• Environmental Analysis Health and Toxicology
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• v.19 no.2
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• pp.191-200
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• 2004

Zinc (Zn) is an essential element in biological process, however inadequate Zn status in general population have been recognized. To update the knowledge for Zn-cadmium (Cd) interaction, we studied the intestinal uptake and transport, and the expression of metal transporter proteins (divalent metal transporter 1, DMT1 ; metal transporter protein 1, MTP1 ; zinc transporter 1, ZnTl ; metallothionein 1 , MT1) in duodenum after Cd exposure using Zn deficient animal model. Rats were led Zn deficient (ZnD, 0.5-1.0 mgZn/kg) or Zn supplemented (ZnS, 50mg Zn/kg) diet for 4 weeks, and followed single administration of $^{109}$ CdCl$_2$orally. The body Zn flatus and tissue Cd concentration were determined at 24 hrs after Cd administration. Total body burden of Cd and Cd absorption index (AI, %) were estimated based on the tissue Cd analyzed. DMT1, MTP1, ZnTl and MT1 mRNA were analyzed by using RT-PCR method. Feeding of Zn deficient diet for 4 weeks produced a reduced body weight gain and a depletion of body Zn. Tissue Cd concentration, body burden of Cd and Cd absorption index were higher in the ZnD diet fed rats than the ZnS diet red rats. Especially, Cd concentration in the small intestine (duodenum, jejunum and ileum) and the colon of FeD diet fed rats were higher markedly than in the FeS diet group. The expression levels of DMT1, MTP1 and ZnT1 mRNA in FeD diet fed rats were similar to the FeS diet. The level of MT1 mRNA expression was significantly lower in the FeD than the FeS diet fed rats. Taken together, theses results indicate that Zn deficiency in diet induce an increased intestinal absorption and tissue retention of Cd, and down -regulate the MT1 expression in the intestine which might be play a part of role in Cd absorption and transport in mammalian. These findings suggest that deficiency of essential metal could be enhanced the toxicity of toxic, non-esstial metals through the metal-metal interaction.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.69-92
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• 2024

This study analyzed students' mathematical noticing in high school sequence classes based on students' two perceptions of sequence. Specifically, mathematical noticing was analyzed in four aspects: center of focus, focusing interaction, task features, and nature of mathematics activities, and the following results were obtained. First of all, the change pattern of central of focus could not be uniquely described by any one component among 'focusing interaction', 'task features', and 'the nature of mathematical activities'. Next, the interactions between the components of mathematical noticing were identified, and the teacher's individual feedback during small group activities influenced the formation of the center of focus. Finally, students showed two different modes of reasoning even within the same classroom, that is, focusing interaction, task features, and nature of mathematics activities that resulted in the same focus. It is hoped that this study will serve as a catalyst for more active research on students' understanding of sequence.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.595-601
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• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Interaction and multiscale mechanics
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• v.2 no.1
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• pp.45-68
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• 2009

An aim of the study is to develop an efficient numerical simulation technique that can handle the two-scale analysis of fluid permeation filters fabricated by the partial sintering technique of small spherical ceramics. A solid-fluid mixture homogenization method is introduced to predict the mechanical characters such as rigidity and permeability of the porous ceramic filters from the micro-scale geometry and configuration of partially-sintered particles. An extended finite element (X-FE) discretization technique based on the enriched interpolations of respective characteristic functions at fluid-solid interfaces is proposed for the non-interface-fitted mesh solution of the micro-scale analysis that needs non-slip condition at the interface between solid and fluid phases of the unit cell. The homogenization and localization performances of the proposed method are shown in a typical two-dimensional benchmark problem whose model has a hole in center. Three-dimensional applications to the body-centered cubic (BCC) and face-centered cubic (FCC) unit cell models are also shown in the paper. The 3D application is prepared toward the computer-aided optimal design of ceramic filters. The accuracy and stability of the X-FEM based method are comparable to those of the standard interface-fitted FEM, and are superior to those of the voxel type FEM that is often used in such complex micro geometry cases.

• The Journal of Korean Academy of Prosthodontics
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• v.32 no.3
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• pp.445-454
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• 1994

Osseointegrated implant prostheses are to provide normal function without compromising the unique interaction between the tissue and the implant. The essential requirement for the osseointegrated implant prostheses is passive fit of abutment. Therefore, the impression must be accurate and reproduciable since the resultant master cast precisely duplicates the clinical condition. The purpose of this study was to compare the accuracy of the master casts obtained from five impression techniques. Group 1 : To take impression with indirect technique and Impregum F. Group 2 : To take impression with unsplinted direct technique and Impregum F. Group 3 : To take impression with splinted direct technique and Impregum F. Group 4 : To take impression with unsplinted direct technique and Xanthano. Group 5 : To take impression with splinted dierct technique and Xanthano. The results were as follow : 1. In taking impression of Impregum F, there was no significant difference between to use of indirect technique and unsplinted direct technique.(p<0.05) 2. Unsplinted direct technique with Impregum F is less accurate than splinted direct technique with Impregum F or Xanthano and unsplinted direct technique with Xanthano.(p<0.05). 3. There was no significant difference between splinted direct technique with Impregum F and unsplinted direct technique with Xanthano.(p<0.05) 4. Splinted direct technique reproduce more accurate than unsplinted direct technique.(p<0.05) 5. Impression plaster produced less distortion than polyether.(p<0.05) As a result, splinted direct technique with Xanthano was the most accurate technique. As a result, splinted direct technique with Xanthano was the most accurate technique in this study. In addition to dimensinal changes in the materials used, positional errors were also attributed to the mechanical components used in the transfer porocess. Although the errors measured were relatively small, this study demonstrates the potential for distortions with the transfer technique used. Further study is indicated that ?the technique will be able to reproduce the intraoral relationship of implant fixtures reliably and predictably.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

