• The Mathematical Education
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• v.49 no.4
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.37-55
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• 2019

Objective: This study investigated whether executive function has a significant relationship to concrete, picture, and language clue tasks of the arithmetic story problem-solving ability, and its effects. Methods: The participants in the study were 112 young children at childcare centers. The following methods were used to evaluate executive function: Day-Night/Flag-Raising tasks, DCCS tasks, and digit span-reverse digit span methods. To measure the arithmetic story problem-solving ability concrete, picture, and language clue tasks were evaluated. Results: First, the higher the child's age, the higher their executive function and arithmetic story problem-solving abilities were. Second, there is a significant positive correlation between a young child's executive function and arithmetic story problem-solving ability. Third, when the task presentation method varied for concrete, picture, and language clue tasks, the effect of the subordinate factor of the execution function of the arithmetic story problem-solving ability also varied. Conclusion/Implications: Analysis confirmed the relationship between young children's executive function and arithmetic story problem-solving ability. The results are meaningful in showing that the sub-factors of the executive function have different influences on concrete, picture, and language clue tasks of the arithmetic story problem-solving ability.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.265-271
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• 2019

In this paper, the Software Education program for elementary school students in Multicultural families developed so that Multicultural students can adapt to national, school, peer, and teacher. The effects of Resilience, Communication skills and Interpersonal Relationshiop were investigated. The developed Software education program was designed in such a way that the target students became more intimate with each other and adapted to Korean culture, peers, and teachers through the analysis of the research subjects. Resilience test showed statistically significant difference in peer relationship and support, family support and interaction, teacher's interest and support, self - identity, and cultural acceptance. Communication ability test showed statistically significant differences in interpretation ability, self presentation ability, goal setting ability, and message conversion ability. The interpersonal Relationship test showed statistically significant differences in people's orientation toward people, facing people, and away from people. The results of this study indicate that the software education program for elementary school students in multicultural families has effects on adaptive flexibility, communication ability, and interpersonal ability. In the future, There is a need for continuous research with development and effectiveness of various software education programs for Multicultural students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.595-603
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• 2002

The influences of the characteristics of anomalous data on cognitive conflict and conceptual change in learning density were investigated. The subjects were 416 seventh graders. First, the Group Assessment of Logical Thinking and a preconception test were administered. A questionnaire on the responses to anomalous data was then administered. In the questionnaire, four types of anomalous data varying presentation type (movie/text) and authority level (high/low) were randomly presented. After a computer-assisted instruction on density, a conception test was administered. The results indicated that anomalous data presented in movie type significantly induced more cognitive conflict than that in text type. Students presented with anomalous data of high authority scored higher in the conception test than those of low authority. There were no significant interactions between the characteristics of anomalous data and students' logical thinking ability in the scores of both the cognitive conflict and the conception test.

• IMMUNE NETWORK
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• v.5 no.3
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• pp.150-156
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• 2005

Background: Dendritic cells (DCs) playa critical role not only in the initiation of immune responses, but also in the induction of immune tolerance. In an effort to regulate immune responses through the modulation of antigen presenting cell (APC) function of DCs, we searched for and characterized APC function modulators from natural products. Methods: DCs were cultured in the presence of propolis components, WP and CP, and then examined for their ability to present exogenous antigen in association with major histocompatibility complexes (MHC). Results: WP and CP inhibited class I MHC-restricted presentation of exogenous antigen (cross-presentation) in a DC cell line, DC2.4 cells, and DCs generated from bone marrow cells with GM-CSF and IL-4. The inhibitory activity of WP and CP appeared to be due not only to inhibition of phagocytic activity of DCs, but also to suppression of expression of MHC molecules on DCs. We also examined the effects of WP and CP on T cells. Interestingly, WP and CP increased IL-2 production from T cells. Conclusion: These results demonstrate that WP and CP inhibit MHC-restricted presentation of exogenous antigen through down-regulation of phagocytic activity and suppression of expression of MHC molecules on DCs.

