• Molecules and Cells
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• v.42 no.5
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• pp.418-425
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• 2019

Multicistronic elements, such as the internal ribosome entry site (IRES) and 2A-like cleavage sequence, serve crucial roles in the eukaryotic ectopic expression of exogenous genes. For utilization of multicistronic elements, the cleavage efficiency and order of elements in multicistronic vectors have been investigated; however, the dynamics of multicistronic element-mediated expression remains unclear. Here, we investigated the dynamics of encephalomyocarditis virus (EMCV) IRES- and porcine teschovirus-1 2A (p2A)-mediated expression. By utilizing real-time fluorescent imaging at a minute-level resolution, we monitored the expression of fluorescent reporters bridged by either EMCV IRES or p2A in two independent cultured cell lines, HEK293 and Neuro2a. We observed significant correlations for the two fluorescent reporters in both multicistronic elements, with a higher correlation coefficient for p2A in HEK293 but similar coefficients for IRES-mediated expression and p2A-mediated expression in Neuro2a. We further analyzed the causal relationship of multicistronic elements by convergent cross mapping (CCM). CCM revealed that in all four conditions examined, the expression of the preceding gene causally affected the dynamics of the subsequent gene. As with the cross correlation, the predictive skill of p2A was higher than that of IRES in HEK293, while the predictive skills of the two multicistronic elements were indistinguishable in Neuro2a. To summarize, we report a significant temporal correlation in both EMCV IRES- and p2A-mediated expression based on the simple bicistronic vector and real-time fluorescent monitoring. The current system also provides a valuable platform to examine the dynamic aspects of expression mediated by diverse multicistronic elements under various physiological conditions.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.812-823
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• 2009

The purpose of this study is to search effective assessments methods by using the Fusion model of Cognitive diagnosis theory. Attributes are skills or cognitive processes that are required to perform correctly on a particular item. After test items were developed, item's attributes were decided and Q-matrix about item's attributes was made. After testing, the result was analyzed according to gender and achievement level. The results of the analysis showed that students mastered 'Interpreting data' best, and 'synthesizing' worst among the five attributes. Female students showed higher ability than male students in 'recalling.' Students of high achievement level mastered more scientific attributes than students of low achievement level. Conventional assessments only provided a single summary score but Cognitive diagnosis modeling provided useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the science test. The skill profiles can offer a skill level of strong, weak, or mixed for each student for each skill. Therefore, the skill profiles will provide useful diagnostic information in addition to single overall scores.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.131-143
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• 2000

The unit of a buoyant force included in the 7th national science curriculum for 6th grade students. On the contrary, it seldom that students' conception about buoyant phenomena is studied, even though there has been many studies of students' conceptions of basic science contents. The purpose of this study was to survey the elementary school students' conceptions of a buoyant force, to analyze their cognitive levels, and to explore the relationships between them. Sixth grade students (total numbers is 192) were selected .from 5 .lasses in two elementary schools in a local city of Kyungsangdo. They were asked to respond two kinds of test, which are the Logical Thinking Ability (GALT) to investigate students' cognitive levels and the Buoyant Force Questionnaire (BFQ). We developed BFQ test, based on the 7th national science curriculum for 6th grade and the previous researches of a buoyant force. We, qualitatively, analysed students' frequency of responses about a buoyant force and their types of explanation, and, quantitatively, analysed the relationships between cognitive levels and conceptions of a buoyant force with SPSS/ PC 7.0 programmes. The results of cognitive level showed that half of 6th grade students were in the concrete operational stage, 43.2% in the transitional stage, 6.8% in the formal stage. However, their sub-logical thinking abilities in a combinational, conservational, controlling variables, proportional, probability and correlational logic were very fluctuated from 91% to 8%. The results that only 4.8% of elementary students had correct conceptions of a buoyant force suggest that 6th grade students had great difficulties in understanding of that concept. Their difficulties would originated from the frequent common-sense explanations of a buoyant phenomena in terms of the weight or the unique properties or the contact area of an object or with/without air. Furthermore students' explanations, frequently, changed with context of problems of a buoyant force. Scheffe test of quantitative results that elementary students in the concrete level had 50.6% of concept formation in a buoyant force, the transitional level 54.5%, and in the formal operational level 62.8% showed significant differences of conceptions of a buoyant force with cognitive levels. Therefore the concrete operational elementary students had more difficulties of understanding of a buoyant force than the transitional and formal level, which is required to higher cognitive levels. This conclusion have implications that the unit of a buoyant force have to be presented with concrete activities for majority of students who are in concrete and transitional levels.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.140-148
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• 2006

