• Communications of Mathematical Education
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• v.29 no.4
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• pp.723-743
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• 2015

In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.

• Journal of Environmental Health Sciences
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• v.20 no.4
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• pp.98-117
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• 1994

To provide data for the contents regarding environmental health (environmental hygiene, environmental pollution) in the textbooks of primary, middle and high schools, a total of 243 textbooks was analysed for two months from May, to July 31, 1993. Among the total 52844.50 pages, 1.65% was related to the environmental health, which account for 870.00 pages. In the textbooks by school level, the rate of the contents regarding environmental health in primary school was 1.63% (148.75 pages). that of middle school was 1.96% (243.25 pages) and that of high school was 1.53% (478.00 pages). The area of environmental hygiene was 0.24% (129.25 pages) and that of environmental pollution was 1.40% (740.75 pages) which is slightly high. In the field of environmental hygiene, the rate of the contents in the middle school textbooks was 0.53% which was the higher than that of the primary and high school textbooks. The rate of environmental pollution area was not significantly different by school level but the number of the pages was the higher at the high school than that of the primary and middle schools, which account for 428.8 pages. The contents related by the areas were as follows: 1. Contents related to environmental hygiene 1) Among environemtnal hygiene contents, the rate of housing sanitation was the highest as 0.14% (73.00 pages), that of air environment was 0.06% (33.00 pages) and that of water supply sanitation was 0.03% (17.25 pages). The portion of air environment was 5.00 pages in the primary school textbooks and that of housing sanitation at the middle and high schools was each 35.0 pages, 35.50 pages, which was the more than that of other fields. By school year, there was no contents related at the 1st and 2nd grades but were 4.75 pages at the 4th grade which were the more than those of other grades. At the 5th grade, water supply sanitation part was found but not air environment. Housing sanitation was found at the 3rd, 5th grades and insect or rodent control was at the 3rd, 4th, 5th, 6th grades. 2) In the middle school textbooks related to environmental health, 41.0 pages were included in the textbooks of pysical education, the highest number. The next was 19.5 pages in home economics, 2.8 pages in social studies and 3.00 pages in others. The contents of air environment were found in the textbooks of physical education and science, those of water supply and housing sanitation were in home economics and physical education and those of insect control were found 0.5 pages in home economics only. 3) In the high school textbooks, the highest number was 27.8 pages of home economics and the next was 11.5 pages of others, 7.8 pages of physical education, 2.0 pages of science and 0.3 pages of social studies. Air environment parts were included in the textbooks of science, physical education and home economics and water sanitation was in home economics, physical education and others. Housing sanitation was showed in home economics and social studies, on the other side the contents of insect or rodent control was found in home economics and physical education. 4) By the subjects related to environmental hygiene in the primary, middle and high school textbooks, 51.0 pages of home economics were the highest portion. It was also revealed that 49.5 pages of physical education, 14.5 pages of others, 13.5 pages of science and 0.8 pages of social studies were included. The number of 33.0 pages of air environment portion was distributed into 9.75 pages of science, 19.0 pages of physical education and 4.25 pages of others. Among 17.3 pages of water sanitation, 3.5 pages of home economics, 11.3 pages of physical education and 2.5 pages of others were included. Housing sanitation portions were 73.0 pages, which were distributed into 46.5 pages of home economics, 0.5 pages of social studies, 18.3 pages of physical education and 7.8 pages of others. 5) The number of photo, figure, illustration and table related in the primary school textbooks was 31. Among them, the number of photos was 21, that of figures or illustrations was 9 and that of table was 1. The number of 63 in the middle school textbooks was classified into 3 photos, 32 figures or illustrations and 28 tables. At the high school, the number of 56 was included 2 photos, 41 figures or illustrations and 13 tables.2. Contents related to environmental pollution 1) In the field of environmental pollution, the rate of water pollution was 0.39% (203.3 pages), that of air pollution was 0.31% (161.5 pages) that of soil pollution was 0.1% (57.3 pages), that of refuse disposal was 0.08% (40.3 pages) and others was 0.5% (278.5 pages) by school level, the rate of water pollution in the primary, middle and high schools was each 40.5, 48.0, 118.8 pages and that of air pollution was each 20.8, 38.3, 102.5 pages. 2) Environmental pollution areas were not inserted in the textbooks at the 1st grade of the primary school but foqnd 5.5 pages at the 2nd grade, 30.5 pages at the 4th grade, 36.3 pages at the 5th grade and a,9.5 pages at the 6th grade. Water pollution was included from the 2nd grade, air pollution and refuse disposal from the 3rd grade and soil pollution from the 5th grade. 3) In the middle school textbooks, environmental pollution was distributed into 90.25 pages of science, 42.8. pages of physical education, 20.5 pages of social studies, 19.5 pages of others and 4.0 pages of home economics. At the high school, the contents were found 191.3 pages in science, 119.3 pages in others, 88.5 pages in social studies, 28.5 pages in physical education and 1.3 pages in home economics. 4) By subjects of the primary, middle and high schools, the portion of environmental pollution was classified into 322.2 pages of science, 195.0 pages of social studies, 138.8 pages of others, 76.3 pages of physical education and 8.5 pages of home economics. Air and soil pollution parts were not found in the subjects of home economics. 5) The number of photo, figure or illustration and table related in the primary school textbooks was 218. Among them, the number of photos was 61, that of figures or illustrations was 149 and that of tables was 8. At the middike school, the number of 153 was distributed into 99 photos, 34 figures or illustrations and 20 tables. The number of 129 found in the high school textbooks was included 129 photos, 73 figures or illustrations and 100 tables.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.135-158
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• 2013

