efficacy(t=2.36, p=.002) showed statistically significant improvement after the education. Also there was significant increase in career attitude maturity(t=2.92, p=.004) after the education. The results of this study were the positive effects of introduction program contents on first nursing students' career attitude maturity and self-efficacy. These findings suggest that introduction program contents as a subject would be an efficient way for self-efficacy and career attitude maturity of first year nursing students. and I recommend that various professor teaching method and nursing education contents development with utilizing ICT.