• The Mathematical Education
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• v.57 no.3
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• pp.289-309
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• 2018

There has been a gradually increasing focus on adopting mathematical modeling techniques into school curricula and classrooms as a method to promote students' mathematical problem solving abilities. However, this approach is not commonly realized in today's classrooms due to the difficulty in developing appropriate mathematical modeling problems. This research focuses on developing reformulation strategies for those problems with regard to mathematical modeling. As the result of analyzing existing textbooks across three grade levels, the majority of problems related to the real-world focused on the Operating and Interpreting stage of the mathematical modeling process, while no real-world problem dealt with the Identifying variables stage. These results imply that the textbook problems cannot provide students with any chance to decide which variables are relevant and most important to know in the problem situation. Following from these results, reformulation strategies and reformulated problem examples were developed that would include the Identifying variables stage. These reformulated problem examples were then applied to a 7th grade classroom as a case study. From this case study, it is shown that: (1) the reformulated problems that included authentic events and questions would encourage students to better engage in understanding the situation and solving the problem, (2) the reformulated problems that included the Identifying variables stage would better foster the students' understanding of the situation and their ability to solve the problem, and (3) the reformulated problems that included the mathematical modeling process could be applied to lessons where new mathematical concepts are introduced, and the cooperative learning environment is required. This research can contribute to school classroom's incorporation of the mathematical modeling process with specific reformulating strategies and examples.

• Parasites, Hosts and Diseases
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• v.61 no.2
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• pp.216-224
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• 2023

In several schistosomiasis-endemic countries, the prevalence has remained high in some areas owing to reinfection despite repeated mass drug administration (MDA) interventions; these areas are referred to as persistent hot spots. Identifying hotspots is critical for interrupting transmission. This study aimed to determine an effective means of identifying persistent hot spots. First, we investigated the differences between Schistosoma haematobium and Schistosoma mansoni prevalence among school-aged children (SAC) estimated by a community-based survey, for which local key informants purposively selected communities, and a randomly sampled school-based survey. A total of 6,225 individuals residing in 60 villages in 8 districts of North Kordofan, Blue Nile, or Sennar States, Sudan participated in a community-based survey in March 2018. Additionally, the data of 3,959 students attending 71 schools in the same 8 districts were extracted from a nationwide school-based survey conducted in January 2017. The community-based survey identified 3 districts wherein the prevalence of S. haematobium or S. mansoni infection among SAC was significantly higher than that determined by the randomly sampled school survey (e.g., S. haematobium in the Sennar district: 10.8% vs. 1.1%, P<0.001). At the state level, the prevalence of schistosomiasis among SAC, as determined by the community-based survey, was consistently significantly higher than that determined by the school-based survey. Purposeful selection of villages or schools based on a history of MDA, latrine coverage, open defecation, and the prevalence of bloody urine improved the ability for identifying persistent hot spots.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.67-78
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• 2021

The research aims to identify the role of administrative leaders working in universities in the success of organizational development and change, and the extent of the relationship and ability of administrative leaders at all levels of leadership within universities to the effectiveness of the process of development and organizational change at Northern Border University. In addition to presenting some recommendations and suggestions that can contribute to identifying the best leadership styles that contribute to the success of the development process and positive organizational change. Where leadership, whether in the private sector or the public sector, is one of the main functions concerned with the processes of direction, development, and modernization in the performance of the facility and an important element to activate the organizations' ability to perform their role and achieve their goals. The behavior and trends of leaders represent an important indicator in knowing the type of efforts made by them to improve performance and develop organizations and human resources. The research reached many results, perhaps the most important of which is that the dominant leadership style in universities is the democratic style, followed by the bureaucratic leadership style. The results also showed that there is a significant role for administrative leaders in bringing about development and positive change at Northern Border University at the level of individuals, groups, and organizations. And it became clear that there is an availability of leadership capabilities to an acceptable degree in the administrative leaders. The results of the statistical analysis showed a positive relationship between administrative leadership ability and democratic style. In addition to the existence of a negative relationship between the administrative leadership ability and the bureaucratic style and the freestyle. It was also clear that there were no differences in dealing between males and females, as well as age, educational qualification, experience, and job grade, but there were differences in dealing with the job title.