The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

• Journal of the Korean Society of Clothing and Textiles
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• v.10 no.2
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• pp.11-20
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• 1986

This study is to examine the colorfastness of leathers which has been tested for concentration of dyestuff and method of dyeing. This study Particularly attempts to solve some problems of colorfastness in wearing and treating leather goods. The finding of this study can summarized as follows: 1. In dyeing garment leathers classified by concentration, the colorfastness to light improves as concentration increases. 2. As the result the more concentration increases, the more the colorfastness to rubbing declines. 3. In colorfastness to dry cleaning, the grade of color fading has been to be high but that of staining to be bad as concentration increases. 4. In assessing change in colorfastness, grades to light and rubbing after coating have been found to be better than that before coating. 5. In colorfastness to dry cleaning after coating, both grades of color fading and staining have been found to be bad.

• Journal of the Korean Institute of Landscape Architecture
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• v.33 no.2 s.109
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• pp.1-15
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• 2005

The purpose of this paper is to classify zones disrupting green spaces in city and to evaluate of their grades. The results are as follows; L There were 158 green spaces in Dalsu-gu. The 158 green spaces were classified 4 patterns and minutely classified into 9 types. The area of the 'nature park' type was turned out to be $70.1\%$ of the total area of green spaces in Dalsu-gu, then the type was considered as a important part of the green-network in Dalsu-gu. The 9 types such as 'nature park', 'river', 'neighborhood park' and so on were analysed with ecological indexes. 2. Based on the ecological indexes of 'ratio of the green space', 'features of the surrounding matrix' and 'travel distance of the wildlives' , zones disrupting green spaces were ranging widely and re-divided to 236 sectors. 3. The analysis results for classifying the grades were that grade I appeared over industrial complex and housing complex widely. On the other side, grade II and III appeared around or between nature park and neighboring park Consequently, it was necessary to consider the grade and make zones disrupting green spaces into green space for improving green network.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.9
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• pp.1301-1307
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• 2002

This paper surveys the mordanting and dyeing properties of Rubia akane Nakai appropriate extraction, dyeing and mordanting conditions of Rubia akane Nakai were determined, and the effect of mordanting method on dye uptake and color fastness of the dyed fabric was investigated. The optimum temperature to extract Rubia akane Nakai was during 1 hour in 8$0^{\circ}C$. The effective dyeing temperature and time of silk were 8$0^{\circ}C$, 1hour. The silk fabrics dyed with purpurin appeared red color, with alizarine appeared yellow-brown and with Rubia akane Nakai appeared yellow orange. K/S value of the dyeing fabrics was increased by pre-mordanting treatment. Mordant as Sn and Fe was better than anything else in K/S value. Mordanting treatment method affected color change of the dyed silk. In the case of Rubia akane Ntkai light fastness was increased by Fe and Al mordant treatment, Perspiration fastness of Rubia akane Nakai appeared more than 3 grades geneally. Fastness of abrasion and dry-cleaning appeared mon than 4～5 grades and these fastness improvement were generally effective for post-mordanting treatment.

