• Journal of Applied Biological Chemistry
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• v.66
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• pp.447-454
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• 2023

In the environment in which humans live, there are various antigens that invade the human body and interfere with humans leading a healthy life, so the immune system recognizes the antigen then removes them through a complex mechanism. Macrophages are widely distributed immune cells involved in the innate immune system, and produce various immune modulators such as inducible nitric oxide synthase-induced nitric oxide, cyclooxygenase-2 induced prostaglandin E2 and proinflammatory cytokines such as tumor necrosis factor-alpha. On the other hand, Protaetia brevitarsis seulensis larvae are a type of edible insect that have emerged as an alternative to the future food supply problem. The immuno-modulatory effect through the activation of murine macrophage RAW264.7 cell via mitogen-activated protein kinases (MAPKs)/nuclear factor-kappa B (NF-κB) signaling pathways has been reported. Based on this report, in this study, we confirmed how the expression of immune modulators induced by Protaetia brevitarsis seulensis larvae extracts in RAW264.7 cells was changed by treatment with pharmacological inhibitors of toll-like receptor 4 (TLR4), MAPKs and NF-κB signaling pathways. As a result, reduction of immune modulators was confirmed in the c-Jun N-terminal kinase (JNK) inhibitor treatment group and NF-κB inhibitor treatment group among the Protaetia brevitarsis seulensis larvae-treated RAW264.7 cell. Furthermore, in the TLR4 inhibitor-treated group, decreases in phosphorylation of JNK and NF-κB factors were confirmed in Protaetia brevitarsis seulensis larvae-treated RAW264.7 cell, as well as decreases in immune modulators. This results suggest that Protaetia brevitarsis seulensis larvae activates RAW264.7 cells by the engagement of TLR4-JNK/NF-κB signaling pathway.

• Journal of Applied Biological Chemistry
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• v.66
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• pp.416-423
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• 2023

Figs has known to have antioxidant, whitening, anti-inflammatory, and antibacterial effects in their leaves, roots, stems, latex, and fruits. In order to develop cosmetic materials based on natural products, we have studied on the skin activity of the ficin in latex as well as the whitening function of the fruit extract with 70% ethanol, and used it as a raw material for released cosmetic product. However, there is little research on the demand for the development of new eutectic solvent extraction methods and its ability to control skin inflammation and psoriasis regulation. Thus, in this study, we evaluated the effectiveness of fig fruit extracts and fractions using eutectic solvent extraction for skin inflammation control and psoriasis. First, fig fruits were extracted under optimal eutectic solvent conditions and fractionated with n-hexane, dichloromethane, ethyl acetate, and butanol. First, the antioxidant activity and inhibition of nitric oxide (NO) production were confirmed in mouse macrophage RAW264.7 cells. In addition, as a result of observing the mRNA expression through RT-PCR, pro-inflammatory cytokines such as TNF-α, IL1α, and IL-1β were suppressed significantly in the hexane, dichloromethane, and ethyl acetate fractions. In addition, it was confirmed in TNF-α stimulated HaCaT keratinocyte model. Finally, chemokine CC motif ligand 20 (CCL20), marker gene of human psoriasis skin disease, was significantly suppressed in the hexane, dichloromethane, and ethyl acetate fractions. These results suggested its anti-inflammatory and skin soothing effect and the possibility of development as an excellent skin soothing natural cosmetic material in the future through future clinical trials.

• Journal of Venture Innovation
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• v.7 no.1
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• pp.1-15
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• 2024

This study aims to elucidate the characteristics of big tech platform companies' sports content business in an environment of rapid digital transformation. Specifically, this study examines the market structure of big tech platform companies with a focus on Amazon, revealing the role of sports content within this structure through an analysis of Amazon's sports marketing business and provides an outlook on the sports content business of big tech platform companies. Based on two-sided market platform business models, big tech platform companies incorporate sports content as a strategy to enhance the value of their platforms. Therefore, sports content is used as a tool to enhance the value of their platforms and to consolidate their monopoly position by maximizing profits by increasing the synergy of platform ecosystems such as infrastructure. Amazon acquires popular live sports broadcasting rights on a continental or national basis and supplies them to its platforms, which not only increases the number of new customers and purchasing effects, but also provides IT solution services to sports organizations and teams while planning and supplying various promotional contents, thus creates synergy across Amazon's platforms including its advertising business. Amazon also expands its business opportunities and increases its overall value by supplying live sports contents to Amazon Prime Video and Amazon Prime, providing technical services to various stakeholders through Amazon Web Services, and offering Amazon Marketing Cloud services for analyzing and predicting advertisers' advertising and marketing performance. This gives rise to a new paradigm in the sports marketing business in the digital era, stemming from the difference in market structure between big tech companies based on two-sided market platforms and legacy global companies based on one-sided markets. The core of this new model is a business through the development of various contents based on live sports streaming rights, and sports content marketing will become a major field of sports marketing along with traditional broadcasting rights and sponsorship. Big tech platform global companies such as Amazon, Apple, and Google have the potential to become new global sports marketing companies, and the current sports marketing and advertising companies, as well as teams and leagues, are facing both crises and opportunities.

