• Journal of Korean Institute of Industrial Engineers
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• v.30 no.3
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• pp.190-196
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• 2004

In this paper, we address a layout design problem, PTL[3], for determining an optimal 3-class-based dedicated linear storage layout in a class of unit load storage systems. Our objective is to minimize the expected single command travel time. We analyze PTL[3] to derive a fundamental property that an optimal solution to PTL[3] is one of the partitions based on the PAI(product activity index)-nonincreasing ordering. Using the property and partial enumeration, we construct an efficient exact algorithm with O $(n\;{\lceil}\;log\;n\;{\rceil}\;)$ for solving PTL[3].

• IMMUNE NETWORK
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• v.11 no.6
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• pp.412-415
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• 2011

Hypocrellin A has gained much attention in recent years due to its light-induced antitumor, antifungal and antiviral activities. Here we report that hypocrellin A exerts immunomodulatory effects on MHC-restricted presentation of antigen. Hypocrellin A inhibited class II-MHC restricted presentation of exogenous antigen, but not class I MHC-restricted presentation of exogenous antigen, in dendritic cells. Hypocrellin A also inhibited the cytosolic pathway of endogenous antigen presentation. However, hypocrellin A did not inhibit the expression of class I and class II MHC molecules on dendritic cells (DCs), the phagocytic activity of DCs, or the $H-2K^b$-restricted presentation of a synthetic peptide, SIINFEKL. These results show that hypocrellin A differentially modulates the MHC-restricted antigen presentation pathways.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.26 no.3
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• pp.229-237
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• 2000

According to the functional matrix theory, Delaire proposes that individual occlusal plane was determined by variable effects of teeth, maxilla, mandible, cranium, cranial base and soft tissue matrix including the orofacial musculature. and that there is the ideal occlusal plane determined by the most proper spatial position of maxilla and mandible, functionally and esthetically. This study was designed to find out the relation between Delaire's ideal occlusal plane and muscle activity of masticatory muscles in individuals who have normal maxillo-mandibular relationships. Lateral cephalometric radiographs were taken and his/her individual occlusal plane and ideal occlusal plane were analyzed with Delaire's architectural and structural craniofacial analytic method. For evaluation of muscle activities of masticatory muscles, electromyography of anterior temporal muscle, superficial masseter muscle, and anterior belly of digastric muscle was recorded in fifty Korean normal Angle class I occlusion individuals. According to the average value of ideal occlusal plane, fifty normal Angle class I occlusion individuals were classified into three groups: Ideal occlusal plane group(I group), hyperrotation group(I+ group) and hyporotation group(I- group). The result of this study was as follows: 1. The results of Delaire's architectural and structural craniofacial analysis of lateral cephalography of the fifty Korean normal Angle class I occlusion individuals are that twelve persons(24%) have consistent or parallel with ideal occlusal plane and the average of angular difference was $1.22^{\circ}{\pm}3.69^{\circ}$. 2. There is no significant difference in muscle activities of masticatory muscles during resting(p<0.05), but significant increases of muscle activity of ipsilateral anterior temporal and masseter muscle, contralateral anterior belly of digastric muscle during unilateral chewing and of anterior temporal and masseter muscle during bilateral clenching(p<0.05). 3. To find out the effect of the angular difference between Delaire's ideal occlusal plane and real occlusal plane to muscle activity, muscle activities of masticatory muscles were compared with three groups in each other; I group, I+ group and I- group. The results were no significant differences during resting, unilateral chewing and bilateral clenching.(p>0.05) 4. Although there is no significant differences of masticatory muscle activities among the three groups, the fact that increasing tendency of masseter muscle activity of ideal occlusal plane group(I+) than those of any other groups(I+ and I-) during bilateral clenching was noted. There is only the implication that occlusal plane makes some effects on masticatory muscle activities, espacially that of masseter muscle during bilateral clenching. In conclusion, the hypothesis that occlusal plane is one of the factors which affect the muscle activities of masticatory muscles and that anyone whose occlusal plane consistent with Delaire's ideal occlusal plane has an extraordinary functional advantage in masticatory muscle function cannot be proven with electromyography methods.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.705-716
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• 2020

