• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.159-184
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• 2006

Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.505-509
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• 2000

The kinetic structure of the content of instructions at the unit of 'heart and circulation' in "the common science", which was respectively given by two teachers majored in biology and two teachers majored in earth science was investigated. Concerning of the mean of the fundamental coefficient (B1), the mean of weighted coefficients (B2) and the progression of instruction (P), T4 (B1, 0.14; B2, 0.82; P; 0.86) teacher showed relatively lower kinetic structure and faster progression than those of the others. The other teachers showed a different level of the kinetic structure and progression: T1(B1, 0.21; B2, 0.86; P; 0.79), T2 (B1, 0.02; B2, 0.85; P; 0.80), and T3 (B1, 0.22; B2, 0.83; P; 0.78). T1 teacher who showed the largest total frequency of verbal elements, the great number of sorts of verbal elements and secondary span, had a higher level of the kinetic structure, but T4 teacher showed the lowest level of total frequency of verbal elements, the great number of sorts of verbal elements and secondary span. The main reason why T4 teacher's instruction achieved a lower level of kinetic structure was estimated that he neglected to reorganize teaching materials and he showed a small number of discourse units. In addition, the unit of 'heart and circulation' was less related to T4 teacher's major and T4 teacher had a shorter teaching experience than those of the others. T4 teacher also took charge of only one class, and this did not allow to instruct repeatedly.

• Food Science of Animal Resources
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• v.25 no.3
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• pp.265-270
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• 2005

This study was carried out to investigate the effects of washing times on quality characteristics of chicken breast surimi. The surimi was prepare after 2 (C), 4 (T1) and 6 (T2) times washed with a ratio 6 : 1 distilled water-chicken breast meat. The moisture and crude protein content of T1 and T2 were higher than that of C. The myofibrillay protein and yield of C was higher (p<0.05) than those of T1 and T2. The pH of C was higher (p<0.05) compare to other treatments. The WHC was no significant differences between the all treatments. The shear force of all treatments were tended to higher as washing times increased. The breaking force and deformation value of T2 were lower than other treatments. The $L^{*}$ values in C and $b^{\ast}$ values in T1 were significantly (p<0.05) lower among the treatments group. The hardness and gumminess of T1 was higher (p<0.05) compared to T2. The springiness of treatments increased as washing times increased. The sensory score of surimi made from chicken breast meat was not affected by the washing times.

• Journal of The Korean Society of Grassland and Forage Science
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• v.41 no.4
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• pp.234-241
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• 2021

This study was carried out to investigate the effects of a different growing stage on the eating and ruminating behavior of Holstein steer (Bos taurus). A total of nine Holstein steers were divided into three growing stage groups (T1: growth stage, 8 months old, T2: Early fattening stage, 15 months old, T3: late fattening stage, 24 months old) with 3 replicates. In the feeding method, concentrate was offered at 1.62% of the body weight per treatment, respectively. And the forage was fed ad libitum for all treatment. The results of behaviors are summarized as follows: The rate of dry matter intake compared to body weight (DMI/BW, %) was high in the order of T1(2.21%) > T2(2.09%) > T3(1.39%). Eating time, ruminating time and resting time were significantly higher in T1, T2 and T3, respectively(p<0.05, 0.01). Chewing time was significantly lower in T3 than in T1 and T2(p<0.01). The number of bolus and the number of total chews were significantly higher in T2 than those of the other treatments(p<0.01). However ruminating time per bolus and the number of bolus per minute were not significantly different among the treatments. The numbers of drinking and defecating were not significantly different among the treatments. The number of urinating was significantly higher T1 than those of the other treatments(p<0.01). Time of drinking, defecating and urinating was not significantly difference among the treatments.

• Proceedings of the Korean Society for Food Science of Animal Resources Conference
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• 2005.05a
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• pp.155-158
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• 2005

닭가슴살을 이용해서 수리미 제조 시 4회 수세한 대조구, pH 3.0으로 산 처리한 T1, pH 11.0으로 알카리 처리한 T2로 하여 그 품질 특성을 비교한 결과 일반성분에서 수분, 조단백질과 염용성단백질 및 수율은 대조구에 비하여 pH 조절법으로 한 두 구가 높았으며, 조지방은 T2가 다른 두 구에 비하여 높았다. pH, 보수력, 파괴강도, 변형값은 처리 간에 유의적인 차이를 보이지 않았다. 전단가는 T2가 가장 높고, T1, 대조구 순이었다. $L{\ast}$값은 T2가 다른 두 구보다 낮았으며, $a{\ast}$값은 T1이 다른 두 구에 비하여 낮았다. $b{\ast}$값은 대조구가 가장 높고, T2가 가장 낮았다. 조직감에서 파쇄성 및 경도는 처리 간에 유의적인 차이를 보이지 않았으며, 응집성은 T1이 다른 두 구보다 낮았으며, 탄력성과 부착성은 대조구에 비하여 T1과 T2가 높았다. 검성은 대조구와 T1에 비하여 T2가 높았다. 조직감의 전 항목에서 T2 가 가장 높았다. 관능검사 결과 외관과 맛은 T1이 가장 높고, 대조구가 가장 낮았다. 색, 향, 다즙성, 연도 및 전체적인 기호도는 처리 간에 유의적인 차이가 없었다.

