• Proceedings of the Korea Society of Design Studies Conference
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• 2005.05a
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• pp.120-121
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• 2005

• Asian-Australasian Journal of Animal Sciences
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• v.13 no.4
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• pp.511-515
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• 2000

Early weaning is a means of breaking the disease cycle from sow to piglet as well as capitalising on the enormous growth potential of the pig. However, the transition from milk to dry diets results in a growth check. Feeding of supplemental milk, fermented to reduce pH and enterotoxigenic bactetial proliferation, may be a means of gradually weaning pigs on to solid feed. This study involved 216 pigs weaned from the sow at 12 days of age, allocated to groups of 6 males and 6 females per weaner pen and allowed ad libitum access to a pelleted diet. In addition, half the pigs were given supplemental fermented skim milk for the first 8 days after weaning. Feeding supplemental fermented milk increased feed intake (104 vs. 157 g DM/d, p=0.011), average daily gain (-3 vs. 112 g/d, p<0.001) and feed conversion efficiency (0.01 vs. 0.81, p=0.003) over the first 8 days after weaning. The improvements observed in the supplemented pigs continued to be augmented such that, by 42 days of age, the pigs that had received supplemental fermented milk were heavier (9.6 vs. 11.5 kg, p=0.003) than their unsupplemented counterparts. Feeding fermented supplemental milk to early-weaned pigs can improve growth performance in the immediate and subsequent post-weaning period.

• Journal of the korean veterinary medical association
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• v.30 no.5
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• pp.299-302
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• 1994

• Asian-Australasian Journal of Animal Sciences
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• v.14 no.7
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• pp.1019-1023
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• 2001

An on-farm trial was conducted in temperature-controlled lactation rooms at a commercial pig farm to investigate the efficacy of broadcasting sow suckling grunts from day 4 of lactation, on increasing piglet growth to weaning. In the Broadcast treatment, sows and litters were exposed to a 3-min broadcast from loud-speakers every 42 min. The Control treatment was not exposed to the broadcast. All sows and litters had similar husbandry and piglets were provided with creep feed on the floor twice daily. In each of the three replicates in time, the Broadcast and Control treatments were allocated to different lactation rooms at random and there were 12 sows and litters per treatment per replicate. A total of four identical lactation rooms were available for the trial, each containing 28 conventional sow and litter crates with piglet heater in the creep area. A non-trial room separated the two treatment rooms in each replicate to minimise the chance that the broadcast grunt stimulation was audible to the Control treatment litters. Five "normal and average-looking" piglets from the trial litters were weighed twice, 7 d apart. The cohort of five piglets was identified by ear-tags and formed the experimental unit for the statistical analysis. The average (${\pm}SD$) age of piglets at initial weighing was 7.7(${\pm}2.22$) days. For each litter, mean piglet live weight at day 14 of lactation was estimated by linear regression of the two weights recorded seven days apart, when on average, the Broadcast treatment had been exposed to the stimulation for 10 days. Piglets in the Broadcast treatment were heavier (p<0.01) at day 14 of lactation compared to Control treatment (4.24 and 3.92 kg, respectively) and tended to have a greater average daily weight gain over the 7-d period (245 and 228 g/day, respectively; p<0.08). The results suggest piglet growth was improved by about 8% in response to the regular, timed broadcast of sow suckling grunts in the lactation shed. The independent contributions of milk and creep feed to the improved growth remain to be determined.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.419-429
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• 2003

The developments of science education until the middle of the 20th century were often driven by personal ideas and achievements of some influential individual scientists (e.g. T. H. Huxley, H. E. Armstrong. L. Hogben, J. Conant). while that of the 2nd half of the 20th century can be characterized as collective efforts through various research grou ps of science educators (e.g. PSSC, HPP, Nuffield, SATIS). In this respect, John Tyndall(1820-1894), a physicist of the Victorian England best known as Tyndall's Effect, can be considered as one of the great scientists who made a big influence on science teaching and the popularization of science before science secured its place in school curricula. Tyndall worked as a research scientist at the Royal Institution of London, where various lectures and demonstrations of physical sciences were regularly performed for general public, and he was particularly famous for his fascinating physics demonstrations. In this study, we summarize his activities and achievements as a teacher as well as a popularizer of physics, illustrate some of his famous demonstrations and his ideas concerning physics teaching and discuss their implications to today's physics education.

