• Asian-Australasian Journal of Animal Sciences
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• v.14 no.10
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• pp.1450-1459
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• 2001

These experiments were conducted to investigate the effects of different feeding and processing methods of diets on performance, morphological changes in the small intestine and nutrient digestibility of growing-finishing pigs. One-hundred fifty growing pigs ($Yorkshire{\times}Landrace{\times}Duroc$; initial body weight of $23.33{\pm}0.75kg$) and one-hundred twenty finishing pigs ($Yorkshire{\times}Landrace{\times}Duroc$; initial body weight of $59.22{\pm}0.56kg$) were used in Exp. 1 and Exp. 2, respectively. Pigs were grouped on the basis of body weight and gender, and randomly allotted into 6 different treatments with 5 replications in each treatment in a $2{\times}3$ factorial arrangement. Treatments were 1) dry feeding with a mash diet (DM), 2) dry feeding with a pelleted diet (DP), 3) dry feeding with an expanded crumble diet (DEC), 4) dry/wet feeding with a mash diet (WM), 5) dry/wet feeding with a pelleted diet (WP), and 6) dry/wet feeding with an expanded crumble diet (WEC). In Exp. 1 (growing phase), there was no significant difference in average daily gain (ADG) and average daily feed intake (ADFI) among treatments during the entire experimental period, but feed conversion ratio (FCR) was significantly (p<0.05) improved in pigs fed pelleted diets regardless of feeding method. FCR was best in pigs fed a DP diet and worst in pigs fed a WM diet. Pigs fed a pelleted diet showed a 6.2% or 4.0% improvement in FCR compared with those fed a mash diet or an expanded crumble diet. Water disappearance was not significantly affected by dry/wet feeding or feed processing. Significant differences in villus height were not found among treatments, but villus height tended to be improved by dry/wet feeding. Dry/wet feeding or feed processing did not affect crypt depth. Digestibilities of calcium and phosphorus were significantly (p<0.05) improved in pigs fed an expanded crumble diet compared with pigs fed mash diets. Especially, pigs fed a WEC diet digested 8.1% more P than those fed a DM diet. Feed cost per kg weight gain (FCG) tended to be increased by dry/wet feeding rather than dry feeding. In Exp. 2 (finishing phase), ADG and ADFI were not significantly different among treatments, but a significant difference in FCR was found among feed processing forms. The best FCR was obtained in pigs fed a pelleted diet. Pigs fed a DP diet showed a 11.3% improvement compared with those fed a DEC diet. Water disappearance was significantly (p=0.0408) decreased by feeding the mash diet. However, water disappearance was not affected by dry/wet feeding during the finishing period. The villus height and crypt depth were not significantly different among treatments. However, crypt depth tended to be decreased by dry/wet feeding at the mid part of the small intestine. Fat digestibility was improved by dry feeding rather than dry/wet feeding, and was improved by 4.8% by feeding pellet diets compared with expanded crumble diets. Except for carcass grade, carcass characteristics were not significantly (p<0.05) different among treatments. Carcass grade was the best in pigs fed a WP diet. Feed cost per kg weight gain (FCG) was significantly decreased in pigs fed a pelleted diet compared with those fed an expanded crumble diet, and tended to be decreased by dry/wet feeding. In conclusion, these studies suggest that feeding the pelleted diet to growing-finishing pigs can be beneficial in terms of FCR and production cost. Dry/wet feeding can be helpful for the maintenance of villus height, but may not be reflected in improved growth performance or reduction of production costs.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Pediatric Infection and Vaccine
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• v.17 no.1
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• pp.23-29
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• 2010

