• CHINESE LITERATURE
• /
• v.101
• /
• pp.101-118
• /
• 2019

This study reviewed the idea of mercantilism and commercial war which developed around "newly rising class" like translators, diplomats and compradors of late Qing Dynasty, by which new recognition of social classes was demanded. In particular, this study newly identified the meaning of commercial war and new social order of last Qing dynasty, by attempting an analysis based on the context and aspect in the process of globalization of industrial capitalism conducted under the influence of the first industrial revolution from the U.K. Therefore, in the history of modern Chinese intelligence, the theory of mercantilism and commercial war can not be limited to the transitional thinking system of "Yang-Wu(洋務)" and "Bian-Fa(變法)".

• Journal of Korean Elementary Science Education
• /
• v.17 no.2
• /
• pp.1-10
• /
• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Korean Journal of Food Science and Technology
• /
• v.18 no.2
• /
• pp.143-148
• /
• 1986

The composition of glycolipids and phospholipids of milled rice grain were studied for four nonglutinous and two glutinous varieties grown in Korea. Main classes of the glycolipids were esterified sterylglycosides, monogalactosyl diglycerides, steryl glycosides, digalactosyl diglycerides and cerebrosides in both of nonglutinous and glutinous, and no differences in individual content of the classes between both varieties. Of the phospholipids, Iysophophatidyl cholines, phosphatidyl cholines, phosphatidyl ethanolamines, phosphatidyl inositols and phosphatidyl serines were the major components, comprising oveer 85% of this class, and smaller amounts of diphosphatidyl glycerols and phosphatidyl glycerols were present. There was significant differences individual content of the phospholipid classes between both varieties. The major fatty acids of glycolipids and phospholipids fractions were palmitic, linoleic and oleic acids in both of nonglutinous and glutinous varieties. But content of palmitic acid in glycolipids fraction and stearic, oleic and linoleic acids in phospholipids fraction showed significant differences between both varieties.

• Journal of Convergence for Information Technology
• /
• v.10 no.10
• /
• pp.174-182
• /
• 2020

The purpose of this study was to verify the educational effects of career guidance classes, which are now included in regular course offerings by universities. To this end, the self-efficacy of college students regarding career decisions and their degree of career maturity was measured as effect variables. The subjects of the study included 33 sophomores who took 15 weeks of career guidance classes provided by four-year universities. Pretest-posttest design and the paired t-test were conducted for verifying the differences before and after taking career guidance courses. According to the results of the analysis, first, university students' self-efficacy in career decision-making was higher after taking the career guidance courses, indicating a statistically significant difference. Second, the t-value for the difference before and after taking the career guidance courses was indicating that there was a slight statistically significant improvement. These results are meaningful in that they proved that career guidance courses in higher education had the educational effects of improving self-efficacy in career path decisions and the career maturity of college students.

• Journal of Convergence for Information Technology
• /
• v.10 no.6
• /
• pp.59-69
• /
• 2020

This study is a qualitative study in which a focus group interview is applied to explore nursing students' perception of blended learning. 21 students in the 4th grade of nursing department were divided into 4 groups to collect data through interviews and content analysis was conducted. As a result of the study, it was categorized into four topics: 'Application and operation that are not thoroughly prepared', 'Loss of direction and departure from learning', 'One-way listening', and 'Convenience'. Students were satisfied with blended learning which is free from time and space constraints and repetitive, but felt inadequacy and unsatisfactoriness about quality of online contents, system, and preparation for applying blended learning. In order to apply blended learning in the future nursing classes, high-quality online content should be developed based on the effective design of online and offline classes considering the curriculum, and a systematic, administrative, financial, and institutional foundation to support online course should be prepared. In addition, a support system should be created to guide students' self-directed learning activities in online classes of blended learning.

• Journal of Environmental Impact Assessment
• /
• v.16 no.5
• /
• pp.351-361
• /
• 2007

To evaluate dominant synoptic classes which affect on $PM_{10}$ concentration in Seoul, 64 synoptic classes are classified from four seasons, 850hPa geopotential wind and lower level stability Index. In this study, we used air monitoring and meteorological data in Seoul for five years from 2001 to 2005. The results indicate that the highest occurrence frequency of synoptic class is under a strong westerly geopotential wind and stable lower atmosphere in spring. The highest $PM_{10}$ concentration of synoptic class is associated with a weak geopotential wind speed and high lower level stability. In that class, not only $PM_{10}$ but $SO_2$, $NO_2$ and CO concentrations are also higher than other classes. The analysis of spacial distribution of $PM_{10}$ concentration in each class are indicate that the influence of synoptic class are similar in the Metropolitan area in Korea. But $PM_{10}$ concentration in some areas in Kyoung-Gi are more higher than in Seoul. The relationship between $PM_{10}$ concentration and Meteorological indicator (relative humidity, temperature, surface wind speed) under same synoptic class is more correlative in Winter than other season.

