• Korean Journal of Fisheries and Aquatic Sciences
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• v.23 no.3
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• pp.238-244
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• 1990

The behavior of conger eel, Astroconger myriaste(Brevoort), to the net pots with baits was investigated alternately in two experimental water tanks. One of the pots being dropped on the tank bottom, the eels increased rapidly in number of touching the pot to show a maximum whithin 30 minutes and then decreased gradually. The enterings of eels into the pots were also made mainly within 30 minutes and easier in pots with lower entrances. But the complete enterings were decided by the passage of eel tails through the pot entrances and so the eels retreated frequently after attemping to enter the pots, especially in pots small in the interval between the entrances and the baits or in pots with flappers. However, most of enterings encouraged the touches and earlier enterings ascribed earlier production of maximum touch. The eels, if entered the pots without flappers, got out of the pots relatively easily and the getting-out was easier in pots with lower entrances. On the other hand, the eels entered the pot with flappers could not get out of the pots. A comparison between the circular and square pots gave that the guidance of eels to the entrances was easier in the former and the passing of eels through the entrances in the latter, not only at the inside of pots but also at the outside. The general behavior of eels in touching or entering the net pots in the above results was almost equal to that on the bamboo and plastic pots in the previous paper.

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.396-407
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• 2012

The Purpose of this study was to examined the relation between Belief and Actual Practice of Instructor according to education in Taekwondo Personality. To get the purpose participants was selected 286 Taekwondo instructors. Selected data were analyzed for descriptive statistic, pearson relation analysis, and multi dimensional analysis with SPSS/PC 18.0. The result was as followed. First, there were different on frequency of important factors between belief and practice of Taekwondo personality based on Taekwondo instructor's cognitive. The order of ethological important factors on Taekwondo instructor's cognitive were manner, confidence, love, perseverance, bravery. But The order of ethological important factors on Taekwondo instructor's practice were manner, confidence, perseverance, leadership, honestly. Second, belief of Taekwondo personality based on Taekwondo instructor's cognitive has positive relationship with practice of Taekwondo personality in a part. There were positive relationship among factors of belief of Taekwondo personality but were lower positive relationship among factors of practice of Taekwondo personality. Taekwondo instructors' determination on teaching belief has positive effect on guidance factor, practical factor, variety factor, if the teaching belief has higher score then the teaching practice has higher practical teaching.

• Journal of the korean academy of Pediatric Dentistry
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• v.26 no.4
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• pp.669-676
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• 1999

The dentigerous cysts originate through alteration of the reduced enamel epithelium after amelogenesis is completed, with accumulation of fluid between the layers of the enamel epithelium, or between this epithelium and the tooth crown. Next to the radicular cyst, they are the second most common type of odontogenic cyst. They occur over a wide age range with a peak frequency in the 2nd to 3rd decade. A substantial majority involve the mandibular third molars, followed in order of frequency by the maxillary permanent canines, mandibular second premolars, and maxillary third molars. With regard to the treatment of these cysts, the marsupialization procedure with obturator is recommended during the age when the eruptive force of the teeth is still strong. It can be effective when preservation of the displaced teeth is desirable. We treated the dentigerous cyst by marsupialization with obturator and guided the eruption of involved teeth to normal position. And we got the results as follows : 1. Severely dislocated teeth associated with dentigerous cyst erupted into proper position. 2. The enamel hypoplasia and the root deformity were observed some cases. 3. The bone expansion and defect were healed without infection and recurrence.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.1-12
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• 2001

The extended science investigations, comprehensive investigations contrasted with exercises of process skill components and cookbook style experiments, should be pursued for giving opportunity of more authentic science activity. The characteristics of the extended investigation tasks were emerged from critical argument on school practical work. And one of important educational objectives in students' investigations is to achieve motivation for investigation. The purpose of this study is to explore how the characteristics of the extended investigation tasks, that is practical context, openness and continuity, affect middle school students' motivation for investigation. On the basis of questionnaire results and students' school science achievement, ten students were interviewed to see the change of motivation for investigation and its causes while they perform two textbook investigations and four extended investigation tasks. Among the interviewees, the students who showed positive motivation for the extended investigations were critical about textbook experiments as they are just confirmations of theories and perceived practical context and openness as the main causes of their positive motivation. The students who showed negative motivation for extended investigations preferred textbook experiments as there was enough guidance from teacher and textbook-centered learning. They recognized the openness of the tasks as a main reason of their negative motivation for investigation. Some students showed negative responses about continuity of the extended investigation tasks but continuity was not recognized as a main cause for their motivation for investigation.

