• Asian-Australasian Journal of Animal Sciences
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• v.13 no.10
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• pp.1353-1358
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• 2000

The three-way rotational crossing experiment has been conducted to evaluate heterosis effects on jumping height and body weight. Yonakuni wild mice (Y) and two genetic groups of $CF_{{\sharp}1}$ (C) and C3H/HeNCrj (H) laboratory mice were used as materials. Reciprocal rotational crossing was made by crossing C male${\times}$Y female and Y male${\times}$C female to produce basic group designated $G_0$ and ${G_0}^{\prime}$, respectively. The females of the $G_0$ and ${G_0}^{\prime}$ were mated to the H sire to produce second generation ($G_1$ and ${G_1}^{\prime}$), and at the following generation the replacement females were mated to Y or C sire according to the basic group to produce $G_2$ to $G_3$ and ${G_2}^{\prime}$ to ${G_3}^{\prime}$. Individual jumping height data at Wk6 and body weight data at 1 (Wk1), 3 (Wk3), 6 (Wk6) and 10 (Wk10) weeks of age were analyzed. The results showed that effects of genetic group, sex and interaction of genetic group by sex were significant (p<0.01) for jumping height. For males, 55.34%~79.17% and 54.46%~78.29% of heterosis were reached at $G_1$ to $G_3$ and ${G_1}^{\prime}$ to ${G_3}^{\prime}$, respectively. While for females at $G_1$ to $G_3$ and at ${G_1}^{\prime}$ to ${G_3}^{\prime}$, heterosis effects were 61.53%~80.42% and 47.79%~85.86%, respectively. For body weight, genetic group was a significant source of variation at all ages studied. Sex effect was significant at Wk3, Wk6 and Wk10, and interaction between genetic group and sex was significant at Wk6 and Wk10 (p<0.01). C sires resulted in the highest body weight of offspring, while H sires were the intermediate and Y sires were the lightest. The significant positive and negative heterosis effects for body weight were exhibited. Crossing involved the Y sires in addition to smaller maternal effects of Y dams tended to result in small heterosis.

• Interaction and multiscale mechanics
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• v.1 no.4
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• pp.437-448
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• 2008

This paper examined the stability of high-dense dislocation substructures (HDDSs) associated with martensite laths in High Cr steels supposed to be used for FBR, based on a series of dislocation dynamics (DD) simulations. The DD simulations considered interactions of dislocations with impurity atoms and precipitates which substantially stabilize the structure. For simulating the dissociation processes, a point defect model is developed and implemented into a discrete DD code. Wall structure composed of high dense dislocations with and without small precipitates were artificially constructed in a simulation cell, and the stability/instability conditions of the walls were systematically investigated in the light of experimentally observed coarsening behavior of the precipitates, i.e., stress dependency of the coarsening rate and the effect of external stress. The effect of stress-dependent coarsening of the precipitates together with application of external stress on the subsequent behavior of initially stabilized dislocation structures was examined.

• East Asian mathematical journal
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• v.34 no.4
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• pp.339-358
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• 2018

There has been researches for effective education. Among them, many researchers are striving to apply Zone of Proximal Development of Vygotsky which is emphasizing the social interaction in the field of teaching and learning. Researchers usually research based on individual or small group of students. However the math class in school relies on system that one teacher teach many students in reality. So this research will look for the effect that the teaching and learning program based on Zone of Proximal Development of Vygotsky by designing the teaching and learning program which is based on scaffolding structuring to overcome the zone of proximal development in many-students class. The results of this research are as follows: First, the studying program considered the theory of Vygotsky has a positive effect on improving the mathematical achievement of elementary student. Second, the studying program considered the theory of Vygotsky has a positive effect on improving the student's studying attitude upon mathematics.

• KIEAE Journal
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• v.7 no.4
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• pp.81-89
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• 2007

The changes of social climate in respecting differences and needs of each diverse groups and human equality have caused the disabled to persue quality of life, through enabling their lives more independent. The purpose of this research was to find out adequacy of the residence and living behavior of the hearing impaired. Though this reach it was expected to find out environment features which have become obstacle in maintain their life independent in normal way and the way of improving their environment. Small group workshop with three hearing impaired persons was implemented. Living behavior and physical environmental characteristic of dormitory and interaction between them were identified. The need of non auditorial communication for the hearing impaired found far beyond required guidelines of the disabled Act. Design professionals need more profound knowledge with and ethical and humanistic attitude to find and satisfy the need of disabled.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Journal of the Korean Magnetic Resonance Society
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• v.23 no.3
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• pp.67-72
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• 2019

Caveolae are small plasma membrane invaginations that play many roles in signal transduction, endocytosis, mechanoprotection, lipid metabolism. The most important protein in caveolae is the integral membrane protein, caveolin, which is divided into three families such as caveolin 1, caveolin 2, and caveolin 3. Caveolin 1 and 3 are known to incorporate palmitate through linkage to three cysteine residues. Regulation of the protein palmitoylation cycle is important for the cellular processes such as intracellular localization of the target protein, membrane association, conformation, protein-protein interaction, and activity. However, the detailed aspect of individual palmitoylation has not been studied. In the present work, the role of each lipid modification at three cysteines was studied by NMR. Our results suggest that each lipid modification at the natively palmitoylation site has its own roles. For example, lipidations to C106 and C129 are play a role in structural stabilization, however, interestingly, lipid modification to C116 interrupts the structural stabilization.

• Research in Mathematical Education
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• v.26 no.3
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• pp.127-146
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• 2023

Statistical thinking has a broad definition but focuses on the context of regression modelling in the present study. To foster students' statistical thinking within the context, teaching should no longer be seen as transfer of knowledge from teacher to students but as a process of engaging with learning activities in which they develop ownership of knowledge. This study aims at collaborative learning contexts; students were divided into small groups in order to increase opportunities for peer collaboration. Each group of students was asked to do a regression project after class. Through doing the project, they learnt to organize and connect previously accrued piecemeal statistical knowledge in an integrated manner. They could also clarify misunderstandings and solve problems through verbal exchanges among themselves. They gave a clear and lucid account of the model they had built and showed collaborative interactions when presenting their projects in front of class. A survey was conducted to solicit their feedback on how peer collaboration would facilitate learning of statistics. Almost all students found their interaction with their peers productive; they focused on the development of statistical thinking with concerted effort.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.217-229
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• 2015

In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: 'Conditions of combustion', which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to 'Burning needs oxygen.' This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other's ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher's guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.

• KIEAE Journal
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• v.7 no.3
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• pp.49-55
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• 2007

Being different from 20th Century, the right of disabled have attracted much social attention. In reality, the disabled still suffered or not properly respected, thereby a little far less in achieving the quality of life. The purpose of this research was to examine the fitness between the persons with limited mobility and their living environment. Small group workshop with three persons with limited mobility were used for utilized. Living behavior and physical environmental characteristic of dormitory house and interaction between them were identified. Major problem appeared to be accessibility which include the path, room size and furnishing. Even though the dormitory satisfied the government requirement legally. Substantial problems were found because of resident real life. This implied deep consideration beyond Act needed to create a right to robust environment toward persons with limited mobility.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.163-169
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• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.