• Parasites, Hosts and Diseases
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• v.51 no.4
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• pp.485-488
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• 2013

The performance values of available techniques used in serodiagnosis of toxoplasmosis are satisfactory but they raise problems of equivocal and discordant results for very low IgG titers. Recently marketed, LDBio-Toxo II IgG Western blot (IB) showed an excellent correlation with the dye test. We estimated the proportion of equivocal and discordant results between the enzyme immunoassay Platelia Toxo IgG (EIA-IgG) and fluorescent antibody test (FAT) and assessed the usefulness of the IB as a confirmatory test. Out of 2,136 sera collected from pregnant women, 1,644 (77.0%) tested unequivocally positive and 407 (19.0%) were negative in both EIA-IgG and FAT. The remaining 85 (4%) sera showed equivocal or discordant results. Among them, 73 (85.9%) were positive and 12 (14.1%) were negative in IB. Forty-one (89.1%) equivocal sera in EIA-IgG and 46 (86.8%) equivocal sera in FAT were positive in IB. Reducing the cut-off values of both screening techniques improved significantly their sensitivity in detecting very low IgG titers at the expense of their specificity. In conclusion, equivocal results in routine-used techniques and their discordance in determination of the immune status in pregnancy women were not uncommon. IB test appeard to be highly useful in these situations as a confirmatory technique.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.91-114
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• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• International Journal of Computer Science & Network Security
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• v.23 no.2
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• pp.193-198
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• 2023

The article focuses on the areas of education activities in using techniques for teaching and learning with information and communication technologies (ICTs), researching and analyzing the available ICTs, gearing the technologies to the specific psychological and pedagogical conditions, independently building and modeling ICTs, enlarging and developing their use in the learning environment. The visualization of scientific research has been determined to be part of the educational support for building students' ICT competence during teaching and learning and is essential to the methodology culture. There have been specified main tasks for pedagogy technologies (PTs) to develop the skills of adaptability to the global digital space in students, their effective database operation and using the data bases as necessary elements for learning and as part of professional training for research. We provided rationalization for implementing the latest ICTs into the Ukrainian universities' curricula, as well as creating modern methods for using the technologies in the learning / teaching process and scientific activities.

• Journal of Institute of Control, Robotics and Systems
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• v.15 no.5
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• pp.538-542
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• 2009

Industrial manipulators have been mostly used in large companies such as automakers and electronics companies. In recent years, however, demands for industrial manipulators from small and medium-sized enterprises are on the increase because of shortage of manpower and high wages. Since these companies cannot hire robot engineers for operation and programming of a robot, intuitive teaching and playback techniques of a robot manipulator should replace the robot programming which requires substantial knowledge of a robot. This paper proposes an intuitive teaching and playback algorithm used in assembly tasks. An operator can directly teach the robot by grasping the end-effector and moving it to the desired point in the teaching phase. The 6 axis force/torque sensor attached to the manipulator end-effector is used to sense the human intention in teaching the robot. After this teaching phase, a robot can track the target position or trajectory accurately in the playback phase. When the robot contacts the environment during the teaching and playback phases, impedance control is conducted to make the contact task stable. Peg-in-hole experiments are selected to validate the proposed algorithm since this task can describe the important features of various assembly tasks which require both accurate position and force control. It is shown that the proposed teaching and playback algorithm provides high positioning accuracy and stable contact tasks.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.1-18
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• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.13-22
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• 2004

There were a lot of challenges to reform mathematics education. These challenges may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, innovative resources for teaching mathematics. Although there is considerable consensus that meeting these challenges will require that mathematics teachers have deep insights about mathematics, about students as learners of mathematics, and about teaching method, the teachers themselves may have little knowledge of them. The most of the professional development includes elective participation in reeducation course, workshop, and special lectures which designed to transmit a specific set of ideas, techniques, or materials to teachers. But such approaches treat mathematics teaching as routine and technical, and also provide limited opportunities for meaningful interactions within the teaching community. So, this paper suggests that what is needed to develop professional teachers of mathematics is community where teachers work with colleagues rather than working alone.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.395-411
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• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.133-156
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• 2007

Although the understanding of English tense system is a crucial factor for communicative English learning and teaching for EFL students, it has been neglected over the years. As with other areas of the grammar, difficulties may arise from the nature of the system itself or from differences between time, tense and aspect. Consequently, many learners face a considerable difficulty with the English tense system as they are more often unable to grasp the basic conceptual differences of present/present continuous, past/present perfect, will/be going to along with many others. More concerning fact is that lots of instructors or so-called native English teachers seem not to be aware of the importance of teaching English tense system. The purpose of this study is to review and examine various theories and practical usages of tense in order to establish and/or present better methods for teaching tenses. This paper is focused on comparatively exact distinction of time, physical notion from tense, grammatical category as well as sequences of tenses in view of school grammar and communicative function. At the end or middle of each chapter, efficient teaching and learning techniques or strategies on tenses are suggested to help instructors or learners who relentlessly face confusions in understanding tense and its usage for communicative English learning and teaching. This study attempts to influence learners' ability to recognize and write tense in authentic contexts not to mention spoken English.

• Journal of the Korean Society for Precision Engineering
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• v.30 no.1
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• pp.96-104
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• 2013

Study of human-robot Interaction gets more and more attention to expand the robot application for tasks difficult by robot alone. Developed countries are preparing for a new market by introducing the concept of 'Co-Robot' model of human-robot Interaction. Our research of direct teaching is a way to instruct robot's trajectory by human's handling of its end device. This method is more intuitive than other existing methods. The benefit of this approach includes easy and fast teaching even by non-professional workers. And it can enhance utilization of robots in small and medium-sized enterprises for small quantity batch production. In this study, we developed the algorithms for creating accurate trajectory from repeated inaccurate direct teaching and GUI for the direct teaching. We also propose the basic framework for direct teaching.