• Journal of Korean Biological Nursing Science
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• v.7 no.1
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• pp.47-56
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• 2005

nm23-H1 gene expression has been inversely correlated with tumor metastatic potential in certain tumors including melanomas, breast carcinomas, and hepatocellular carcinomas. However, its role with respect to the invasive behavior of central nervous system tumors has scarcely been addressed Because cell motility and invasion plays an essential role in metastatic dissemination, we have studied whether motile human glioma cell(U87MG) transfected with nm23-H1 complementary DNA have any alterations in their ability to migrate and invade. There was no significant changes in the shape and size of the cells following nm23-H1 transfection. The role of nm23-H1 in glioma migration and invasion have been evaluated by in vitro simple scratch technique and brain slice invasion model Basal migration ability of nm23-H1 transfectants cell(U87MG-pEGFP-nm23) were lesser than U87MG. Accordingly, U87MG-pEGFP-nm23 didn't migrate away apparently from the tumors implanted site comparing U87MG in brain slice invasion model. These results suggest that nm23-H1 may play an important role in suppressing the human glioma migration and invasion.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.29 no.1
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• pp.38-46
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• 2021

The Organization's ability to respond to social disasters has begun to be treated as important through social shock situations that have never been experienced, such as COVID-19. Among them, the ability to respond to unexpected risks and resilience is emerging. Since social disasters such as infectious diseases are periodically repeated, compounded, and enlarged, they develop into a global crisis situation, so this crisis response capability is treated as national competitiveness. Therefore, this study aims to improve the organization's response capability in terms of risk response and resilience under rapid social disasters such as COVID-19. The aviation safety field was taken as an example. From the Safety-II perspective, safety management focuses on the ability to resilience in response to system vulnerabilities in various situations. In this study, I intend to apply RAG(Resilience Assessment Grid) of Respond, Monitor, Learn and Anticipate, the four major potential of resilience engineering. Based on Hollnagel's research, potential elements were classified into four, and items were organized through an expert panel using Delphi techniques. The final configured RAG items are 15 Respond, 15 Monitor, 15 Learn and 11 Anticipate. The RAG was evaluated by 42 experts in the field of aviation safety.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.181-200
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• 2011

The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

• Proceedings of the Korean Society of Crop Science Conference
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• 1989.02a
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• pp.40-41
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• 1989

• Journal of Electrical Engineering and Technology
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• v.12 no.3
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• pp.1203-1210
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• 2017

Switched-inductor (SL) Z-source three-level inverter is a novel high power topology. The SL based impedance network can boost the input dc voltage to a higher value than the single LC impedance network. However, as all the neutral-point-clamped (NPC) inverters, the SL Z-source three-level inverter has to balance the neutral-point (NP) potential too. The principle of the inverter is introduced and then the effects of NP potential unbalance are analyzed. A NP balancing method is proposed. Other than the methods for conventional NPC inverter without Z-source impedance network, the upper and lower shoot-through durations are corrected by the feedforward compensation factors. With the proposed method, the NP potential is balanced and the voltage boosting ability of the Z-source network is not affected obviously. Simulations are conducted to verify the proposed method.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.

• Journal of Science Education
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• v.32 no.1
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• pp.85-100
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• 2008

Korea has begun institutional education for the gifted since 2002. It has quantitatively expanded, but needs rather qualitative growth. The purpose of this study is investigating a case of scientific education for the gifted in Russia. Three principal of Russian science academy, one educational psychologist, and one education-government official had in-depth interviews for this study. All data from interviews were carefully analyzed. The Science education for the gifted in Russia gives us full assurance that students should reveal their potential ability with the specialized program in school. The Russian run various, particular academies because they try to search for potential ability in manifold areas. The people in charge of scientific education in Korea should make an effort to seek for varied routes in the way of searching for hidden originality and potential ability.

• ALGAE
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• v.38 no.1
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• pp.39-55
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• 2023

Exploring mixotrophy of dinoflagellate species is critical to understanding red-tide dynamics and dinoflagellate evolution. Some species in the dinoflagellate genus Karenia have caused harmful algal blooms. Among 10 Karenia species, the mixotrophic ability of only two species, Karenia mikimotoi and Karenia brevis, has been investigated. These species have been revealed to be mixotrophic; however, the mixotrophy of the other species should be explored. Moreover, although K. mikimotoi was previously known to be mixotrophic, only a few potential prey species have been tested. We explored the mixotrophic ability of Karenia bicuneiformis, Karenia papilionacea, and Karenia selliformis and the prey spectrum of K. mikimotoi by incubating them with 16 potential prey species, including a cyanobacterium, diatom, prymnesiophyte, prasinophyte, raphidophyte, cryptophytes, and dinoflagellates. Cells of K. bicuneiformis, K. papilionacea, and K. selliformis did not feed on any tested potential prey species, indicating a lack of mixotrophy. The present study newly discovered that K. mikimotoi was able to feed on the common cryptophyte Teleaulax amphioxeia. The phylogenetic tree based on the large subunit ribosomal DNA showed that the mixotrophic species K. mikimotoi and K. brevis belonged to the same clade, but K. bicuneiformis, K. papilionacea, and K. selliformis were divided into different clades. Therefore, the presence or lack of a mixotrophic ability in this genus may be partially related to genetic characterizations. The results of this study suggest that Karenia species are not all mixotrophic, varying from the results of previous studies.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• Korea Journal of Hospital Management
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• v.14 no.3
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• pp.49-66
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• 2009

Purpose : This study was aimed at examining the relationships of university students' self-efficacy to creative disposition and creative thinking ability. Method : A descriptive study was conducted with a sample of 320 students enrolled 4-year-undergraduate academic programs major in nursing as well as elderly care management in one University located in Pusan, Korea. This study used: (a) 24 items of Self-Efficacy Scale originally developed by Kim & Cha(1996), and (b) 39 items of creative thinking ability and 16 items of creative attitudes in a Self-Report Form of Integrative Creativity Scale developed by Bak & Kang(2006). The data were analyzed by using Pearson correlation and hierarchical multiple regression methods. Result : University students' self-efficacy has significantly positive impact on creative thinking ability(p<.001) with 26.4% of the variance and creative disposition(p<.001) with 48.9%. Creative thinking ability as well as the disposition related to creativity that university students possessed were significantly influenced by efficacy on self-control and efficacy on taking difficult tasks. Conclusion : This result supports Social Cognitive Theory and Investment Theory of Creativity in terms that self-efficacy is the factor affecting fostering creative ability and demonstration of creativity potential to the real. This also implies that healthcare educational programs reinforcing students' self-efficacy would contribute to breed them to healthcare professionals with creative competency.