This is a theoretical study of which the goal is to investigate the meaning of a participation metaphor (PM) for learning and draw its implication for teaching and learning science. The review of relevant literature reveals that the PM is associated with the view of learning as ongoing participation in sociocultural practices within a community, and that cognitive apprenticeship is an instructional model related closely to the PM. It is then suggested that a community of learners should be developed if science teaching and learning are to be implemented in line with the PM. Finally, the present study briefly introduces a high school science club as an exemplar of science learning community, including what should be considered in science education research.

• Korean Journal of Occupational Therapy
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• v.26 no.4
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• pp.13-26
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• 2018

Objective : The aim of the study was to investigate the application of nonpharmacological cognitive interventions in patients with dementia. Methods : We searched published studies in KISS, PubMed, and Sciencedirect databases from January 2013 to December 2017. The main keywords used were "Dementia" AND "Cognitive stimulation OR Cognitive rehabilitation OR Cognitive training" and a total of ten studies were selected for analysis from 753 searched articles. Results : Seven of the ten selected studies showed significant improvements in cognitive function after intervention, whereas three studies showed no improvement in cognitive function; however, activation of brain waves, improvement in the relationship between care givers and patients, improvement in the quality of life of care givers, and improvements in visual motor skills were shown. Mini-Mental State Examination(MMSE) was used as the assessment tool for identifying the effects of the cognitive function improvement, and in four studies the quality of life of dementia patients was measured as an intervention effect. The main subject of the cognitive intervention is patients with mild to moderate dementia. Conclusion : The results of this study can be used as a basis for the selection of intervention methods, as well as their duration and assessment, according to the characteristics of dementia patients.

• Journal of the Korean Chemical Society
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• v.52 no.5
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• pp.561-568
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• 2008

• Proceedings of the Korean Information Science Society Conference
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• 2011.06a
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• pp.344-347
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• 2011

In this paper, we propose the power control problem for cognitive radio networks (CRNs) that maximizes the total utility of the secondary users (SUs). We use the interference temperature constraints to protect the primary users (PUs). The utility functions of SUs can be any increasing functions. We formulate the power control problem as monotonic optimization that can be solved in centralization to achieve the global optimum.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06d
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• pp.230-231
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• 2011

In this paper, we propose a rendezvous mechanism for cognitive radio networks. In this mechanism, no prior knowledge of wireless nodes is required and it is totally distributed. Node can simply choose one of two strategies to rendezvous with its neighbors. The main benefit of this mechanism is eliminating the use of common control channel and centralized controller.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.8
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• pp.2675-2690
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• 2014

We study the problem of optimal opportunistic spectrum access with unknown and heterogeneous channel dynamics in cognitive radio networks. There is neither statistic information about the licensed channels nor information exchange among secondary users in the respective systems. We formulate the problem of maximizing network throughput. To achieve the desired optimization, we propose a win-shift lose-stay algorithm based only on rewards. The key point of the algorithm is to make secondary users tend to shift to another channel after receiving rewards from the current channel. The optimality and the convergence of the proposed algorithm are proved. The simulation results show that for both heterogeneous and homogenous systems the proposed win-shift lose-stay algorithm has better performance in terms of throughput and fairness than an existing algorithm.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.216-219
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• 2005

언어 작업기억과 시공간 작업기억이 아동의 글 이해에 미치는 영향을 알아보기 위해 정상 아동과 읽기 지진아동들에게 두 개의 연구를 실시하였다. 연구 1에서는 글의 유형(설명글과 묘사글)별로 글 이해 정도와 언어작업기억과 시공간 잡기장 용량을 측정하여, 정상아동과 읽기 지진 아동 간에 차이가 있는지 알아보았다. 연구 2에서는 글 유형과 2차 기억과제와의 간섭효과를 측정하여 보다 직접적으로 글 유형에 따라 관여하는 작업기억의 종류가 다를 수 있는지를 알아보았다. 두 연구에서 읽기지진 아동은 묘사글을 읽을 때 시공간 작업기억을 사용하는 것을 밝혀내었다.