No abstract

Exposure to environmental tobacco smoke (ETS) is a major risk to human health, and the home is the greatest single source of ETS for children. The authors investigated fetal exposure to paternal smoking at home during pregnancy. Korean families were included as trios of fathers, mothers, and neonates identified in 2005-2007. Sixty-three trios were finally enrolled in this study after exclusion of those in which the mother was a smoker or was regularly exposed to ETS at places other than the home. Nicotine and cotinine concentrations in hair were measured by using liquid chromatography-tandem mass spectrometry to determine long-term exposure to ETS. The difference between neonatal nicotine concentrations in the smoker and nonsmoker groups was not statistically significant. However, in the indoor-smoker group, neonatal nicotine concentrations were significantly higher than in the outdoor and nonsmoker groups (P < 0.05). Furthermore, neonatal nicotine concentrations in the outdoor-smoker group were not different from those in the nonsmoker group. These findings indicate that paternal smoking inside the home leads to significant fetal and maternal exposure to ETS and may subsequently affect fetal health. Conversely, findings show that paternal smoking outside the home prevents the mother and her fetus from being exposed to ETS.

No abstract

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.