• Journal of Nutrition and Health
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• v.29 no.8
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• pp.849-860
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• 1996

The supply of different fatty acids during the development period has significant effects. This study examined the effects of dietary $\omega$3 and $\omega$6 fatty acid compositions on phospholipids (PLs) of RBC and rat brain subcellular fractions (synaptosome, microsome, mitochondria), and on learning ability of the 2nd generation rat. Rats were fed experimental diets 3-4 wks prior to the conception. Early in the lactation period, the feeding mothers were exchanged. Diets consisted of 10% fat(by weight), which was either safflower oil('S') poor in $\omega$3 fatty acids or computer-searched mixed oil('M') with P/M/S ratio, 1/1.4/1 and $\omega$6/$\omega$3 ratio, 6.1/1. The 'S' and 'M' rats were subdivided further into SS, SM, MS & MM rats according to their lactation stauts. At 3 (weaning) & 9 wks of age, the percentage of total $\omega$3 fatty acids to their lactation status. At 3 (weaning) & 9 wks of age, the percentage of total $\omega$3 fatty acids and the ratios of $\omega$3/$\omega$6 fatty acids in PLs of RBC and brain subcellular fractions in SM and MM groups fed milk from the mixed oil-fed mothers for 2 wks tended to be higher than those in SS and MS groups respectively. In contrast, the concentrations of $\omega$6 fatty acids, especially 22:5$\omega$6 in all fractions, were significantly lower in the SM & MM groups compared to those of the SS & MS groups respectively. In contrast, the concentration of $\omega$6 fatty acids, especially 22:5$\omega$6 in all fractions, were significantly lower in the SM & MM groups compared to those of the SS & MS groups, The values for the DHA$\omega$3/22:5$\omega$6 ratios after the lactation period were markedly higher in the groups (SM & MM) which were reared by mixed oil(MO) fed mothers. In carring out Y-water maze at 9th wk of age, the SM(4.2$\pm$0.5) & MM (5.3$\pm$0.5) groups made significantly less errors compared to the SS(6.2$\pm$0.6, p<0.05 compared with SM) & MM (7.2$\pm$0.5, p<0.05 compared with MM) groups which were lactated by the safflower oilfed mothers. Therefore, by feeding a balanced fatty acid diet from the lactation period up to 9 wks of age as compared with the groups fed $\omega$3 fatty acid-deficient diet regardless of mother's diet given before parturition. The levels of DHA(synaptosome) and 22:5$\omega$3 (mitochondria) were positively correlated not only with these values in RBC but also with visual discriminating ability. The levels of DHA and 22:5$\omega$3 in RBC can, therfore, reflect visual discriminatng ability in the rat.

• Preventive Nutrition and Food Science
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• v.7 no.3
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• pp.265-272
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• 2002

In this study, we examined the effects of dietary fatty acids on the fatty acid composition of phospholipid fractions in regions of the brain and on behavioral development in rats. The Sprague Dawley rats were fed the experimental diets 3~4 wks prior to the conception. Experimental diets consisted of 10% fat(wt/wt) which were from either safflower oil (SO, poor in $\omega$3 fatty acids), mixed oil MO, P/M/S ratio : 1:1.4:1, $\omega$6/$\omega$3 ratio = 6.3), or mixed oil supplemented with vitamin E (+500 mg/kg diet). At 3 and 9 weeks of age, frontal cortex (FC), corpus striatum (CS), hippocampus (H), and cerebellum (CB) were dissected from the whole brain. The fatty acid content was determined in the different phospholipid fractions: phosphatidylcholine (PC), phosphatidyl-serine (PS), and phosphatidylethanolamine (PE) in the rat brain regions. In the visual discrimination test, the order of the cumulative errors made in Y-water maze test were SO > MO > ME. This suggested that the balanced diet supplemented with vitamin I had the most beneficial effect on learning ability. The overall characteristics of correlation between fatty acids and behavior development were that the frequency of cumulative errors were negatively correlated significantly with monounsaturated fatty acids (MUFAs), ie., 18:1 $\omega$9 and 22:1 $\omega$9. Docosa-hexaenoic acid (22:6 $\omega$3) of PS in frontal cortex (FC) was negatively correlated with the number of errors made in the Y-water maze test.22:5 $\omega$6 PS in hippocampus (H), PC and PE in corpus striatum (CS), PC in cerebellum (CB) were positively correlated with cumulative errors. And these errors were negatively correlated with 20:4 $\omega$ 6 of PE in corpus striatum (CS) and PC in cerebellum (CB). Especially, O1eic acid (18:1 u 9) in all phospholipid fractions (PC, PS, PE) of hippocampus was negatively correlated with the number of errors. These findings demonstrate that the MUFAs were might be essential for proper brain development, especially in hippocampus which is generally thought to be the regions of memory and learning.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.303-326
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• 2018

