• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.19-32
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• 2022

The need for polar education was further emphasized, depending on the importance of the pole, which is the best place for climate change detection and prediction, and treasure trove of future technology and resources. Therefore, this study analyzed the general cognitive and affective characteristics of elementary school students' polar literacy, and in addition, analyzed the cognitive and affective characteristics according to the level of diversity about polar experience. The items developed for the study were revised through a pilot survey of 43 fifth graders. They consisted of questions about gender, polar experience, scientific literacy, polar knowledge, polar literacy skills, polar literacy beliefs, and polar literacy attitudes. The types of questions used are selectable, reliable, and Likert (4 points), for a total of 66 questions. The students who participated in the study were 323 fifth grade elementary students. The study found that students were more interested in the dramatic consequences of polar changes than the scientific causes and processes associated with it. This is confirmed through the fact that they are more interested in and familiar with polar creatures suffering from polar changes than understanding ice, which is the main feature of and the central mechanism of polar changes. Students also recognized the issue of polar climate change as a global issue other than their own. They believe that what happens in the Arctic and Antarctica will affect the whole world, but not significantly to himself and his community. The level of knowledge about polar region and the ability to analyze and infer were not significantly related to each other, and students with a higher level of diversity of experience about polar region had a better understanding of polar science and technology. In this research, it is meaningful to check the characteristics related to the students' polar region and to use it as a basic data to show the direction in which polar literacy education should proceed in the future.

• Korean Journal of Pharmacognosy
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• v.49 no.2
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• pp.108-112
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• 2018

Four quinolone alkaloids, 2-heptyl-4-quinolone (1), 2-nonyl-4-quinolone (2), 2-undecyl-4-quinolone (3), and 2-undecen-1'-yl-4-quinolone (4), together with two nitrogen derived benzoic acid derivatives, N-acetylanthranilic acid (5) and o-acetamidobenzamide (6) have been isolated from the Arctic bacterial strain, Pseudomonas aeruginosa. The structures of the compounds were determined by 1D and 2D NMR, and MS experiments, as well as by comparison of their data with published values. To the best of our knowledge, compounds 3-6 were isolated for the first time from P. aeruginosa.

• Proceedings of the KSRS Conference
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• 2007.10a
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• pp.65-68
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• 2007

FORMOSAT-3 was launched in April of 2006. It consists of six low earth orbit (LEO) satellites that will be eventually deployed to an orbit at 800 km height. Its scientific goal is to utilize the radio occultation (RO) signals to measure the bending angles when the GPS signals transect the atmosphere. The bending angle is then used to infer atmospheric parameters, including refractivity, temperature, pressure, and relative humidity fields of global distributions through inversion schemes and auxiliary information. The expected number of RO events is around 2500 per day, of which 200 events or so fall into the polar region. Consequently, the FORMOSAT-3 observations are expected to play a key role to improve our knowledge in the weather forecasting and space physics research in the polar region. In this paper, we use temperature profiles retrieved from FORMOSAT-3 RO observations to study the climatology of gravity wave activity in the polar region. FORMOSAT-3 can provide about 200 RO observations a day in the polar region, much more than previous GPS RO missions, and, hence, more detailed climatology of gravity wave activity can be obtained.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.169-183
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• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.

• Journal of Microbiology and Biotechnology
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• v.28 no.7
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• pp.1037-1051
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• 2018

The genus Rhodococcus is a phylogenetically and catabolically diverse group that has been isolated from diverse environments, including polar and alpine regions, for its versatile ability to degrade a wide variety of natural and synthetic organic compounds. Their metabolic capacity and diversity result from their diverse catabolic genes, which are believed to be obtained through frequent recombination events mediated by large catabolic plasmids. Many rhodococci have been used commercially for the biodegradation of environmental pollutants and for the biocatalytic production of high-value chemicals from low-value materials. Recent studies of their physiology, metabolism, and genome have broadened our knowledge regarding the diverse biotechnological applications that exploit their catabolic enzymes and pathways.

• Korean Journal of Pharmacognosy
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• v.48 no.4
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• pp.280-284
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• 2017

Lion's Mane Mushroom, Hericium erinaceum, is a traditional edible mushroom widely used in culinary applications. It has been also used as a medicine in East Asian countries due to its various biological activities. Chemical investigation of fruiting bodies of this mushroom afforded many aromatic compounds, which were mostly isolated from polar fraction of its extracts. Herein we tried to investigate non-polar compounds from the extracts of this mushroom. $CHCl_3$-soluble fraction of the extracts was subjected to chemical investigation, which resulted in isolation of four compounds. Their chemical structures were elucidated as ircicerebroside (1), cortenuamide A (2), 1-D-arabinitol-monolinoleate (3), and cinnamic acid (4) on the basis of spectroscopic data. To the best of our knowledge, this is the first report of compounds 1, 2, and 4 from Hericium erinaceum.

• Korean Journal of Veterinary Service
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• v.44 no.4
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• pp.299-303
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• 2021

A captive male polar bear (Ursus maritimus) was found dead after a long-term anorexia at a Park Zoo in Republic of Korea. At necropsy, the liver lesion was prominent with hepatomegaly carrying a big mass and numerous small nodules in various sizes. The cut surface of the nodules was creamy white, firm, and solid with umbilicated appearance. Histologically, there was proliferation of hepatocellular neoplastic cells arranged in glandular-like (pseudoglandular) pattern and complete loss of hepatocellular arrangement. The immunoreactivity for neoplastic hepatocyte antigens was positive for hepatocyte paraffin 1, and negative for vimentin, cytokeratin 7 and 19, and carcinoembryonic antigen. Based on those diagnostic features, the neoplasia was diagnosed as hepatocellular carcinoma. To the author's knowledge, this is the first case report of hepatocellular carcinoma in the captive polar bear in Republic of Korea.

• International Journal of Naval Architecture and Ocean Engineering
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• v.10 no.3
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• pp.376-384
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• 2018

Selection of suitable ice class for ships operation is an important but not simple task. The increased exploitation of the Polar waters, both seasonal periods and geographical areas, as well as the introduction of new international design standards such as Polar Code, reduces the relevancy of using existing experience as basis for the selection, and new methods and knowledge have to be developed. This paper will analyse what can be the limiting ice thickness for ships navigating in the Russian Arctic and designed according to the Finnish-Swedish ice class rules. The permanent deformations of ice-strengthened shell structures for various ice classes is determined using MT Uikku as the typical size of a vessel navigating in ice. The ice load in various conditions is determined using the ARCDEV data from the winter 1998 as the basic database. By comparing the measured load in various ice conditions with the serviceability limit state of the structures, the limiting ice thickness for various ice classes is determined. The database for maximum loads includes 3-weeks ice load measurements during April 1998 on the Kara Sea mainly by icebreaker assistance. Gumbel 1 distribution is fitted on the measured 20 min maximum values and the data is divided into various classes using ship speed, ice thickness and ice concentration as the main parameters. Results encouragingly show that present designs are safer than assumed in the Polar Code suggesting that assisted operation in Arctic conditions is feasible in rougher conditions than indicated in the Polar Code.