• IMMUNE NETWORK
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• v.6 no.2
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• pp.102-110
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• 2006

Background: Dendritic cells (DC) are professional antigen-presenting cells in the immune system and can induce T cell response against virus infections, microbial pathogens, and tumors. Therefore, immunization using DC loaded with tumor-associated antigens (TAAs) is a powerful method of inducing anti-tumor immunity. For induction of effective anti-tumor immunity, antigens should be efficiently introduced into DC and presented on MHC class I molecules at high levels to activate antigen-specific $CD8^+$ T cells. We have been exploring methods for loading exogenous antigens into APC with high efficiency of Ag presentation. In this study, we tested the effect of the cationic liposome (Lipofectin) for transferring and loading exogenous model antigen (OVA protein) into BM-DC. Methods: Bone marrow-derived DC (EM-DC) were incubated with OVA-Lipofectin complexes and then co-cultured with B3Z cells. B3Z activation, which is expressed as the amount of ${\beta}$-galactosidase induced by TCR stimulation, was determined by an enzymatic assay using ${\beta}$-gal assay system. C57BL/6 mice were immunized with OVA-pulsed DC to monitor the in vivo vaccination effect. After vaccination, mice were inoculated with EG7-OVA tumor cells. Results: BM-DC pulsed with OVA-Lipofectin complexes showed more efficient presentation of OVA-peptide on MHC class I molecules than soluble OVA-pulsed DC. OVA-Lipofectin complexes-pulsed DC pretreated with an inhibitor of MHC class I-mediated antigen presentation, brefeldin A, showed reduced ability in presenting OVA peptide on their surface MHC class I molecules. Finally, immunization of OVA-Lipofectin complexes-pulsed DC protected mice against subsequent tumor challenge. Conclusion: Our data provide evidence that antigen-loading into DC using Lipofectin can promote MHC class I- restricted antigen presentation. Therefore, antigen-loading into DC using Lipofectin can be one of several useful tools for achieving efficient induction of antigen-specific immunity in DC-based immunotherapy.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.431-441
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• 2023

In a good class, the elements that make up the class are organically related as a system. The goal of the class is to foster the ability of students to fully understand the educational content of the subject and then apply it to their professional areas. Therefore, for ideal classes, it is necessary to design students to acquire the necessary theories and apply them practically. The question We always ask ourselves during lectures is how to effectively give large-scale lectures for students. This is also the concern of all professors in charge of large-scale lectures opened across various major fields. Now is the time to find ways to effectively give lectures on a large scale. We studied how it is most effective to design and implement various factors such as lectures, presentation and group organization, assignment, group presentation, professor's group presentation guidance, lecture materials posting, questions and answers, group presentation feedback, final report writing, and grade calculation.

• Convergence Security Journal
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• v.14 no.6_1
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• pp.33-43
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• 2014

In this study, diagnosis of the problem of self-directed learning for the improvement of the language, reasoning n eeded for NCOs typical for students currently enrolled as a cadet NCOs and suggested some lessons to improve this model. Proposed presentation, the three curriculum of presentation and discussion related to the configuration intervie w, self-directed learning was to be his students. In one of the ways to solve the problems experienced in a self-pac ed learning learner was used in this process is often the scaffolding system, is shown that can lead to improved abil ity to apply the result of expression of the three class model.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• Speech Sciences
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• v.3
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• pp.26-37
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• 1998

The Connected Speech Test (CST) was developed to test hearing aid performance using realistic stimuli (Connected speech) presented in a background of noise with a visible speaker. The CST has not been investigated as a measure of speech reading ability using the visual portion of the CST only. Thirty subjects were administered the 48 test lists of the CST using visual presentation mode only. Statistically significant differences were found between the 48 test lists and between the 12 passages of the CST (48 passages divided into 12 groups of 4 lists which were averaged.). No significant differences were found between male and female subjects; however, in all but one case, females scored better than males. No significant differences were found between students in communication disorders and students in other departments. Intra- and inter-subject variability across test lists and passages was high. Suggestions for further research include changing the scoring of the CST to be more contextually based and changing the speaker for the CST.