Fraction has difficulties in learning because of the diversity of meanings, the ways of presenting contents and teaching methods in elementary school mathematics. Therefore, the various strategies of teaching of fraction concept is proposed as an alternative. The problem of equal sharing problem is that children can experience the concept of fractions naturally in the context of everyday distribution. Even before learning formal fractions, children can solve them in various ways based on their own experiences. The purpose of this study is to investigate the degree of problem solving and problem solving strategies for children in 2nd, 4th, and 6th grades in elementary school. As a result of the research, the percentage of correct answers increased as the grade increased, but the grade levels showed a difference depending on the numbers given to the problems. Also, there were differences in the problem solving strategies according to the grade levels. Also, according to the numbers presented in the problem, the percentage of correct answers was high in items that were easy to divide, and the percentage of correct answers was low in items that were difficult to divide. When children solved the problems, they were affected by the strategies they could use immediately according to the number presented in the problem, and their learning experiences were also affected.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.53-68
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• 2012

This paper investigated the conceptual schemes four children constructed as they related division number sentences to various types of fraction: Proper fractions, improper fractions, and mixed numbers in both contextual and abstract symbolic forms. Methods followed those of the constructivist teaching experiment. Four fifth-grade students from an inner city school in the southwest United States were interviewed eight times: Pre-test clinical interview, six teaching / semi-structured interviews, and a final post-test clinical interview. Results showed that for equal sharing situations, children conceptualized division in two ways: For mixed numbers, division generated a whole number portion of quotient and a fractional portion of quotient. This provided the conceptual basis to see improper fractions as quotients. For proper fractions, they tended to see the quotient as an instance of the multiplicative structure: $a{\times}b=c$ ; $a{\div}c=\frac{1}{b}$ ; $b{\div}c=\frac{1}{a}$. Results suggest that first, facility in recall of multiplication and division fact families and understanding the multiplicative structure must be emphasized before learning fraction division. Second, to facilitate understanding of the multiplicative structure children must be fluent in representing division in the form of number sentences for equal sharing word problems. If not, their reliance on long division hampers their use of syntax and their understanding of divisor and dividend and their relation to the concepts of numerator and denominator.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.215-238
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• 2016

The 2015 national revised curriculum was notified officially the last year. The intent and direction of the revision caused more or less change for mathematical contents to be taught and is expected to cause a considerable change in math class. In the level of elementary school mathematics, it turned that several contents were deleted or moved to the upper grades because the revision focused especially both on reducing students' burden of learning and on fostering the mathematical key competences. This study aims to examine the relevance of the change through investigation of the national curriculums for elementary school mathematics since 1946. The mathematical contents to be analyzed in this study were mixed calculation of natural numbers, mixed calculation of fractions and decimal fractions, position and direction of objects, are/hectare and ton, the range of numbers and estimating, surface and volume of cylinders, pattern and correspondence, and direct/inverse proportionality, which were changed in any aspect relative to 2009 national revised curriculum. Based on the results of these analyses, the discussion will provide some suggestions for setting the direction of elementary mathematics curriculum.

• School Mathematics
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• v.17 no.2
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• pp.157-178
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• 2015

The purpose of this study was to investigate the role of calculators as a cognitive tool rather than calculating tool in learning elementary school mathematics. The calculator activities on multiplying two numbers ending with 0s or two decimal fractions and mixed four operations were developed, and exploratory lessons with the activities were implemented to three 3rd graders and two 5th graders. The results were shown that calculators provided an alternative effective learning environment: students were able to use heuristic thinking, reason inductively and successfully investigate principles of mathematics through the pattern recognition. And finally, we discussed the heuristic method through utilizing calculators.

