• Korean journal of applied entomology
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• v.41 no.4
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• pp.239-245
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• 2002

It was investigated whether or not such helpers as worker bee, bee-cocoon and egg-cup etc, have any effects on oviposition and colony foundation of the bumblebee queen, Bombus ignitus. Among the helpers tested, the callow workers of B. ignitus and B. terrestris showed the most remarkable effects on the oviposition rates to 92% and 88%, respectively. The live cocoon as a helper improved oviposition rate over 60%. A narcotized old worker 10-20 days-aged after emergence, showed similar effects to a callow worker on the colony development such as oviposition rate, colony foundation and progeny-queen production. On the other hand, dried cocoon, callow honeybee worker or egg-cup did not show a positive effect as a helper. In the number of workers recruited to a foundation queen, two workers showed better effect than one worker on the colony development, with no difference between two and more.

• 한국벤처창업학회:학술대회논문집
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• 2018.04a
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• pp.99-104
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• 2018

4차산업혁명시대 산업분야가 IT 기반의 촉진자(Enabler)분야와 기존산업 중심의 수용자(Adopter) 분야로 이원화되어 추진되고 있다. 특히, 기존의 제조업 중심 중견기업들은 4차산업혁명시대 이에 대한 필요성과 중요성을 중요하지만 자신들의 주력산업 기반으로 4차산업혁명 분야 신사업을 추진하는데 한계를 보이고 있고, 특히 촉진자 분야인 Enabler 분야는 진입을 어려워하며, 결국 수용자 중심의 인더스트리 4.0 중심으로 진행할 수밖에 없어 4차산업혁명시대 큰 부가가치 창출의 신사업 마련에 어려움을 겪고 있다. 또한 IT중심의 창업초기 기업들은 4차산업혁명분야 촉진자 분야에 진입이 왕성하게 이루어지고 있다. 그러나 창업기업은 빠른성장인 스케일업 관점에서 보면 비용과 시간차원에서 상당한 난항을 겪고 있다. 이런 상황에서, 본 논문은 창업기업중심의 4차산업혁명 촉진자분야와 중견기업중심의 4차산업 수용자 분야간에 시너지적 협업을 유도하는 방안을 제시하고 있다.

• Korean Journal of Cognitive Science
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• v.23 no.2
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• pp.185-204
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• 2012

A three factor experiment was conducted to explore the effects of giving prompts and asking for self explanation and the modulating effect of the need for cognition (NC) on the two interventions. The effects of giving prompts and asking for self explanation were different depending on the task and the level of need for cognition. Participants of low NC conditions showed the prompt effect and the self explanation effect in the memory tests. On the other hand, participants in the high NC conditions performed better in the comprehension test when they were given prompts and were asked to self explain. However, high NC participants performed worse when they were asked to self explain without providing the prompts. The results were interpreted to suggest the importance of detecting the right parts in getting the self explanation effect.

• The KIPS Transactions:PartA
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• v.12A no.6 s.96
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• pp.547-556
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• 2005

Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.25-30
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• 2010

자기설명이 학습을 촉진시키려면 무엇을 설명해야 하는지 판단해야 하고, 그에 대해 적절한 설명을 산출해내어야 한다. 본 연구에서는 촉진자극(propmpt)를 제공해서 무엇을 설명해야 하는지에 대해 도움을 주면 자기설명 효과가 얻어지는지 알아보았다. 또한 자기설명과 촉진 자극의 효과가 학습자의 인지욕구(need for cognition)와 상호작용하는지 알아보기 위해 인지욕구 수준을 상하로 나누어 3 요인 실험을 실시하였다. 촉진자극과 자기설명의 효과는 과제와 학습자의 인지욕구 수준에 따라 다르게 나타났다. 기억검사에서는 인지욕구가 낮은 학습자에게서만, 자기설명의 효과와 촉진자극의 효과가 관찰되었다. 반면에 이해검사에서는 인지욕구의주효과가 유의하였고, 3 요인상호작용 효과가 경향을 보였다. 즉 촉진 자극을 제공하는 것은 인지욕구가 높은 학습자에게서만 학습을 향상시켰다. 이 결과는 인지부하가 학습에 영향을 미치는 것으로 해석되었다.

• The Journal of the Korean bone and joint tumor society
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• v.15 no.1
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• pp.13-25
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• 2009

Purpose: The DNA repair protein, $O^6$-methylguanine-DNA methyltransferase (MGMT), removes alkyl adducts from the $O^6$ position of guanine. Epigenetic inactivation of MGMT has been found in human neoplasia and considered one of the implicated factors in chemoresistance. Materials and Methods: Sixty-two patiensts with soft tissue sarcomas (STS) were analyzed for the status of MGMT protein expression by immunohistochemistry and the promoter hypermethylation of the MGMT gene using methylation-specific PCR. Result: The loss of MGMT expression was found in 20 cases (32.3%) of total 62 STS. MGMT promoter hypermethylation rate was 25.0% (11/44 cases). The loss of MGMT expression showed significant association with high AJCC stage, high FNCLCC grade, and aggressive behavior. However,when the group who received chemotherapy was analyzed (n=27), loss of MGMT expression was correlated with worse survival in multivariate analysis (p=0.024). MGMT promoter hypermethylation is associated with high FNCLCC grade. MGMT promoter hypermethylation status had a strong correlation with loss of MGMT expression (p=0.000). Conclusion: Our results suggest that MGMT promoter hypermethylation and loss of MGMT expression had a tendency to be associated with poor prognosis and that loss of MGMT protein expression is frequently occurs via MGMT promoter hypermethylation.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.69-78
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• 2015

This study aims to analyze differences in the social presence of instructor by instructor's social intervention, the effects of the social presence of instructor on learning satisfaction, and learner characteristics related to the social presence of instructor. Data including subjects' demographic information, interactions, social presence of instructor, social presence of the course, and learning satisfaction were collected from 119 adult learners in an online university in Korea. The main findings of this study are as follows. First, the social presence of instructor was higher in the higher-aged group or active group on intranet message board than the lower-aged group or inactive group on the board. Second, instructor's social intervention increased the level of perceived social presence of instructor. However, the active group on the board has shown the highest level of perceived social presence of instructor, without instructor's social intervention. Third, there was a high correlation between instructor's social intervention and the social presence of instructor, while the variables affecting learning satisfaction were the social presence of instructor and social presence of the course. From the results of this study, it is suggested that instructors' social interventions be provided systematically for those who are not active in social interaction to enhance their learning satisfaction.

• LP가스
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• s.97
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• pp.66-68
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• 2005

산업자원부와 한국가스안전공사가 주최하는 가스인의축제 “제12회 가스안전촉진대회”가 6월 22일 서울밀레니엄 힐튼호텔에서 개최되었다. 이번 행사에서 충전사업분야 유공자로 선정된 수상자의 공적내용을 게재한다.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• The Science & Technology
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• s.529
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• pp.29-33
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• 2013