• 한국전문물리치료학회지
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• 제23권4호
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• pp.16-26
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• 2016

Background: Deficiencies in the ability to maintain balance are common in elderly. Augmented feedback such as knowledge of results (KR) can accelerate learning and mastering a motor skill in older people. Objects: We designed this study to examine whether one session of Wii-Fit game with self-regulated KR is effective for elderly people, and to compare the effect of two different timings of self-regulated KR conditions. Methods: Thirty-nine community-dwelling elders, not living in hospice care or a nursing home, participated in this study. During acquisition, two groups of volunteers were trained in 10 blocks of a dynamic balancing task under the following 2 conditions, respectively: (a) a pre-trial self-regulated KR ($n_1=18$), or (b) a post-trial self-regulated KR ($n_2=21$). Immediate retention tests and delayed retention tests of balancing performance were administered in 15 minutes and 24 hours following acquisition period, respectively. Results: In both groups, significant improvements of balancing performances scores were observed during the acquisition period. Regardless of the group, mean of balancing performance scores on retention tests were well-maintained from the final session. There were no significant differences between groups in balancing performance scores during the acquisition period (p>.05); however, the post-trial self-regulated KR group exhibited significantly higher balancing performance scores in both the immediate retention test and delayed retention test than that of the pre-trial self-regulated KR group (p<.05). Conclusion: Therefore, subjects who regulated their feedback after a dynamic balancing task, during the acquisition period, experienced more efficient motor learning during the retention period than did subjects who regulated their feedback before a dynamic balancing task. Accordingly, in case of presenting the KR of motor learning in clinical settings to elders who reduced dynamic balance abilities, the requesting time of KR is imperative according to self-estimation processes as well as types of KR and practice.

• 공학교육연구
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• 제27권2호
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• pp.13-24
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• 2024

This research aims to examine the effects of engineering students' self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students' self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

• 예술인문사회 융합 멀티미디어 논문지
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• 제9권3호
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• pp.51-59
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• 2019

외국어 학습이론에서 자기조절학습, 교과흥미, 학습몰입, 자기효능감은 주요 구성개념들로 연구되었다. 이에 본 연구에서는 이 구성개념 간 상호 미치는 영향관계를 파악하기 위하여 상기 구성개념들을 토대로 연구모형을 설정하고 SEM분석을 통하여 그 내용을 파악하고자 하였다. 경남에 위치한 중학교 학생들을 대상으로 수집한 자료를 분석한 결과는 첫째, 교과흥미는 학습몰입에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 교과흥미는 자기효능감에 긍정적 영향을 미치고 또한 자기조절학습에 긍정적 영향을 미쳤으며, 셋째, 학습몰입은 자기효능감에 긍정적 영향을 미치는 것으로 나타났고 넷째, 자기조절학습은 자기효능감에 긍정적 영향을 미쳤고 다섯째, 자기조절학습은 학습몰입에 긍정적 영향을 미쳤다. 상기 분석결과를 살펴보면 영어교육의 경우 학생들의 교과흥미는 학습몰입을 가져오고 자기효능감을 증진시키며 자기조절학습 능력을 증진하여 결국은 성과로 이어지게 된다.

• 한국정보기술응용학회:학술대회논문집
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• 한국정보기술응용학회 2005년도 6th 2005 International Conference on Computers, Communications and System
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• pp.127-133
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

• 한국식물학회:학술대회논문집
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• 한국식물학회 1987년도 식물생명공학 심포지움 논문집 Proceedings of Symposia on Plant Biotechnology
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• pp.63-79
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• 1987

Light regulates a variety of genes in higher plants. The expression of light-induced plant genes is regulated at the level of transcription via red- light photomorphogenic receptor, phytochrome, as well as unknown blue light photoreceptor(s). Ribulose-5-phosphate carboxylase/oxygenase (Rubisco) small subunit (SSB) and light harvesting chlorophyll a/b (Cab) protein are those of the best understood genes regulated by light. 5'-upstream flanking sequence (- -400) of Rubisco SSB and Cab genes sis known as a light responsive, enhance-like element. It responses to red and blue light in transgenic plant system as a tissue specific manner. Phytochrome gene is also regulated by light. In contrast to most of the light regulated plant genes, it is negatively controlled by red light. Search for the cis- and trans-acting factors responsible for the light signal is in progress to understant photomorphogenesis and development in higher plants.