• The Korean Journal of Emergency Medical Services
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• v.26 no.3
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• pp.149-159
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• 2022

Purpose: This study aimed to determine a method to reduce stress in clinical practice by identifying how the empathy and self-regulation capacities of paramedic students influence their stress levels. Methods: Selected articles were statistically analyzed using SPSS 21.0. Data on 172 3rd-year and 4th-year paramedic students in Daejeon were used. The subject's general characteristics (sex, university education, the number of the medical training center, work type, satisfaction with college life, and satisfaction with their major) were analyzed according to empathy and self-regulation ability by t-test and ANOVA. Pearson's correlation coefficient was used for the correlation of empathy, self-regulation ability, and clinical practice stress. Hierarchical regression was used for factors influencing clinical practice. Results: Clinical practice stress levels were significantly different between general characteristics of sex (t=3.002, p=0.003), university education (t=2.815, p=0.006), the number of the medical training center (t=-2.998, p=0.003), work type (t=-2.998, p=0.003), satisfaction with college life (t=5.280, p=0.000), and satisfaction with major (t=5.132, p=0.000). Empathy (r=-.520, p<.001) and self-regulation ability (r=-.330, p<.001) significantly negatively correlated with major variables, and the major factor influencing clinical practice stress levels was empathy. Conclusion: Extension of education and various experiences for improving empathy and developing management programs should be performed to decrease clinical practice stress on paramedic students.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.59-76
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• 2015

The study aimed to investigate elementary school gifted students' hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.57-67
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• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• Journal of Microbiology and Biotechnology
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• v.17 no.7
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• pp.1169-1176
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• 2007

Genes encoding proteins responsible for limonene catabolism were cloned from a limonene-degrading microorganism, Enterobacter cowanii 6L, which was isolated from citron (Citrus junos) peel. The 8.6, 4.7, and 7.7 kb fragments (CD3, CD4, and CD6) of E. cowanii 6L chromosomal DNA that confer to E. coli the ability to grow on limonene have been cloned and their corresponding DNA sequences were determined. Nine open reading frames (ORFs) were identified, and the four ORFs (921 bp of CD3-2; 1,515 bp of CD4-1; 1,776 bp of CD6-1; and 1,356 bp of CD6-2) that encode limonene hydroxylase were confirmed by independently expressing these genes in E. coli. FAD and NADH were found to stimulate the hydroxylation reaction if added to cell extracts from E. coli recombinants, and multiple compounds (linalool, dihydrolinalool, perillyl alcohol, (${\alpha}-terpineol$, and ${\gamma}-terpineol$) were the principal products observed. Our results suggest that the isolate E. cowanii 6L has a broad metabolic capability including utilization of limonene. This broad metabolic ability was confirmed by identifying four novel limonene hydroxylase functional ORFs in E. cowanii 6L.

• Phonetics and Speech Sciences
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• v.9 no.3
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• pp.57-65
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• 2017

The current study explored how Korean-speaking children processed the multiple acoustic cues (VOT and f0) for the stop laryngeal contrast (/t'/, /t/, and /$t^h$/) and examined whether individual perceptual strategies could be related to a general cognitive ability performing executive functions (EF). 15 children (aged from 7 to 8) participated in the speech perception task identifying the three Korean laryngeal stops (3AFC) on listening to the auditory stimuli of C-/a/ with synthetically varying VOT and f0. They completed a series of EF tasks to measure working memory, inhibition, and cognitive shifting ability. The findings showed that children used the two cues in a highly correlated manner. While children utilized VOT consistently for the three laryngeal categories, their use of f0 was either reduced or enhanced depending on the phonetic categories. Importantly, the children's processing strategies of a f0 suppression for a tense-aspirated contrast were meaningfully associated with children's better cognitive abilities such as working memory, inhibition, and attentional shifting. As a preliminary experimental investigation, the current research demonstrated that listeners with inefficient processing strategies were poor at the EF skills, suggesting that cognitive skills might be responsible for developmental variations of processing sub-phonemic information for the linguistic contrast.

• Phonetics and Speech Sciences
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• v.13 no.3
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• pp.21-29
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• 2021

The present study investigated how one's cognitive resources are related to speech perception by examining Korean speakers' executive function (EF) capacity and its association with voice onset time (VOT) and f0 sensitivity in identifying Korean stop laryngeal categories (/t'/ vs. /t/ vs. /t^h/). Previously, Kong et al. (under revision) reported that Korean listeners (N = 154) in Seoul and Changwon (Gyeongsang) showed differential group patterns in dialect-specific cue weightings across educational institutions (college, high school, and elementary school). We follow up this study by further relating their EF control (working memory, mental flexibility, and inhibition) to their speech perception patterns to examine whether better cognitive ability would control attention to multiple acoustic dimensions. Partial correlation analyses revealed that better EFs in Korean listeners were associated with greater sensitivity to available acoustic details and with greater suppression of irrelevant acoustic information across subgroups, although only a small set of EF components turned out to be relevant. Unlike Seoul participants, Gyeongsang listeners' f0 use was not correlated with any EF task scores, reflecting dialect-specific cue primacy using f0 as a secondary cue. The findings confirm the link between speech perception and general cognitive ability, providing experimental evidence from Korean listeners.