• Bulletin of the Korean Chemical Society
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• v.18 no.6
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• pp.657-662
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• 1997

Gas-phase phenyl group migration within the protonated ketones has been studied MO theoretically using the AM1 method. The initial state structure shows relatively strong resonance delocalization of positive charge into the nonmigrating (Y) ring, while the ring migration (Z-ring) is nearly complete in the transition state. These results are reflected in the large $p^+_Z$ (<0) and $p^+_$Y (>0) values and in the predominant contribution of resonance (r) over inductive (field, f) effect, r/f ranging from 1.3 ($p^+_r$) to 1.5 ($p^+_z$). The cross-interaction constant $p_{YZ}$ is vanishingly small ($p_{YZ}$=0.03) which is in contrast to the larger magnitudes for benzilic ($p_{YZ}$=-0.48) and azibenzil ($p_{YZ}$=-0.53) rearrangement processes. The relationship found between the extent of resonance contribution in the initial state and the magnitude of $p_{YZ}$ provides strong support for the proportionality between the magnitude of $p_{YZ}$ and the change in the intensity of interaction, ${\Delta}I^{\cdot}_{YZ}$, in the activation process.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.15-24
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• 2005

The success of cooperative learning in small groups heavily depends on how the small groups are set up. When small groups are formed, the factors such as the objectives and characteristics of the work and the capabilities and interests of the group members should be considered to maximize the interaction among the group members. However, it is not easy for teachers to manually divide their class to small groups to satisfy such conditions. In this work, we developed and implemented a student grouping system that divides the class as appropriate as possible, when given multidimensional student data and a set of conditions for forming small groups. The grouping conditions can be heterogeneous, homogeneous, and both. The grouping system can easily be used by teachers since the system can be accessed by clicking a menu button embedded into Microsoft Excel. The system has also a wide range of application areas where object grouping by various conditions is needed.

• The Plant Pathology Journal
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• v.24 no.3
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• pp.337-351
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• 2008

Host-pathogen interaction in rice bacterial blight pathosystem was analyzed for a better understanding of their relationship and recognition of stable pathogenicity among the populations of Xanthomonas oryzae pv. oryzae. A total number of 52 bacterial strains isolated from diseased leaf samples collected from 12 rice growing states and one Union Territory of India, were inoculated on 16 rice varieties, each possessing known genes for resistance. Analysis of variance revealed that the host genotypes(G) accounted for largest(78.4%) proportion of the total sum of squares(SS), followed by 16.5% due to the pathogen isolates(I) and 5.1% due to the $I{\times}G$ interactions. Application of the Additive Main effects and Multiplicative Interaction(AMMI) model revealed that the first two interaction principal component axes(IPCA) accounted for 66.8% and 21.5% of the interaction SS, respectively. The biplot generated using the isolate and genotypic scores of the first two IPCAs revealed groups of host genotypes and pathogen isolates falling into four sectors. A group of five isolates with high virulence, high absolute IPCA-1 scores, moderate IPCA-2 scores, low AMMI stability index '$D_i$' values and minimal deviations from additive main effects displayed in AMMI biplot as well as response plot, were identified as possessing stable pathogenicity across 16 host genotypes. The largest group of 27 isolates with low virulence, small IPCA-1 as well as IPCA-2 scores, low $D_i$ values and minimal deviations from additive main effect predictions, possessed stable pathogenicity for low virulence. The AMMI analysis and biplot display facilitated in a better understanding of the host-pathogen interaction, adaptability of pathogen isolates to specific host genotypes, identification of isolates showing stable pathogenicity and most discriminating host genotypes, which could be useful in location specific breeding programs aiming at deployment of resistant host genotypes in bacterial blight disease control strategies.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.93-101
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• 2002

This study investigated the effect of small group discussion for science concept learning in cooperative learning environments that encourage verbal interaction with peers upon students' understanding of the concepts at the particulate level, application abilities, perceptions of students' negotiation, and communication apprehension. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 7 class periods. Two-way ANCOVA results revealed that the scores of a conceptions test for the treatment group were significantly higher than those for the control group, and that the low-achievers in the treatment group performed better than those in the control group. However, the scores of two groups did not differ significantly in an application test. The perceptions of students' negotiation for the treatment group were more positive, but the scores of the communication apprehension for two groups were not significantly different.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• The Mathematical Education
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• v.51 no.1
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• pp.77-88
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• 2012

This qualitative research provides a situation model, which is designed for promoting learning of eigenvalue and eigenvector. This study also demonstrates the usefulness of the model through a small groups discussion. Particularly, participants of the discussion were asked to decide the numbers of milk cows in order to make constant amounts of cheese production. Through such discussions, subjects understood the notion of eigenvalue and eigenvector. This study has following implications. First of all, the present research finds significance of situation model. A situation model is useful to promote learning of mathematical notions. Subjects learn the notion of eigenvalue and eigenvector through the situation model without difficulty. In addition, this research demonstrates potentials of small groups discussion. Learners participate in discussion more actively under small group debates. Such active interaction is necessary for situation model. Moreover, this study emphasizes the role of teachers by showing that patience and encouragement of teachers promote students' feeling of achievement. The role of teachers are also important in conveying a meaning of eigenvalue and eigenvector. Therefore, this study concludes that experience of learning the notion of eigenvalue and eigenvector thorough situation model is important for teachers in future.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.11a
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• pp.88-91
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• 2004

The aim of this study was to grasp demands of residents about floor plans. This study grasped needs of residents through small group workshop that is composed of housewives. The data from this was analyzed by the side of human behavior in residence space privacy, private space, territoriality, intimacy or social interaction, delightfulness. the major findings are as follows; floor plans of apartment separate of private and public space evidently. But each space has to have possible of extension and combination. It is supported by systematical storage and variable wall system.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.77-106
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• 2004

This study aims to investigate how the four college students interact with one another to discuss and construct meaning in a small reading group. Additionally, this study attempts to examine how the participants played their roles in the group. Data sources consisted of transcripts of the students' interactions, questionnaires and informal interviews, and the researchers' observation notes. The data revealed that the participants contributed fairly steadily to the interactions by checking with own grammatical knowledge, providing lexical information, understanding the micro level context, and presenting the macro level context. Several pedagogical implications are presented for the practical classroom. Findings of the study suggest effective ways to implement group activities in reading classes and a teacher's role for optimum group learning.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.