• 지식경영연구
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• 제9권4호
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• The Plant Pathology Journal
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• 제27권3호
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• pp.272-279
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• 2011

Root colonization of Arabidopsis thaliana with Pseudomonas chlororaphis O6 induces systemic tolerance against diverse pathogens, as well as drought and salt stresses. In this study, we demonstrated that 11 genes in the leaves were up-regulated, and 5 genes were down-regulated as the result of three- to five-days root colonization by P. chlororaphis O6. The identified priming genes were involved in cell signaling, transcription, protein synthesis, and degradation. In addition, expression of selected priming genes were induced in P. chlororaphis O6-colonized plants subjected to water withholding. Genes encoding defense proteins in signaling pathways regulated by jasmonic acid and ethylene, such as VSP1 and PDF1.2, were additional genes with enhanced expression in the P. chlororaphis O6-colonized plants. This study indicated that the expression of priming genes, as well as genes involved in jasmonic acid- and ethylene-regulated genes may play an important role in the systemic induction of both abiotic and biotic stress due to root colonization by P. chlororaphis O6.

• 한국생물공학회:학술대회논문집
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• 한국생물공학회 2003년도 생물공학의 동향(XII)
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• pp.311-314
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• 2003

Under hyperosmotic stress, rCHO cells display decreased specific growth rate $({\mu})$ and increased specific antibody productivity $(q_{Ab})$. The effects of hyperosmotic stress on batch culture cellular dynamics are not well understood. To this end, we conducted a proteome profile of rCHO cells, using 2D-gel, MALDI-TOF-MS and MS/MS. As a result, the proteome profile of rCHO cells could be established using 41 identified proteins. Based on this proteome profile of rCHO cells, we have found at least 8 differently expressed spots at hyperosmotic osmolality (450 mOsm/kg). Among these spots, two metabolic enzymes were found to be up-regulated (pyruvate kinase and GAPDH), while down-regulated protein was identified as tubulin. It shows that hyperosmotic stress can alter metabolic state, by up-regulated activities of two glycolysis enzymes, which could lead to activate the generation of metabolic energy. Tubulin expression was down-regulated, suggesting a reduction of cell division. Finally, the increased conversion energy could leads to improve overall productivity.

• 한국정보시스템학회지:정보시스템연구
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• 제14권3호
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• pp.109-116
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on the learners' self-efficacy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. In this study, academic performance was measured by student's real record. We will show the validity of the model empirically, and most of the hypotheses suggested in this model were accepted.

• 한국작물학회지
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• 제40권1호
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• pp.69-76
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• 1995

포장상태에서의 케놀라의 저온반응성 유전자인 BN28 과 BNl15 의 발현정도와 그 유전자들의 내 동성에 대한 역할을 구명하기 위하여 6개 품종 （ WRG86, CDH3, Dusul Ceres, Accord, KWC-4113）을 파종기를 달리 하여 파종하고 파종후 15일 간격으로 Sample를 채취하여 RNA를 추출하고 northern blot analysis로써 두 유전자의 발현정도를 조사하였던바 그 결과를 요약하면 아래와 같다. 1. 두 유전자의 발현시 기는 내동성이 증가하는 시기보다 조금 앞서는 것으로 나타났으며 이는 식물체가 내동성을 얻기 위하여 이 유전자의 발현을 필요로 하거나 혹은 이 유전자 발현을 조절하는 요인중 온도 이외의 환경요인이 관여하는 것으로 나타났다 하지만 유전자 발현이 급격히 증가하는 시기가 세 파종시기 처리에 있어서 일치하는 점과 또한 내동성의 급격한 증가시기와 일치하는 점으로 미루어 보아 이 유전자 발현을 조절하는 가장 중요한 요인은 저온인 것으로 생각된다. 2. 발현양식에 있어서 두 유전자간의 차이가 관찰 되었는데 이는 두 유전자가 각각 다른 조절기작을 통하여 발현이 통제되는것으로 생각되며 이러한 포장에서의 발현양식은 실험실에서의 그것과 일치하는 것으로 나타났다. 3. 유전자가 발현되어 증가되는 시기는 식물체의 내동성이 증가되는 시기와 일치되었다. 하지만 특정한 시점에 있어서 각 품종간의 내동성의 정도와 유전자 발현정도는 일치하지 아니하였다.