• Molecules and Cells
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• v.27 no.3
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• pp.271-277
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• 2009

Proteins interact with each other within a cell, and those interactions give rise to the biological function and dynamical behavior of cellular systems. Generally, the protein interactions are temporal, spatial, or condition dependent in a specific cell, where only a small part of interactions usually take place under certain conditions. Recently, although a large amount of protein interaction data have been collected by high-throughput technologies, the interactions are recorded or summarized under various or different conditions and therefore cannot be directly used to identify signaling pathways or active networks, which are believed to work in specific cells under specific conditions. However, protein interactions activated under specific conditions may give hints to the biological process underlying corresponding phenotypes. In particular, responsive functional modules consist of protein interactions activated under specific conditions can provide insight into the mechanism underlying biological systems, e.g. protein interaction subnetworks found for certain diseases rather than normal conditions may help to discover potential biomarkers. From computational viewpoint, identifying responsive functional modules can be formulated as an optimization problem. Therefore, efficient computational methods for extracting responsive functional modules are strongly demanded due to the NP-hard nature of such a combinatorial problem. In this review, we first report recent advances in development of computational methods for extracting responsive functional modules or active pathways from protein interaction network and microarray data. Then from computational aspect, we discuss remaining obstacles and perspectives for this attractive and challenging topic in the area of systems biology.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.1-28
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• 2017

This is a case study on how infants' behaviors change after their child care teachers use Responsive Interactions to them. The participants are five infants and five child care teachers from five employer-supported child care centers run and managed by H foundation. This study analyzes the changes in infants' pivotal developmental behaviors based on interactions between an infant and a child care teacher in video recordings, anecdotal records, Reflective Journal written by the teachers, and data on in-depth interviews with the child care teachers. The results show that Responsive Interactions have brought positive changes to infants' pivotal developmental behaviors(Attention to Activity, Problem Solving Persistence, Involvement, Cooperation, Initiation, Joint Attention and Affect). It suggests that child care teachers who are in charge of taking care of infants should realize and practice the importance of Responsive Interaction Strategy in order to help the infants develop their pivotal behaviors.

• Speech Sciences
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• v.12 no.3
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• pp.35-48
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• 2005

This study was to examine the relationship between maternal interactive behaviors and stuttering behaviors in preschool children who stutter. Participants were twenty-four children who stutter and their mothers. For the purpose of the current study, 5$\sim$10 minutes of 50 minutes videotaped scenes originally collected to develop fluency assessment instrument were re-videotaped. They included mother-child interactions during playing with toys and reading book situations. Mothers-children interactive behaviors were assessed with Maternal Behavior Rating Sroles(MBRS) and Child Behavior Rating Scales (CBRS). And children's stuttering were assessed with Paradise-Fluency Assessment(P-FA). The results were as follows: 1) the maternal interactive behavior did not significantly differ depending on situations, but scores of maternal responsive factor were higher in the play situation than in the reading situation. 2) Maternal responsiveness might influence on promoting the children's pivotal behavior with children who stutter. And 3) the level of maternal responsiveness was the predictor of children's stuttering behaviors. The therapeutic implication of the results were discussed.

• Proceedings of the Polymer Society of Korea Conference
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• 2006.10a
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• pp.3-4
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• 2006

Natural DNAs in dry state, i.e., A-DNAs, when intercalated with low levels of stable organic free radicals or complexed with low levels of Au(III), are attracted at room temperature to commercial magnets, whereas those containing high levels of intercalators or Au(III) are not. This surprising observation is explained by the EPR spectra and SQUID measurement of magnetization of the modified DNAs. It is conjectured that A-DNAs are morphologically heterogeneous containing ordered and disordered regions. The ordered regions appear to strongly mediate magnetic interactions between spins through their ${\pi}_z$-stacked structures. When the modified DNAs are wet or hydrated, they behave diamagnetically.

• The Mathematical Education
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• v.56 no.3
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• pp.341-363
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• 2017

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

• Toxicological Research
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• v.22 no.1
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• pp.15-22
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• 2006

Many of endocrine disrupting chemicals induce effects via interaction with hormone receptors and responsive elements in target cells. We investigated endocrine disrupting effects of some food additives and contaminants including BHA, BHT, ethoxyquin, propionic acid, sorbic acid, benzoic acid, CPM, aflatoxin B1, cadmium chloride, genistein, TCDD and PCBs in yeast transformants expressing human steroid hormone receptors along with steroid responsive elements. The response limit of genetically recombinant yeast to $17{\beta}$-estradiol, testosterone and progesterone was $1{\times}10^{-16},\;1{\times}10^{-12}\;and\;1{\times}10^{-13}M$, respectively. BHT induced weak transcriptional activity in estrogen sensitive yeast, while BHA and sorbic acid interacted weakly with androgen receptor/responsive element. CPM induced transcriptional activities in all types of yeasts sensitive to steroid hormones. Zearalenone and genistein induced high transcriptional activation in estrogen sensitive yeast with relative potencies almost $10^8$ folds lower than $17{\beta}$-estradiol. TCDD induced transcriptional activation weakly in estrogen- and progesterone- sensitive yeasts. This study elucidated that recombinant yeast is a sensitive and high-throughput system and can be used for the direct assessment on chemical interactions with steroid receptors and responsive elements. Also, the present study raises the requirement of evaluation on the endocrine disrupting effects of BHT, BHA, sorbic acid, CPM and TCDD for their transcription activity in yeast screening system though weak in intensity.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.137-149
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• 2001