• Women's Health Nursing
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• v.24 no.2
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• pp.219-228
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• 2018

Purpose: The purpose of this study is to evaluate sexual maturation, attitudes toward sexual maturity, and body esteem in the sexual development of Korean elementary-school boys and girls. Methods: A descriptive cross-sectional study was conducted with 399 fifth and sixth graders (192 boys and 207 girls). The data were analysed with a $x^2$ test, t-test, and Pearson correlation coefficients. Results: Among the 207 girls, 70.5% had pubic hair growth, 68.1% had breast development, and 56.0% had a menstrual period. In boys, 59.4% of the 192 subjects experienced the development of external genitalia and 52.6% had pubic hair growth. Sexual maturation was related to grade (boys, t=7.07, p=.008; girls, t=12.76, p<.001), age (t=-2.20, p=.030; t=-4.11, p<.001), height (t=-5.16, p<.001; t=-7.52, p<.001), and weight (t=-2.89, p=.004; t=-5.19, p<.001) in both boys and girls. Girls were more likely to have sexual maturity than boys ($x^2=22.29$, p<.001). Boys showed more positive attitudes toward sexual maturity (t=2.10, p=.036) and higher body esteem (t=2.12, p=.035) than girls. Conclusion: This study shows that sexual maturation, attitude toward sexual maturity, and body esteem in sexual development differ between boys and girls. The findings indicate that it is necessary to develop a tailored sex-education program according to the sex of elementary-school children.

• Journal of applied mathematics & informatics
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• v.19 no.1_2
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• pp.573-578
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• 2005

For a positive integer k and a positive number 0 < p$\le$1, an operator T is said to be (p, k)-quasiposinormal if $T^{{\ast}k}(c^2(T^{\ast}T)P - (TT^{\ast})^P)T^k {\ge} 0$ for some c > o. In this paper we consider a structure for (p, k)-quasiposinormal.

• Electrical & Electronic Materials
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• v.10 no.8
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• pp.800-806
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• 1997

The behavior of de levels in rapid thermal annealed Fe-doped semi-insulating InP(100) was studied by photoinduced current transient spectrocopy(PICTS). In bulk InP, T2(Ec-0.24 eV), T3(Ec-0.30 eV) and T5(Ec-0.62 eV) traps were observed. After annealing the T2 trap was annihilated at 20$0^{\circ}C$ and recreated at 35$0^{\circ}C$. T3 trap was not affected below 40$0^{\circ}C$. With increasing temperature the concentration of T5 trap reduced and it was annihilated at 30$0^{\circ}C$. However the T1(Ec-0.16 eV) and T4(Ec-0.42 eV) traps were began to appear at 40$0^{\circ}C$and these concentrations were increased with annealing temperature. The T1 and T4 traps seem to be related to the isolated phosphorus vacancy( $V_{p}$) and $V_{p}$-indium antisite( $V_{p}$- $P_{in}$ ) or $V_{p}$-indium interstitial( $V_{p}$-I $n_{I}$) respectiely.respectiely.

• Journal of Korean Public Health Nursing
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• v.24 no.1
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• pp.39-48
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• 2010

Purpose: To examine the effects of a 36-week resistance training program on body composition, fitness and blood lipid profiles in the obese elderly. Method: fourteen subjects were assigned into the resistance training group. The 12-16 exercise sessions were performed for 60min with 15-25 repetitions twice per week for 36 weeks. Data were analyzed by paired t-test with SPSS version 12.0 for Windows. Results: Significant changes were evident in weight (t=5.983, p<.001), body mass index (t=5.922, p<.001), % body fat (t=3.480, p=.004), and fat free mass (t=-2.592, p=.022). Concerning exercises, no significance was noted for back scratch (t=-1.814, p=.093), but were for 2-min step (t=-3.075, p=.009), arm curl (t=-2.223, p=.045), chair stand (t=-3.671, p=.003), chair sit and reach (t=-2.508, p=.026), and 8-ft up and go (t=5.545, p<.001). No significant changes were evident in total cholesterol (t=1.189, p=.279), and total glucose (t=0.689, p=.517), while the change in high-density lipoprotein was significant (t=3.535, p=.012). Conclusion: The 36-week resistance training program enhanced body composition and physical fitness, but not blood lipid profiles in obese elderly subjects.

• Research in Community and Public Health Nursing
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• v.18 no.2
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• pp.310-319
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• 2007

Purpose: This study intends to investigate gender role identity and egalitarianism consciousness among adolescents and to determine the relationship between the two factors. Method: Data were collected from 376 middle and high school students in U City. Tools used were the Korean Sexual Role Identity (Kim, J. H., 2005) and the Gender Egalitarianism Consciousness among Adolescents (Kim, 2002). Data were analyzed using SPSS 12.0 for t-test, one-way ANOVA and Pearson correlation coefficient. Results: There was no significant difference between boys and girls in sender role identity. Boys' gender role identity was different according to school grade (t=-3.19, p= .00), frequency of mother's hugging (t=-2.28, p= .02) and girls' according to religion (t=-2.24, p= .03) mother's job (F=3.59, p= .02), father's education level (F=3.20, p= .04), mother's education level (F=3.24, p= .04), family harmony (F=7.28, p= .00), and frequency of mother's hugging (t=-2.41. p= .02). There was significant difference in egalitarianism consciousness according to sender (t=-12.70. p= .00) Boys' egalitarianism consciousness was different according to school type (t= .02, p= .00) and father's education level (F=4.97, p= .02), and girls' according to school grade (t=-4.21 p= .00), school type (t=-3.12, p= .00), father's level of education (F=3.78. p= .02), decision maker of important domestic matter (F=4.95, p= .00) and frequency of mother's hugging (t=2.53, p= .01). In Girls, sexual role identity and sender egalitarianism consciousness were significantly correlated with each other (r= .01, p= .04). Conclusion: Through the study, it was found that boys' concern for sexual equality of was remarkably lower than girls. Therefore, it is necessary to offer curriculums for boys and to start social education for parents.