This triangulation study was performed in order to analyze the team competency effect of a capstone design nursing research course, and to appraise the content of team activity experiences. Subjects were 99 nursing students who were educated in the capstone design nursing research at D university. The teamwork competency of nursing students was compared before and after class, and the team activity experiences in the capstone design nursing research class was analyzed through narrative data. Our results show significant increases after class in task performance competency (t=-2.166, p=0.033), which includes goal execution competency (t=-2,224, p=0.028). In the interpersonal competency category, leadership was significantly increased after class (t=-2.085, p=0.040). The 5 categories evaluated were 'difficulties in managing resources', 'aware of the importance of personal effort and competency', 'efforts to effectively distribute roles', 'to realize the importance of communication', and 'strengthen the competency needed for clinical practice'. Through this research, we confirm that the capstone design nursing research course is effective for improving teamwork competency, and it provides a positive team activity experience to nursing students. Taken together, our findings indicate that the capstone design nursing research course can be applied to improve the nursing research competency by strengthening teamwork competency.

• Journal of Science Education
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• v.42 no.2
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• pp.106-119
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• 2018

The purposes of this study were to develop a learner activity-centered science class program, apply it to the fourth-grade elementary students, and analyze its effects on their attitude towards science, academic achievement, and concept sustainability. To this end, the content of the fourth-grade elementary subject related to 'volcanoes and earthquakes' was reorganized through 12 periods, and the class was divided into two groups. Then, general science class was applied to the comparative group, and the learner activity-centered science class program including writing, making, and expressing was applied to the experimental group. In order to compare the two groups regarding attitude towards science, academic achievement, and concept sustainability before and after the application, mind map data was collected and analyzed based on mind map grading criteria. As a result of the post-test, the two groups showed statistically significant differences in all the sub-factors of attitude towards science, that is, recognition, ability, value, and interest sustainability, especially in interest sustainability. As for academic achievement, as a result of the post-achievement test, the experimental group had higher average scores than the comparative group, and it also showed improved scores compared to the pre-achievement test results. In addition, as a result of the post-achievement test, both the two groups showed statistically significant results. In the concept sustainability test after the post-achievement test, the experimental group had higher average scores than the comparative group in the areas of center circle, branches, and expression, which were the evaluation criteria for the mind map analysis, and the two groups showed statistically significant differences in the areas of center circle and expression, except for branches. In conclusion, learner activity-centered science class turned out to be effective on students' attitude towards science, academic achievement, and concept sustainability. If the learner activity-centered science class program is actively introduced and used in actual educational sites, it is expected to contribute to improving related classes.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.91-112
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• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.337-348
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• 2019

The purpose of this study is to examine epistemic thinking in middle school students in an argument-based inquiry science class. Participants of the study were 93 9th grade students from four classes of a middle school in a metropolitan city. Observations were made over one semester during which argument-based inquiry lessons on five subjects were conducted. Data was collected from argument-based inquiry activity worksheets and student questionnaires. After analysis of epistemic thinking in the written reflections, students were found to have the highest frequency of epistemic metacognitive skills, followed by epistemic cognition, epistemic metacognitive experience, and epistemic metacognitive knowledge. While investigating the effects of an argument-based inquiry science class on student epistemic thinking and after analysis of the reflections written for the first ABI activity and the fifth ABI activity, we found that all of the sub-elements of epistemic thinking have increased. The rate of growth for epistemic cognition is greatest, followed by epistemic metacognitive knowledge and epistemic metacognitive skills. Assessed for epistemic thinking, the level of epistemic thinking improved over the course of the argument-based inquiry science class. The results of the survey show that students actively participating and being recognized for their active participation in the argument-based inquiry science class are helpful in understanding scientific knowledge. Therefore, an argument-based inquiry science class is a teaching and learning program that allows students to understand and experience the epistemic nature of scientific knowledge and its construction through collaboration and agreement.

• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.69-79
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• 2007

Recently, elementary schools has assigned students information communication technology class for 1 hour in every week, all more than 34 hours a year during the discretion activity classes in every grades. However, the guidelines for information communication technology class is only suggested, but the teaching materials that can be used in the information communication technology class are not various. We did an analysis of a guide to information communication technique education that the Ministry of Education and Human Resources Development announced. And then, We developed the materials which can improve fifth and sixth grade children's creativity. We tried to find out how this materials affect their creativity.