: The aim of this study was to examine the effects of high energy diet on growth 26mon, 28mon, and 30mon in Hanwoo at different ages. High energy diet required not only an amount of concentrate on days of fattening periods but also induced cost for the management. We hypothesized that high energy diet was able to reduce a fattening period to reach a certain quality grade. A 2 x 3 factorial arrangement (High energy, control vs 26, 28, 30month endpoints) in a completely random design was used to feed 48 Hanwoo steers. Four steers were fed in same pen and 12 pens were used for treatment. Blood was drawn from each steers on every other months during early, middle, and final fattening periods. Over all ADG and feed efficiency were not different between high energy and control diet (P > 0.05). Dry matter intake was induced 30 mo-old early and final fattening periods at high energy diet. Serum glucose concentration were increased (P < 0.05) at 30 and 26month old steers. Marbling scores were greater at 30 month old than 26 and 28 month old Hanwoo steers. Carcass weight of Hanwoo steers were greater at 30 mon-old groups than other groups. These result indicated that high energy diet (+3% TDN) and slaughter endpoint collectively contribute to the observed quality grade compositional differences among three final fattening periods of Hanwoo steers.
The purpose of this study was to examine the nature of inquiry activities proposed in high school physics textbooks that were developed based on the 2009 science curriculum in Korea. The inquiry activities were analyzed using the notion of scientific practices introduced in the Science Education Framework (NRC, 2012). The results showed that the inquiry activities in the textbooks emphasized two of eight types of scientific practices including "Analyzing and interpreting data" and "Constructing explanations." In contrast, the activities required students to "ask questions" only once in a total of 291 science inquiry activities. The other types of scientific practices appeared less than 10%. Also found was that the types of scientific practices were not relevant to the way inquiry activities were used for textbook content. Implications for the curriculum and science teacher education were discussed.: scientific practices, science inquiry, textbook, inquiry teaching
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