• Journal of Plant Biotechnology
• /
• v.46 no.4
• /
• pp.255-273
• /
• 2019

Orchids are indispensable to the floriculture industry due to their unique floral organization. The flowers have two outer whorls of tepals including a lip (labellum), and two inner whorls, pollinia and gynostemiun (column). The floral organization and development is controlled at the molecular level, mainly by the MADS-box gene family, comprising homeotic genes divided into type I and type II groups. The type I group has four sub-groups, Mα, Mβ, Mγ, and Mδ, playing roles in seed, embryo, and female reproductive organ development; the type II group genes form classes A, B, C, D, and E, which are a part of the MIKC^C subgroup with specific roles in florigenesis and organization. The coordinated functioning of these classes regulates the development of various floral whorls. The availability of genome and transcriptome sequence data for Phalaenopsis equestris offers an opportunity to validate the ABCDE model of flower development. Hence, this study sought to characterize the MADS-box gene family and elucidate of the ABCDE model. A total of 48 identified MADS-box proteins, including 20 type I [Mα (12), Mγ (8)] and 28 type II [MIKC^C (27), MIKC*(1)] members, were characterized for physico-chemical features and domains and motifs organization. The exon-intron distribution and the upstream cis-regulatory elements in the promoter regions of MADS-box genes were also analysed. The discrete pace of duplication events in type I and type II genes suggested differential evolutionary constraints between groups. The correlation of spatio-temporal expression pattern with the presence of specific cis-regulatory elements and putative protein-protein interaction within the different classes of MADS-box gene family endorse the ABCDE model of floral development.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.555-568
• /
• 2014

Even though identical science textbooks are used in elementary science classes, differences exist in teachers' teaching practices. The purpose of this study was to understand the relationships between elementary teachers' beliefs of science learning and their science teaching practices. An Likert-scale survey and interviews were performed on four elementary teachers to obtain information about the beliefs of teachers in science learning. In order to understand their teaching practices and the relationships between teachers' beliefs and their teaching practices, 2 classes per each teacher were recorded and instruction analyses were performed in the aspects of teaching contents, methods, and learning environments. The results showed that teacher A and B, who held traditional beliefs of science learning, taught their classes mainly based on teacher's explanation. While, teacher C and D, who held constructive beliefs of science learning, reorganized the contents of textbooks and applied various teaching methods and strategies in conducting their teaching practices. There were differences in teachers' beliefs of science learning and teaching practices. These differences in beliefs were related with their science teaching practices.

• Journal of Species Research
• /
• v.9 no.4
• /
• pp.346-361
• /
• 2020

In the project of a comprehensive investigation of indigenous prokaryotic species in Korea, a total of 39 bacterial strains phylogenetically belonging to the classes Betaproteobacteria and Gammaproteobacteria were isolated from various environmental sources such as soil, cultivated soil, sludge, seawater, marine sediment, algae, human, tree, moss, tidal flat, beach sand and lagoon. Phylogenetic analysis based on 16S rRNA gene sequences revealed that 39 strains showed the high sequence similarities (≥98.7%) to the closest type strains and formed robust phylogenetic clades with closely related species in the classes Betaproteobacteria and Gammaproteobacteria. In the present study, we report 14 species of 9 genera of four families of two orders in the class Betaproteobacteria and 25 species of 21 genera of 15 families of eight orders in the class Gammaproteobacteria, which have not been reported in Korea. Morphological, biochemical, and physiological characteristics, isolation sources, and NIBR deposit numbers are described in the species descriptions.

• The Journal of Korean Association of Computer Education
• /
• v.6 no.4
• /
• pp.135-146
• /
• 2003

This study examines the relationship between instruction using ICT and the students' moral judgement and academic achievement in ethics course in a middle school, and analyses the difference of learning effects according to gender. For the purpose of this study, the two hypotheses are established. One is that there would be a significant difference in learning effect between ICT instruction groups and teacher-centered instruction groups. The other is that there would be a significant difference in learning effect between male groups and female groups. This study sampled 144 students of four classes from the first graders of a middle school in Taejon. For experimental treatment, this study designed two instructional programs: ICT-using instruction and teacher-centered instruction. ICT-using instruction program was applied to two classes(72 students), and teacher-centered instruction program to the other two classes(72 students). The experimental design of the study was the pretest-posttest control group design. As a result of this study, the ICT-using instruction program influenced positively the students' moral judgement and its improvement. Concerning the degree of academic achievement, there was no significant difference between the ICT-using groups and the teacher-centered groups. The sex distinction among ICT-using groups does not make any significant difference in the moral judgement and academic achievement.