Matemal behaviors of Korean mothers of one-year-old infants (26 boys and 21 girls) were observed at home. Mothers were from middle to upper-middle class families in Seoul. Trained observers visited the infant's home for 3 to 4 hours and observed infant-mother interactions in natural situation. After the home visit, observers sorted the Maternal Behavior Q-set into 9 piles, from most characteristics to least characteristics of the mothers. In general, Korean mothers were quite sensitive and responsive in their interactions with one-year-old babies. Mothers interpreted baby's cues correctly, noticed when baby was distressed, and slowed pace down to wait for baby's response. Maternal behaviors were somewhat different according to whether they interacted with boys or girls. Mothers of boys were observed to be less sensitive in their interactions than mothers of girls. Mothers of boys were more unaware of or insensitive to baby's signs of distress, their responses were more delayed, and provided baby to constant and unphased barrage of stimulation thus made baby overwhelmed. In contrast, mothers of girls enjoyed face-to-face interactions, slowed pace down, and their interactions revolved around baby's tempo and state.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.69-85
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• 2018

The purpose of this study is to explore teachers' responsive moves that affect students' argumentation practices, and to propose responsive teaching strategies in argumentation-based science classroom. Two teachers, who have not implemented argumentation in their classes, and 57 students, participated in this study. We recorded and transcribed their classes and interviews for the analysis. According to grounded theory approach, we categorized the teachers' responsive moves as focused on either structural or dialogical aspects of argumentation, and qualitatively analyzed their responsive teaching practices in classes. We discovered that the teachers mostly responded to structural rather than dialogical aspects of argumentation, particularly during the students' small-group discussions. This was mainly due to their instructional goals, which focused on the structural aspect of argumentation, and the limited time available for supporting small-groups. Regarding the structural aspects, those responsive moves that explored the students' thinking or facilitated their reasoning helped them to share their thinking and justify their arguments further with recognition of learning goals in the argumentation activities. Regarding the dialogical aspects, which were seen mostly in whole-class discussions, the moves that underlined similarities and differences between arguments, facilitated the sharing of a small-group's arguments with the entire class, or asked a specific student to evaluate the arguments were notable. These moves supported clarification of various small-groups' arguments, which led to reconstruction of coherent argument through evaluation and rebuttal of these arguments, consequentially facilitating dialogical interactions. Based on these results, we proposed responsive teaching strategies in an argumentation-based science classroom.

• Advances in Energy Research
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• v.7 no.2
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• pp.85-100
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• 2020

Distributed energy resources (DERs) are essential for coping with growing multiple energy demands. A microgrid (MG) is a small-scale version of the power system which makes possible the integration of DERs as well as achieving maximum demand-side management utilization. Hence, this study focuses on the analysis of optimal power dispatch considering economic aspects in a multi-carrier microgrid (MCMG) with price-responsive loads. This paper proposes a novel time-based demand-side management in order to reshape the load curve, as well as preventing the excessive use of energy in peak hours. In conventional studies, energy consumption is optimized from the perspective of each infrastructure user without considering the interactions. Here, the interaction of energy system infrastructures is considered in the presence of energy storage systems (ESSs), small-scale energy resources (SSERs), and responsive loads. Simulations are performed using GAMS (General Algebraic modeling system) to model MCMG, which are connected to the electricity, natural gas, and district heat networks for supplying multiple energy demands. Results show that the simultaneous operation of various energy carriers, as well as utilization of price-responsive loads, lead to better MCMG performance and decrease operating costs for smart distribution grids. This model is examined on a typical MCMG, and the effectiveness of the proposed model is proven.

• Journal of Photoscience
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• v.9 no.2
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• pp.94-97
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• 2002

Light is one of the most important environmental factors that influence plant growth and development. It does not function independently but exerts its role through coordinated interactions with intrinsic developmental programs, such as hormonal regulation. One typical example is hypocotyl growth in which light signals are modulated through growth hormones. However, the underlying molecular mechanisms are largely unknown. We demonstrated that brassinosteroids play an important role in the light signal transduction in etiolated hypocotyl growth. A light-responsive Ras-like G-protein, Pra2 from pea, physically and functionally interacts with a cytochrome P450 that specifically catalyzes C-2 hydroxylation in brassinosteroid biosynthesis. The cytochrome P450 expression, along with Pra2, is induced in the dark and predominantly localized in the rapidly elongating zone of etiolated pea epicotyls. Transgenic plants with a reduced level of Pra2 exhibit a dark-specific dwarfism, which is completely rescued by brassinosteroid application. On the contrary, overexpression of the cytochrome P450 results in enhanced hypocotyl growth even in the light, which phenocopies the etiolated hypocotyl growth. It is therefore envisioned that Pra2 is a molecular switch that mediates the crosstalk between light and brassinosteroids in the etiolation process.