Purpose : Urinary tract infection (UTI) in children is the most common disease during the infantile period, therefore early diagnosis and treatment are important. Pyuria is a useful clinical parameter for the initial diagnosis of a UTI. In this study we aimed to compare the clinical, laboratory, and imaging findings in relation to the duration of pyuria in infants with UTIs. Methods : Three hundred seventy-four infants <12 months of age who were admitted between January 1995 and December 2005 for the first episode of a febrile UTI were retrospectively reviewed. Patients were divided into two groups according to the duration of pyuria as follows: group 1, pyuria resolved <3 days after initial treatment; and group 2, pyuria lasted at least 3 days after initial treatment. Results : There were no significant differences between the two groups in relation to gender, age, total duration of fever, and organisms in the urine. Group 2 had a significantly higher peripheral blood leukocyte count ($14,360.86{\pm}5,526.16cells/mm^3$ vs. $11,822.55{\pm}5,687.26cells/mm^3$, P <0.001), erythrocyte sedimentation rate ($32.81{\pm}19.34mm/hr$ vs. $23.74{\pm}20.43mm/hr$, P <0.001), and C-reactive protein ($6.84{\pm}5.68mg/dL$ vs. $3.78{\pm}3.99mg/dL$, P <0.001) than group 1. There was a significantly higher incidence of hydronephrosis and a higher grade of vesicoureteral reflux (VUR) in group 2 compared to group 1. Conclusion : In infants with UTI, pyuria of longer duration is related to severe UTI and higher grade VUR, therefore aggressive radiologic studies may be necessary.

• Journal of Nutrition and Health
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• v.35 no.4
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• pp.454-463
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• 2002

The purpose of this study was to investigate the relationship among the anthropometric measurements, body composition indices, biochemical indices and serum leptin level of obese school children. The study was conducted on 97 elementary school children from 4-5th grade residing in Daegu and Kyungbuk area. Obesity was defined as fat percentage that exceed 25% of body fat mass. The prevalence of obesity of subject was 58.3% for male and 54.1% for female. The mean value of height, weight, body composition indices and biochemical indices of obese group were significantly higher than those of control group. The leptin level was significantly different in obese group but showed no difference by gender. The differences of leptin level were according to adiposity and BMI in obese subjects. Multiple regression analysis data showed that the BMI and body fat mass may influence on the leptin level of subject. Also, these data revealed the leptin resistance in obese children and relationship between leptin level and various factors including anthropometric measurements, body composition and biochemical indices. Additional research should be necessary to assess the mechanism of leptin resistance in obese children.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.29-49
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• 2012

The purpose of this study is to look at families as presented on the technology-home economics subject of middle school. To do this, I analyzed the 2007 revised curriculum of the technology-home economics subject, 'Changing Families,' in 11 technology-home economics textbooks (8th grade). The findings are as follows. First, family-related chapters are expanded compared with the previous curriculum in the 2007 revised curriculum. In addition, the new version emphasizes understanding and acceptance of change in families to improve the family life of adolescents. Second, in the 11 types of technology-home economics textbooks, the focusing was on the meaning of the family, the family structure, the function of the family, family roles and family values. There were also no major differences in the aspect of development. Third, in the technology-home economics textbooks, the family was defined as the 'basic group of society', 'a group composed by blood relationships, marriage and adoption', 'an affective group' and 'cohabiting group'. At the same time, there were many cases in which the description of the family was overly romanticized. Such a description of the family does not match the individual family experience of an adolescent. Fourth, all of textbooks dealt with the diversity of the family structure, such as single-parent families, remarriages families, and multi-cultural families. However, the structural characteristics and problems with these types of families are excessively emphasized, which can result in students having stereotypical images of specific family types. Fifth, the explanation of the function of the family was similar among textbooks. The importance of intergenerational cooperation and gender equality was also emphasized. However, such a concept is not considered as proper in a modern society. Thus, the description of a family based on the nuclear family should be sublated. In addition, the explanation of families overall should be developed in such a way that adolescents can interpret their own family experience rather than as an enlightening declaration of the family which disregards the dynamic relationships individual families actually experience.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.223-245
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• 2004

