• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• Korean Journal of Mathematics
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• v.21 no.3
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• pp.311-318
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• 2013

We continue the study of power-Armendariz rings over IFP rings, introducing $k$-power Armendariz rings as a generalization of power-Armendariz rings. Han et al. showed that IFP rings are 1-power Armendariz. We prove that IFP rings are 2-power Armendariz. We moreover study a relationship between IFP rings and $k$-power Armendariz rings under a condition related to nilpotency of coefficients.

• The Korea Genome Conference
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• 2002.08a
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• pp.38.2-38.2
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• 2002

• Tuberculosis and Respiratory Diseases
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• v.76 no.6
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• pp.289-291
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• 2014

Malignant fibrous histiocytoma (MFH), a type of sarcoma, is a malignant neoplasm with uncertain origins that arise from both the soft tissues and the bone. The occurrence of MFH on the chest wall is extremely rare. We hereby report a case of a 72-year-old woman who was incidentally detected with MFH after a traffic accident.

• Journal of Microbiology and Biotechnology
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• v.24 no.4
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• pp.447-452
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• 2014

To isolate novel and useful microbial enzymes from uncultured gastrointestinal microorganisms, a fecal microbial metagenomic library of the pygmy loris was constructed. The library was screened for amylolytic activity, and 8 of 50,000 recombinant clones showed amylolytic activity. Subcloning and sequence analysis of a positive clone led to the identification a novel gene (amyPL) coding for ${\alpha}$-amylase. AmyPL was expressed in Escherichia coli BL21 (DE3) and the purified AmyPL was enzymatically characterized. This study is the first to report the molecular and biochemical characterization of a novel ${\alpha}$-amylase from a gastrointestinal metagenomic library.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.501-510
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• 1997

Science teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers' beliefs. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Science teachers showed inconsistent beliefs about science and school science. Their responses reflected a patch-like view of postmodern epistemology and objectivism They also showed somewhat different views about science and school science. It was found that science teachers had strong objectivist views about science in some parts. but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration. and rule clarity on the actual version in SLEl were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and their perceptions of the science laboratory learning environment. But some associations were found between teachers' beliefs about school science and their perception on student cohesiveness, integration, and rule clarity of the actual science laboratory learning environment. Teachers' beliefs about school science had some statistically significant correlations with their perceptions on all scales of the preferred version of SLEI. We could not show a causal relationship between teachers' beliefs and their science laboratory learning environment through these results. But it can be suggested that teachers' beliefs about school science do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically significant correlations between them.

• Bulletin of the Korean Chemical Society
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• v.34 no.6
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• pp.1895-1898
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• 2013

• Proceedings of the Korea Crystallographic Association Conference
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• 2007.11a
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• pp.35-35
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• 2007

• Proceedings of the Korea Crystallographic Association Conference
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• 2007.11a
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• pp.37-37
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• 2007

• Proceedings of the Korea Crystallographic Association Conference
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• 2007.11a
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• pp.39-39
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• 2007