• School Mathematics
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• v.12 no.2
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• pp.177-191
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• 2010

Small Group Collaborative Instruction in school settings has been endorsed by many educational experts over the years. Some studies found that learners greatly benefit from one another through communication and interaction with their peers. These studies previously indicated improvement of a learner‘s academic ability as well as the application of the affective domain when using this type of instruction. Lower-level students with limited mathematical abilities improved their problem-solving and conceptual thinking skills when tasked to work with other learners. On the other hand, the effectiveness of this process was questioned to be less evident with higher-level performers. Therefore, this study was designed to observe the efficacy of Small Group Collaborative Instruction on higher-level students and to explore their learning process as they interact with and teach lower-level students. This study observed that higher-level students use high-level mathematical thinking skills when helping lower-level students, and they improved problem-solving ability as well as communication skills.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.65-75
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• 2010

The purpose of this study is to present a Freedom Inquiry Method by Revised Science Curriculum in 2007. This study introduced IIM(Independent Inquiry Method), PBL(Problem Based Learning), Small Inquiry Method, Science Notebooks, Project Learning Method about Freedom Inquiry Method. The results of this study are as follows: First, IIM(Independent Inquiry Method) is studying method in the inquiry process center. The inquiry process is composed of total 9 phases, inquiry subject really it is, detailed aim deciding, information searching, it searches, quest result it arranges, aim evaluation, the report making, it announces, it evaluates, it is become accomplished. Second, It is a studying method which it starts with the problem which is Problem Based Learning, study atmosphere creation phase, problematic presentation phase and sleep static problem solving the phase which it attempts, it is become accomplished with autonomous studying phase, coordinated studying and discussion studying phase, discussion resultant announcement studying phase, arrangement and evaluation. Third, Small Inquiry Method, Call it accomplishes the call grade of the students among ourselves 4~8 people degree where only the quest learning capability is similar within class. Also interaction and coordinated function of the members between it leads and the subject which is given in the group it cooperates and it solves with it is a quest method which arrives to aim of commonness. This method divides on a large scale in three parts, it becomes accomplished in programming phase, quest accomplishment and resultant announcement. Fourth, Science Notebooks learns a scientific contents and a scientific quest function and the possibility of decreasing in order to be, from the fact that the help which it understands. This planing, data searching, it searches, becomes accomplished with resultant arrangement, announcement and evaluation. Fifth, The Project Learning Method the studying person oneself studying contents, it establishes a plan and it collects it accomplishes process of etc. it evaluates it leads and a subject and information and with real life it is a method which it studies naturally from the learning environment inside which is similar. This is preliminary phase, project start, project activity and project arrangement.

• Asian-Australasian Journal of Animal Sciences
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• v.18 no.12
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• pp.1761-1768
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• 2005

Effects of alpha-galactosidase (GAL) on broiler corn-soybean meal diet was investigated. In experiment 1, sixty cockerels were allocated to five groups, including three enzyme treatments (GAL added at 0, 500, and 1,000 mg/kg diet), a nitrogen-free diet group and a fast group. The true nitrogen-corrected ME (TME$_n$) and true amino acid availability were determined. In experiment 2, 324 day-old chicks were used in a 2${\times}$3 factorial design consisting of two energy contents (high and low) and three GAL levels (0, 250, and 500 mg/kg). Three feeding phases, comprising 0-21 d, 22-35 d and 36-48 d, were involved. GAL addition improved TME$_n$ and the availability of methionine and cystine (p<0.05). The apparent ME (AME) or nitrogen-corrected AME (AME$_n$) and digestibility of dry matter, organic matter, calcium, and phosphorus were improved significantly on d 21, so was crude protein and an interaction of energy and GAL on AME$_n$ (p<0.05) was found on d 35. However, daily intake and daily gain were significantly improved with GAL addition (p<0.05) during 21 d. The small intestine relative weight decreased at 250 mg/kg GAL (p<0.05) on d 35, whereas presented an interaction between GAL and energy on d 21 (p<0.05). Likewise, this treatment increased breast muscle ratio (p<0.05). On d 21, triglycerides level of broilers showed interaction between energy and enzyme levels (p<0.05). Uric acid level in 500 mg/kg GAL declined linearly (p<0.05). On d 35, quadratic effects (p<0.05) were observed in total protein, albumin, globulin and cholesterol content for enzyme supplementation. And the interactive effects of energy and GAL on serum values showed more obviously. The study implies that GAL improved energy and nutrient availability of corn-soybean meal diet in broiler. The GAL supplementation to corn-soybean meal based diet can improve performance of broilers in early stages of growth.