The purpose of this study was to investigate the differences in depression, irrational faith and the school adaptation of elementary school students by their sex and region, to provide basic materials to teach children with the likelihood to be depressed by analyzing the correlation of depression, irrational faith and school adaptation, and help them to have healthy emotion and behaviors. To achieve these goals, following agenda were set. First, what are the differences in the depression, the irrational faith and the school adaptation of elementary school students by their sex and region? Second, what is the relationship between the depression characteristics and the irrational faith of elementary school students? Third, what is the relationship between the irrational faith and the school adaptation of elementary school students? Fourth, what is the relationship between the depression characteristics and school adaptation of elementary school students? : To resolve these agenda, the subjects were selected from Grade 6 students from the elementary schools locatec in Suwon and Hwaseong. The jubjects were selected from the two schools in Suwon and three schools in Hwaseong which were randomly chosen. The subjects were 670 in total. 70 insincere answers were excluded from the analysis. Therefore the subjects used in the analysis were 600 in total(150 male and female students in city respectively and 150 male and female students in rural area respectively). The tools used for this study were Children's Depression Inventory (CDI), Irrational Faith Test (over-self-reliance, dichotomy, determinism, over-concern, evasive faith, over dependent faith), School Adaptation Test (Attitudes to teachers and school environments, hobbies and specialties, academic achievements, peer relationship). Materials were processed with the SPSS program for ANOVA and correlation analysis. All the statistical values were verified at .05 level. The followings are the results of the analysis of the collected data. First, in the analysis of depression, there was significant difference between male and female students (F=4.75, p<.05). Female students (X =56.93) showed a little higher value than male students (X =53.83). There was significant difference between regions (F=13.02, p<.001), too. Rural area students (X =57.93) showed higher value than city area students (X =52.82). When analyzing irrational faith, there was significant difference between male and female students (F=S.60, p<.05). Female students (X =81.32) showed a little higher value than male students (X =77.72). There was no significant difference according to regions. When analyzing the school adaptation, there was no significant difference according to either sex or region. Second, depression and irrational faith showed highly positive correlations in all areas. In particular, over concern and evasive faith showed the highest correlation with depression inclination (r=.68, p<.001). When looking into the results by sex and by region, female students (r=.70, p<.001) and the rural area students (r=.69, p<.001) showed higher correlation between depression and irrational faith than male students and city area students (r=.63, p<.001). Additionally, in all areas including by sex and by region, a positive correlation was shown. In all variables such as male students (r=.63, p<.001), female students (r=.72, p<.001), city area students (r=.66, p<.001), and rural area students (r=.69, p<.001), over concern and evasive faith showed the highest correlation with depression inclinations. Third, irrational faith (overall) and its sub factors such as over-self-reliance, dichotomy, determinism, over-concern and evasive faith had significant negative correlations with school adaptation (overall) and its sub factors in the scope of $r=-.27{\sim}-.52$. Determinism out of the sub factors of the irrational faith had the highest negative correlation with school adaptation (overall) and sub factors at the scope of $r=-.37{\sim}-.51$. However, over-self-reliance showed the negative correlation with school adaptation (overall) and its sub factors only partially. When looking into the results by gender, both genders showed significant negative correlation between irrational faith (overall) and its sub factors with school adaptation. Male students showed highly negative correlations with school adaptation (overall) and its sub factors in determinism ($r=-.35{\sim}-52$) and over-concern and evasive faith($r=-.31{\sim}-.51$), and fern ale students showed in over-self-reliance ($r=-.27{\sim}-.45$). However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. When looking into by region, both city and rural areas showed significant negative correlation between irrational faith (overall) and it sub factors, and school adaptation. Rural areas showed higher negative correlation in irrational faith (overall) ($r=-.39{\sim}-.53$) and over-self-reliance ($r=-.32{\sim}-.44$) and dichotomy ($r=-.28{\sim}-.39$) than city areas. However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. Fourth, depression and school adaptation showed the negative correlation in all areas. In particular, academic achievements and peer relationship showed the highest negative correlation with depression (r=-.53 p<.001). When looking into the results by sex and by region, female students (r=-.62, p<.001) and rural area students (r=-.61, p<.001) showed higher negative correlation with depression and school adaptation than female students (r=-.56, p<.001) and city area students (r=-.57, p<.001). Although there was negative correlation in all areas by sex and by region, male students (r=-.52, p<.001) and rural area students (r=-.56, p<.001) showed the highest negative correlation in peer relationship and female students (r=-.57, p<.001) and city area students (r=-.56, p<.001) showed the highest negative correlation in academic records. Based on the results of the study, it is proposed to provide elementary school students sho are likely to be depressed very easily with careful counselling and teaching based on the attention and love in school fields so that they can adapt themselves to home, school and society with positive and reasonable thinking.