• Journal of Radiation Protection and Research
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• v.34 no.3
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• pp.129-136
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• 2009

During the maintenance period at Korean nuclear power plants, internal exposure of radiation workers occurred by the inhalation of $^{131}I$ released to the reactor building when primary system opened. The internal radioactivity of radiation workers contaminated by $^{131}I$ was measured using a whole body counter. Intake estimation and the calculation of committed effective dose were also conducted conforming to the guidance of internal dose assessments from publications of International Commission on Radiological Protection. Because the uptake and excretion of $^{131}I$ in a body occur quickly and $^{131}I$ is accumulated in the thyroid gland, the estimated intakes showed differences depending on the counting time after intake. In addition, since ICRP publications do not provide the intake retention fraction (IRF) for whole body of $^{131}I$, the IRF for thyroid was substitutionally used to calculate the intake and subsequently this caused more error in intake estimation. Thus, intake estimation and the calculation of committed effective dose were conducted by manual calculation. In this study, the IRF for whole body was also calculated newly and was verified. During this process, the estimated intake and committed effective dose were reviewed and compared using several computer codes for internal dosimetry.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1018-1027
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• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• Child Health Nursing Research
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• v.19 no.2
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• pp.111-119
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• 2013

Purpose: This research was a descriptive study of nursing activities observed in nursing simulation during a senior nursing student practicum. Content and frequencies of nursing activities during the simulation practice were identified. Methods: Thirty-six episodes of pediatric nursing simulation were videotaped. Both verbalizations and descriptions of nonverbal behaviors were recorded from the videotapes. The data were coded and analyzed. The coded nursing activities were evaluated for frequency and purpose of interaction. Results: Average time per simulation episodes was 27 minutes and ranged from 3.30 to 32.54 minutes. Nursing activities in these simulation episodes included nursing assessments such as vital sign measurement, associated symptom assessment, and check of patient condition, nursing interventions such as medication, tepid water massage, fluid therapy, provision of oxygen, suctioning, hyperglycemia and hypoglycemia management, communication such as parent education, procedure guidance, and communication among providers. Activities in assessment were most frequent, and among them, vital sign measurement and check of patient condition were more frequent than others. Conclusion: Students showed enhanced nursing activities such as more frequent nursing assessment, communication and interventions in their simulation experience. Therefore simulation experience can be considered as one strategies to provide nursing students with better and more intense practicum experience.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.36 no.4A
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• pp.369-379
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• 2011

During the routing process between nodes on the CR(Cognitive Radio) network conducting for efficient use of limited frequency resources, spectrum handover process due to the appearance of the PU occupies most of the routing latency, and also decreases the reliability of the path. In this paper, a cooperative routing protocol in a multi-channel environment is proposed. The source node broadcasts a message with available channel lists and probability of PU appearance during its route guidance. The intermediate nodes re-transmit the message, received from the source node, and update and maintain the information, status table of the path. The destination node determines the optimal path and sends a reply message to the selected path after it receives the messages from the intermediate nodes. The average probability of the PU appearance and the average time of the PU appearance are updated while transferring data. During data transmission the channel with the lowest probability of appearance of the PU is selected dynamically and if a PU appears on the current channel partial repairment is performed. It is examined that reliability of the selected path considerably is improved and the routing cost is reduced significantly compared to traditional routing methods.

• Journal of Technologic Dentistry
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• v.6 no.1
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• pp.31-86
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• 1984

The educational purpose of a junior college is believed to be to effectively train and produce professional workers equipped with the knowledge and skills required in various technical fields of modern society. Since dental technology takes its share of an important role through the enhancement of people's health and the construction of a whlfare society, the prosthodontia department is imposed with a great responsibility to train highly skilled, responsible dental technicians who will meet the social demands. To attain this goal, those who are in charge of the training and education should place emphasis on the development of better educational programs. In other words, the present curriculum which is lacking in many comprehensive aspects, is not satisfactory to provide the students with the required know-how and qualities. As is known, a currculum is the detailed guidance to the efficient operation of an educational program, and that of dental technology is not an exception. In addition, dental technology requires very detailed programs in training, because it requires both diversified and comprehensive application of serveral different fields. The following are the main points to be taken into consideration in developing an effective curriculum for this department. 1. The curriculum should be gradually expanded so that the fundamental subjects will contain principal theories which can be directly applied to the specified majoring subjects. 2. An effective arrangement of time tables should be provided so that basic practice and experiments can be conducted in direct connection with the leatures on the basic theories. 3. For a creative and up-to-date curriculum to help cope with the problems in achieving the aims of technological development and scientific education, intensive and extensive studies should be done on the curricula developed in the advanced countries. 4. The specific majoring subjects should be rearranged to contain new theories which are beneficial to dental technology. As an institution which is spearheaded for ondustrial-educational cooperation, the Junior collegeis role demands that the department should make every possible effect to cultivate highly-skilled technicisns. The following suggestions are made to help work out an ideal curriculum. 1. The basic theory subjects should be selected with consideration toward closely related majoring subjects. 2. The curriculum should be efficiently operated to effectively relate theories with experiments. 3. Subject importance must be rearranged ; It has been found that the ideal proportion of cultural, elective and required subjects is 20%, 20% and 60% respectively. 4. The credit allotments should be reconsidered: The total credits required for completion should preferably be 80; 16 for the cultural and the elective subjects respectively and 48 for the required subject. 5. A Commissioned education system should be formalized for strengthening industrial educational cooperation. 6. Experiments and practice should be intensified with the support of improved laboratory facilities. 7. The training period should be expanded form the present two years to three of four years, in order to produce more highly qualified technicians.