• The Journal of Korean Society for School & Community Health Education
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• v.25 no.2
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• pp.59-70
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• 2024

Objectives: The purpose of this study is to analyze each country's infectious disease response capacities and, based on this, find areas for improvement in Korea's infectious disease management response. Methods: First, the capacity to respond to the COVID-19 infectious disease was analyzed by country using the SPAR scores of 96 countries around the world released by WHO in 2022. Second, we analyzed each country's specific COVID-19 quarantine performance using Our World in Data and the Global Health Security Index (GHSI). Results: First, the quarantine intensity index on January 24, 2021 was the highest in the Southeast Asia branch at 67.6, which had strong quarantine measures, and the lowest at 44.5 in the Africa branch. As of December 31, 2022, the quarantine intensity index in Europe was significantly lowered to 11.6. Second, the factor that influenced the SPAR indicator on the total number of patients per million population was national laboratory (C4), p=.027, and the factor that influenced the total number of deaths per million population was infection prevention and control (C9), p=.005., Risk Communication and Community Participation (C10) p=.040. The influential factor on GDP per capita was infection prevention and control (C9) p=.009, and the influential factor on GHSI was infection prevention and control (C9) p=.002. Conclusion: The research findings indicate that it was difficult to find a correlation between the SPAR, which is each country's self-assessment of their infectious disease capacities, and the number of COVID-19 cases or the intensity of pandemic responses. However, mortality rates, as well as factors such as the Global Health Security Index (GHSI) and national income, appear to be somewhat influenced. For future improvements in infectious disease management and response in our country, it is necessary to develop pandemic strategies that can reduce socio-economic costs based on more scientific and reliable data like JEE or GHSI, especially in preparation for potential unknown emerging infectious diseases. Based on this, proactive decision-making led by a control tower of experts and effective health communication are also required to respond to public health crises at a national level.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.703-711
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• 2024

This study attempted to verify the effect of SBAR-based simulation practice on reporting confidence, communicative competence, nursing competence and debriefing satisfaction of nursing students. This study included 46 students who took the simulation practice course for third-year nursing students at one universities located in one region, The data were collected from October 30 to December 22, 2023 using a self-report questionnaire before and after simulation practice, and is a one group pretest-posttest design study. Data analysis was performed using SPSS/WIN version 26.0 program using frequency analysis, descriptive statistics, Shapiro-Wilk test, and Paired t-test. As a result of the study, the average of the reporting confidence was 5.79±1.47 before the training and 7.13±1.56 after the training, the communicative competence was 3.62±0.44 before the training and the average after the training was 4.34±0.67, the nursing competence was 2.64±0.39 before the training and 3.26±0.51 after the training, and the debriefing satisfaction was 3.57±0.51 before the training and 4.18±0.58 after the training. There was a statistically significant difference in reporting confidence(t=2.84, p=.006), communicative competence(t=-3.28, p=.001), nursing competence(t=-8.16, p<.001), debriefing satisfaction(t=2.72, p<.001) before and after SBAR-based simulation practice. Based on the results of this study, it is thought that communication education using SBAR to nursing students should be systematically carried out from the lower grade curriculum, and it is necessary to strengthen and expand reporting education using SBAR communication in various practice situations as well as simulation practical education to improve nursing competency.

• The Mathematical Education
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• v.63 no.2
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• pp.123-138
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• 2024

This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.3
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• pp.123-138
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• 2024

Experiential social entrepreneurship education offers participants opportunities for active engagement in social entrepreneurial activities. Highlighting the significance of psychosocial experiences within the program, this study examines work meaningfulness discovered in this process as the antecedent to forming social entrepreneurial intention. Furthermore, drawing on social cognitive career theory that emphasizes the role of agency in career decisions, we propose social entrepreneurial self-efficacy as the underlying mechanism and social class as the moderating factor in the relationship between work meaningfulness and social entrepreneurial intention formation. The propositions were tested with a two-wave survey dataset collected among 145 university students taking part in an experiential social entrepreneurship program in South Korea. Our results indicate that work meaningfulness positively affects social entrepreneurial self-efficacy, which subsequently promotes social entrepreneurial intention. Moreover, when participants' social class, measured by either household income or perceived rank, is lower, the positive effect of work meaningfulness on social entrepreneurial self-efficacy as well as intention is amplified. Theoretically, these findings shed light on the crucial role of work meaningfulness in strengthening potential entrepreneurs' agency in the domain of social entrepreneurship, particularly for those from lower classes. Practically, we provide guidelines for designing an inclusive experiential social entrepreneurship program that allows participants to find meaningfulness by realizing their strengths and justifying their prosocial contribution.

• Korean Journal of Environment and Ecology
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• v.38 no.3
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• pp.277-292
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• 2024

In order to manage large-scale forest fires concentrated in Gangwon-do and Gyeongsangbuk-do with severe topographical heterogeneity, a decision-making process through efficient and rapid damage assessment using satellite images is essential. Accordingly, this study targets a large-scale forest fire that ignited in Gangneung and the Donghae, Gangwon-do on March 5, 2022, and was extinguished around 19:00 on March 8, to estimate the fire severity using dNBR and derive environmental factors that affect the grade. As environmental factors, we quantified the regular vegetation index representing vegetation or fuel type, the forest index that classifies tree species, the regular moisture index representing moisture content, and DEM in relation to topography, and then analyzed the correlation with the fire severity. In terms of fire severity, the widest range was 'Unbured' at 52.4%, followed by low severity at 42.9%, medium-low severity at 4.3%, and medium-high severity at 0.4%. Environmental factors showed a negative correlation with dNDVI and dNDWI, and a positive correlation with slope. Regarding vegetation, the differences between coniferous, broad-leaved, and other groups in dNDVI, dNIWI, and slope, which were analyzed to affect the fire severity, were analyzed to be significant with p-value < 2.2e-16. In particular, the difference between coniferous and broad-leaved forests was clear, and it was confirmed that coniferous forest suffered more damage than broad-leaved forest due to the higher fire severity in the Gangwon-do region, including Pinus densiflora, which are dominant species, as well as P. koraiensis, P. rigida and P. thunbergii.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.