• Journal of Biosystems Engineering
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• v.39 no.2
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• pp.96-100
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• 2014

Purpose: The objective of this study was to develop a classification index and the grade levels for a five-grade energy efficiency classification of agricultural dryers in Korea. Methods: The classification index and the grade levels were determined by using the performance test data published by the FACT over the last eight years to reflect a state of the art technology for agricultural dryers in Korea. The five grades were designed to have the classified dryers distributed normally over the grades with 15% for the $1^{st}$ grade, 20% for the $2^{nd}$ grade, 30% for the $3^{rd}$ grade, 20% for the $4^{th}$ grade and 15% for the $5^{th}$ grade. Results: The classification index was defined as the total amount of fuel and electrical energy consumed per 1% of the wet basis moisture content evaporated from a unit mass of grain or agricultural crops during the drying process: 1 MT of paddy rice for grain dryers and 1 kg of red pepper for agricultural crop dryers as the standard mass. Conclusions: The grade levels for the five-grade energy efficiency classification of grain dryers, kerosene dryers, and electric dryers were proposed in terms of the classification index value.

• Korean Journal of Animal Reproduction
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• v.18 no.1
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• pp.7-13
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• 1994

To verify in vivo viability of IVF-derived bovine embryos, morula and blastocysts that developed from in vitro matured and fertilized ova were transferred to the uteri of recipient cows and normal calves were produced. To produce IVF-derived bovine morula or blastocysts, ova matured and fertilized in vitro were cultured in culture medium for 7~8 days at 39$^{\circ}C$ under the humicified atmosphere of 5% CO2. Two different culture systems, a co-culture system with TCM-199 and bovine epithelial cells (BOEC) and CR1aa without somatic cell support, were compared. Cleavage rates to 2~8 cell stage and developmental rates of IVF-derived bovine embryos to blastocyst stage were not different between co-culture system (51.3 and 14.0%) and CR1aa medium (60.4 and 22.1%), respectively. Embryos were classified into three grades by embryo quality and then one or two embryos in higher quality(A and B grades) were transferred to the uterus of recipients. In this study Korean Native calf was first born after transfer of IVF-derived embryos. Total four live calves were normally developed to term from IVF-derived bovine blastocysts and one female fetus was still-born approximatedly 8 months of gestation, but there was no pregnancy after transfer of morula. Therefore, normal calves could be produced after transfer of IVF-derived bovine embryos cultured in CR1aa medium without somatic cell support. In addition, our results suggest that in transfer of IVF-derived bovine embryos blastocyst stage is better than morula.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.13-19
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• 2013

The purpose of this research is to examine the current state of inserting illustrations in science textbooks under the 7th Revised Educational Curriculum which is currently enforced in all grades of elementary schools, and to compare and analyze the external and internal differences in illustrations in science textbooks of elementary schools in Singapore and Korea and to present desirable direction of producing illustrations. There are not only some differences in rate of the kinds and role of the illustrations in grades, but also in both countries. For example, in the case of illustrations for motivation, in both Korea and Singapore, interesting photos related to overall contents with regard to the contents of the unit are used. But in the 3rd and 4th grade class in Singapore, story types of cartoons related to learning subjects are presented to draw students' interest and attention. These need to be considered when developing textbook illustrations in the future.

• Journal of The Korean Dental Society of Anesthesiology
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• v.10 no.2
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• pp.178-182
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• 2010

배경: 임상적으로 굴곡성 기관지 내시경을 이용 삽관 시행시 후두경으로 성문부위가 잘 드러나지 않는 환자의 경우 삽관 시행이 어려운 경우를 경험한다. 하지만 이에 대한 연구는 거의 없는 실정이다. 본 연구에서는 어려운 기도환자에서 굴곡성 기관지경 시행시 후두시야를 확보시 차이가 있는지 확인하고자 하였다. 방법: 전신마취 유도 후 Cormack - Lehane classification을 이용하여 기관 삽관의 어려움을 먼저 평가하였다. 기관지 내시경을 이용하여 내시경하 후두시야의 정도를 평가하였다. 후두경으로 기도 확보가 용이한 그룹(Cormack - Lehane grades 1, 2)과 어려운 그룹(Cormack - Lehane grades 3, 4) 간의 내시경하 후두 시야의 정도가 차이가 나는 지를 확인하였다. 결과: 후두경으로 기도확보가 용이하지 않을 경우에 기관지 내시경으로 후두 시야를 용이하게 (fiberoptic laryngeal view 1, 2) 확보하기가 어려웠다. 반면 하악을 전방으로 견인시 후두시야의 정도가 통계적으로 유의하게 개선되었다. 결론: 전방하악견인법 (jaw-thrust maneuver)은 기도확보가 어려운 환자에서 기관지 내시경을 이용한 기관내 삽관 시행시 시야를 개선시켜서 삽관을 용이하게 할 수 있을 것으로 생각된다.