Drinking spaces such as bars, taverns, inns, cantinas, bierkellers, offer important social community spaces. Within the UK, a Pub, short for Public House is “a place, especially in Great Britain or Ireland, where alcoholic drinks can be bought and drunk and where food is often available” (Cambridge Dictionary, 2022) and is one of the most common and traditional drinking spaces. Sadly we are losing pubs at an alarming rate, due, over the last 20 years to many factors including government interventions (changes in the structure of the industry), increased competition from other leisure activities and high levels of beer duty/tax (BBPA, 2018) and more recent factors such as struggles to fill vacancies, Brexit and covid (Wells and Waehning, 2022). Now, more than ever, we need to understand consumer behaviour related to pubs and to understand how consumers choose pubs and what features of pubs are important to them.

The demand for test-taking has become an inevitable element of Korean secondary EFL learners’ academic lives in which learners strive to excel in the high-stakes examoriented milieu. However, current knowledge of practitioners, such as those of teachers and administrators, may be insufficient for ascertaining if the learners actually undergo the test-taking process they anticipate and assess what they aim to test. In contrast to the product-oriented view where the primary interest is on the outcome (i.e., scores or stanine levels), the purpose of the present study was to explore 165 Korean high school learners’ test-taking process via questionnaires with proficiency and item type as the grouping variables. There was avid use of conventional reading strategies among the high proficiency learners and test management strategies among the lower proficiency learners. Results present implications for teaching learners not only to become testwise, but also to work consistently towards building reading skills and adopt long-term learning strategies.

In the previous study, the effect of orange-eyed color on mating of BPH was not clearly occurred, and the mating preference and multiple mating of female were cautiously suggested. To understand about the BPH female mate selection in the male-male competition-free conditions and the point of time for multiple mating, we designed four different combinations of the mate choice test with one virgin orange-eyed female (org/org) and two male BPH adults, orange-eyed male (org/org) and homozygous normal-eyed male (+/+). We gave the four different mating chances to female by the order of incubation (the first male and the following second male) and the incubation time (one day and days on end) of the second male. The distribution of the eye-color phenotype in F1 progeny and their hatching-order were observed in each mating combination. In the results, fourteen females out of twenty in four combinations produced progenies in accordance with mating chance priority of the first male, while three females of one combination selected the second male as a gamete. Interestingly, in three females of one combination with the continuous incubation of the second male, after eggs fertilized by the first male were continuously produced and then egg-laying was finished, progenies of the second male were started to be produced. From these results, it was suggested that mating order determines egg-laying order of female and the second mating of female would be occurred when sperm of the first male was almost exhausted in the reproductive organ.

In the previous study, we found an orange-eyed mutant of the brown planthopper (BPH). And we confirmed that it’s orange phenotype is controlled by single recessive allele in the autosome. To understand the effect of the orange eye color on mating of BPH, we designed two different combinations of the mate choice test with three virgin female and male BPH adults. The one consisted of orange-eyed female (org/org), orange-eyed male (org/org), and homozygous normal-eyed male (+/+) (female mate choice). The other was composed of orange-eyed male (org/org), orange-eyed female (org/org), and homozygous normal-eyed female (+/+) (male mate choice). In female mate choice test, four mating types could be distinguished according to the distribution of the eye-color phenotype in F1 progeny and their hatching-order in each mating pair. Two mating types showed only one eye-color phenotype, normal and orange, respectively, and the other two produced both eye-color phenotypes in a different hatching-order. In male mate choice test, both phenotypes of offsprings were also produced in most mating pairs. From these results, the effect of eye color on mating of BPH was not clearly found, but the multiple mating in both sexes and the mating preference by female are cautiously suggested.

The researchers’ experiential knowledge demonstrates that the task of predicting and controlling the difficulty level of the multiple-choice items of the College Scholastic Ability Test (CSAT) for English is substantially left to the subjective judgment of experienced item writers. The present study accordingly recognizes a need to identify item difficulty predictors and build an item difficulty prediction model to handle this pertinent issue. While taking separate interest in constructing a model for the multiplechoice reading subset of the CSAT, the study was conducted by identifying item difficulty predictor variables from previous research, and by validating the candidate predictors via questionnaires by highly experienced teacher-raters when asked to analyze reading items from the English reading subset of the preliminary CSAT (i.e., yun-hap-hak-ryuk-pyung-ga) administered in March 2009. Using multiple regression technique and maximum likelihood estimation, an item difficulty prediction model was generated. In order to check validity and applicability of the prediction model, the hypothetical model was finally tested on a subsequent version of the test administered in September 2009. This type of model building is expected to guide test developers design an item pool in accordance with special needs, such as to construct multiple test forms, which have similar mean difficulties.

이 논문은 2009년과 2010년 2년간 치러진 中等漢文科敎師任用試驗중 1차 한문 선택형 시험을 대상으로 삼아 출제의 근거가 되는 出題基準을 검토하고, 출제 기준에 맞게 출제되었는지 그 현황을 분석한 후, 提言한 것이다. 출제 기준은 출제자로 인한 편파성 시비와 영역별 비중의 차별을 드러낸 이전 임용시험의 잘못을 시정하려는 의도에서 나온 것으로, 전국에 있는 漢文敎育科의 敎育課程속에서 10개의 기본이수과목을 추려내고 과목마다 1∼3개의 평가 영역 을 두어 공부한 내용을 빠뜨리지 않고 골고루 출제하고자 한 점에서 의의가 있었다. 출제 현황은 이수과목이나 평가 영역을 중심으로 보면, 대체로 공평하게 출제하 려고 한 점이 인정되나 2009년의 시험이 역대산문선독보다 한시선독에 관심이 두 어졌고, 2010년 시험에서 한시선독보다 역대산문선독이 선호되는 일면도 발견되 었다. 이 측면에서의 불균형 은 출제 상황의 제반 여건에서 빚어진 것으로서 차후 에 다시 바뀔 수 있으므로 별 문제가 되지 않겠지만 문항 출제에 중요한 역할을 하는 地文의 장르에 대한 편중은 문제의 소지가 없지 않았다. 2009년의 경우에 산문 장르가 전체의 46∼47%, 2010년의 경우에도 산문 장르가 전체의 45∼46% 출제되어 특정 장르의 비중이 과도하다는 느낌을 받았다. 물론 산문이 한문학에서 차지하는 범위가 광대하고 출제하기 용이하다는 장점 이 있기는 하지만 그렇다고 출제 문항의 地文이 특정한 장르로 편중되는 것이 정 당화될 수는 없다. 출제 기준에서 기본이수과목별 출제비율이 경서강독, 한시선독, 한문소설선독, 역대산문선독 모두 대등한 것처럼 1차 한문 선택형 시험 40문항(80 점)에서 장르별 출제비율도 특정한 장르에 편중되지 않게 하여야 한다. 1차 한문 선택형 시험이 중등 한문과 교사가 되려는 수험생에게 중요한 만큼 원전 독해력과 그것을 교실 수업현장에 적용하는 능력을 갖춘 자를 교사로 선발 하는 시험이 되도록 난이도를 보다 높이고 출제범위에 얽매이지 말며 수험생이 접해보지 못한 지문이 많이 출제되게 해야 할 터다.