• Archives of design research
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• v.18 no.4 s.62
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• pp.25-34
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• 2005

The purpose of the present study is to investigate the characteristics of the current Victorian-style interior by reviewing the basic Victorian-style house in the past. this research was analyzed various prior studies and literatures, and found the following results: First, the Victorian-style house and interior space showed various historical trends and adopted every style from Gothic to rococo, and sometimes more than one style influenced a single place. Its formality was applied depending on the function and standard of each room. Second, the interior had many decorative things with free, irregular or other patterns, influenced by Romanticism and Naturalism. The several environmental factors such as air pollution and hygienic matter were also related with its trend. the dramatic changes in the kitchen and sanitary facilities were appeared based on the technical development, and affluent design styles were also used. All these reflected the characteristics of the Victorian age. In conclusion, the characteristics of Victorian-style were influenced by many factors including: (a) the trend of Romanticism and Naturalism, (b) consideration of family convenience based on the technical development, (c) the Socio-Environmental factors like air pollution and the social norm, and (d) reflection of the individual value in accordance with frequent contacts with foreign cultures. In this respect, it is necessary to reevaluate the Victorian-style after paying due regard to such factors.

• Molecules and Cells
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• v.23 no.3
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• pp.349-356
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• 2007

Simple Sequence Repeats (SSRs) represent short tandem duplications found within all eukaryotic organisms. To examine the distribution of SSRs in the genome of Brassica rapa ssp. pekinensis, SSRs from different genomic regions representing 17.7 Mb of genomic sequence were surveyed. SSRs appear more abundant in non-coding regions (86.6%) than in coding regions (13.4%). Comparison of SSR densities in different genomic regions demonstrated that SSR density was greatest within the 5'-flanking regions of the predicted genes. The proportion of different repeat motifs varied between genomic regions, with trinucleotide SSRs more prevalent in predicted coding regions, reflecting the codon structure in these regions. SSRs were also preferentially associated with gene-rich regions, with peri-centromeric heterochromatin SSRs mostly associated with retrotransposons. These results indicate that the distribution of SSRs in the genome is non-random. Comparison of SSR abundance between B. rapa and the closely related species Arabidopsis thaliana suggests a greater abundance of SSRs in B. rapa, which may be due to the proposed genome triplication. Our results provide a comprehensive view of SSR genomic distribution and evolution in Brassica for comparison with the sequenced genomes of A. thaliana and Oryza sativa.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.970-990
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• 2002

This study examines how practical work in science was introduced in British schools and became an important part of school science activities during the second half of the 19th century. Firstly, the establishment of a national education system in Britain is reviewed. Secondly, a general development of school science teaching is summarized with a special attention to students' enrollment in science subjects. Thirdly, the practical work in elementary schools are discussed in relation to the introduction of Object Lessons in curriculum. Then, the situations of practical work in science in secondary schools, particularly in Organized Science Schools and some famous public schools, are illustrated. Finally, the overall development until present days is critically discussed in relation to the types and aims of practical work in science.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.38-58
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• 2001

This study aims to illustrate T. H. Huxley's life and activities as a pioneer of British school science education which have been relatively little known than other aspects of him (e.g. Darwin's Bulldog). Undoubtedly, Huxley was one of the great scientists of the Victorian era, but he was also an active reformer of scientific enterprises and school science education through his strong engagement in various governmental and non-governmental positions and through his talents of delivering speeches and of writing books. He joined as a member to various royal commissions (esp. Devonshire Commission), became a president of several important scientific societies (e.g. Royal Society, BAAS) and published many well known books (e.g. Science and Culture, Selected Essays). As a science educator, Huxley himself taught biology and physiology for thirty years and known as an excellent teacher, participated in several historical education reform activities (e.g. a member of Devonshire Commission and of London School Board), worked as a science teacher trainer and as a DSA science examiner for the improvement of the quality of science teaching, and wrote a number of textbooks (esp. Physiography, The Crayfish) for various levels of schooling including elementary and secondary, imprinted his new idea on science teaching. His great role as a pioneer of school science education followed by a more professional successor, Prof. H. E. Armstrong who was better equipped with a more theoretical framework on the activities of learning science.

• The International Journal of Costume Culture
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• v.3 no.1
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• pp.61-68
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• 2000

In recognition of the necessity to research on dresses of the past to lead future fashion, this study is focused on plastron basque that has constructed or decorated upper garments in various forms from the ancient times to modern times. Especially through reproduction and restoration of Victorian dress with plastron basque, the study approaches the problem in positive manner, As a result, studied 1887∼9 day dress is a plastron of pouched style with pleats panel in front center connected to jacket style bodice by buttons: and it shows changes into modern day dress form by constructing fitted line with decorative effects. By actually making the plastron that was only seen in picture, we expect this study will be a valuable resource for developing patterns, sewing and decoration techniques.