• Biomolecules & Therapeutics
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• v.12 no.3
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• pp.138-144
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• 2004

Therapeutic effect of a Kampo medicine, Choto-san, in patients with vascular dementia was demonstrated by a double-blind and placebo-controlled clinical trial. To clarify the therapeutic efficacy of Choto-san, anti-ischemic effect in mice, hypotensive effect in spontaneously hypertensive rats (SHR), anti-oxidative effects in vitro, and N-methyl-D-aspartate (NMDA) receptor-blocking activity using Xenopus oocytes were studied. (1) Pretreatment with Choto-san (0.75-6.O g/kg, P.O.) or a component herb Chotoko (Uncaria genus: 75 - 600 mg/kg, P.O.) prevented ischemia-induced impairment of spatial learning behaviour in mice. Indole alkaloids- and phenolic fractions extracted from Chotoko also improved significantly the learning deficit. (2) Subchronic administration of Choto-san (0.5 g/kg, p.o.) caused a significant hypotensive effects in SHR. (3) Choto-san, Chotoko, and the phenolic constituent, (-) epicatechin, significantly protected the NG108-15 cell injury induced by $H_20_2$ exposure in vitro and also inhibited lipid peroxidation in the brain homogenate. (4) Indole alkaloids, rhynchophylline and isorhynchophylline (1-100 uM), reversibly reduced NMDA-induced current in the receptor-expressed Xenopus oocytes. These results suggest that anti-vascular dementia effects of Choto-san are mainly due to the effect of Chotoko. From these results, it is possible to make a novel dietary supplement through several extraction steps from Chotoko.

• Proceedings of the Plant Resources Society of Korea Conference
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• 2000.10a
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• pp.84-95
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• 2000

Panax ginseng and the herbal medicinal mixtures containing ginseng have been widely used as a traditional medicinal prescriptions. In order to develop more efficient and protective prescriptions on seizures and subsequent memory deterioration, we investigated the biochemical and ethopharmacological effects of ginsenosides and fractions from the natural medicinal plant products related to control convulsions. In this studies we show results improving spatial teaming and memory deficits induced by kainic acid, a potent neurotoxic and neuroexcitatory analogue of the amino acid neurotransmitter glutamate.

• Progress in Medical Physics
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• v.30 no.4
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• pp.94-103
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• 2019

Purpose: To evaluate the clinical feasibility of knowledge-based planning (KBP) for volumetric-modulated arc radiotherapy (VMAT) in spine stereotactic body radiotherapy (SBRT). Methods: Forty-eight VMAT plans for spine SBRT was studied. Two planning target volumes (PTVs) were defined for simultaneous integrated boost: PTV for boost (PTV-B: 27 Gy/3fractions) and PTV elective (PTV-E: 24 Gy/3fractions). The expert VMAT plans were manually generated by experienced planners. Twenty-six plans were used to train the KBP model using Varian RapidPlan. With the trained KBP model each KBP plan was automatically generated by an individual with little experience and compared with the expert plan (closed-loop validation). Twenty-two plans that had not been used for KBP model training were also compared with the KBP results (open-loop validation). Results: Although the minimal dose of PTV-B and PTV-E was lower and the maximal dose was higher than those of the expert plan, the difference was no larger than 0.7 Gy. In the closed-loop validation, D_1.2cc, D_0.35cc, and D_mean of the spinal cord was decreased by 0.9 Gy, 0.6 Gy, and 0.9 Gy, respectively, in the KBP plans (P<0.05). In the open-loop validation, only D_mean of the spinal cord was significantly decreased, by 0.5 Gy (P<0.05). Conclusions: The dose coverage and uniformity for PTV was slightly worse in the KBP for spine SBRT while the dose to the spinal cord was reduced, but the differences were small. Thus, inexperienced planners could easily generate a clinically feasible plan for spine SBRT by using KBP.