• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.525-534
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• 2014

This study has examined the effect of after-school physical activity on body composition and health related fitness of middle school students. The duration of after-school physical activity training program of this study is 12 weeks, the training time in 1 hours warming-up 10 minutes, the skill training 45 minutes and cool down did in 5 minutes. Exercise frequency is 5 time per week. Height basketball class, soccer class, subject class showed statistically meaningful increase between group variance showed statistically meaningful. Weight basketball class, soccer class, showed statistically meaningful decrease. Muscle mass basketball class showed statistically meaningful increase, soccer class showed statistically meaningful decrease. Cardiopulmonary basketball class, soccer class, showed statistically meaningful decrease. Explosive muscular strength basketball class, soccer class, showed statistically meaningful decrease. subject class showed statistically meaningful increase, between group variance showed statistically meaningful. Flexibility basketball class showed statistically meaningful increase, soccer class. Muscular strength basketball class, soccer class, subject class showed not statistically meaningful different.

• Korean Journal of Microbiology
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• v.40 no.2
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• pp.178-182
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• 2004

In the vegetative hyphae of Aspergillus nidulans, a zymogenic form of the class I chitin synthase activity was successfully measured by the assay condition for Saccharomyces cerevisiae class I chitin synthase, Chsl. The class I chitin synthase activity of the A. nidulans chsC wild type strain was increased about six-fold by trypsin-pretreatment, but that of the chsC disruption strain revealed no increase. Interestingly enough, level of the class I chitin synthase activity of the chsC disruption strain was almost the same as that of the chsC wild type without trypsin-pretreatment. These results indicated that the A. nidulans ChsC activity could be measured by account-ing the class I chitin synthase activity without the trypsin-pretreatment as an internal control. Consistence to the expression pattern of the chsC revealed by northern blot analysis, the activity of ChsC was increased upon reaching the culture time for acquiring developmental competence. Our results shown here also supported the previous report suggesting the possible involvement of ChsC in vegetative hyphal growth of A. nidulans.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.

• Journal of Korean language education
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• v.25 no.1
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• pp.29-52
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• 2014

The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners' acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class.

• Cross-Cultural Studies
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• v.37
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• pp.287-307
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• 2014

The purpose of this paper is to introduce a new and effective classroom speaking activity helping student's communication in real situation. It will be one of useful teaching techniques for teachers because it can be used with other various types of speaking activities together. The activity is designed by the researcher, and named as the Partner's Speech Reconstitution(PSR) in this paper. In chapter 2, Noticing and Output hypothesis which is the theoretic basis of the PSR will be described and the chapter 3 will explain activity methods and examples of the PSR, and then describe its merits and demerits. The researcher applied and practiced the PSR in the speaking class for international students in the K university for three semesters. This paper systematically introduces its organized activity. It helped learners elicit speaking performance of students who avoided talking in the speaking class, made the students concentrate in speaking activity, and helped the learners to talk sufficiently by inducing each student to reconstitute partner's speech production.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.69-73
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• 2016

While growing interest about university education and quality enhancement, learner's scholastic achievement, learning process, various of learning activity work variable performance of university education. In this context, for quality enhancement of engineering education, it is necessary to pay attention not only learning achievement, educational conditions and environment, but also how students learn. The purpose of this study is checking learning activity in class of Engineering college students and proposing teaching and learning support for promoting learning activity in class. The result of this study is engineering college students were participate in highly only activity is called to professor, but self-directed learning engagements was less than. Activity of promoted thinking about task execution implemented frequently, but activity of critical thinking and applied everyday life were less than. In class students cooperated with colleague learner actively, they had sincere attitude about class. Based on these results, in order to promote learning activity in class, it is necessary sufficient teaching-learning support for learner's self-directed learning and enhancing thinking skills.

• The Mathematical Education
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• v.40 no.1
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• pp.53-66
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• 2001

The purpose of this work is to activate mathematics class in the extra curricular activity under the 7th curriculum. For that purpose, we investigate the current management of the extra curricular activity in the secondary school mathematics, and analysis the result. We suggest the main counterplan to activate mathematics class of extra curricular activity as following; (1) Develope teaching materials and programs for mathematics class. (2) Get the mathematics laboratory.

• The korean journal of orthodontics
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• v.22 no.3 s.38
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• pp.627-646
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• 1992

The purpose of this study was to investigate the relationship among the activity of the craniofacial muscle and craniofacial form and occlusal state. In this study, subjects were consisted of 23 male adults with skeletal Class III malocclusion and 30 male adults with normal occlusion. The measurements in oral exam, lateral ceghalogram, and E.M.G. recordings of anterior temporal, masseter, and upper lip muscles at rest position, clenching in centric occlusion, chewing of gum, swallowing of juice, were analyzed with SPSS system. The results were as follows: 1. At rest position upper lip muscle activity of skeletal Class III group was significantly higher than that of normal group. 2. Both clenching and chewing masseter and temporal muscle activity of normal group were significantly higher than that of skeletal Class III group. 3. During swallowing of juice, upper lip muscle activity of skeletal Class III group were significantly higher than that of normal group. 4. The activities of masseter and anterior temporal muscle during clenching and chewing were significantly correlated with hypodivergent facial form and number of occluded teeth. 5. The activity of upper lip during swallowing had positive correlation with mandibular prognathism.

• 대한공업교육학회지
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• v.37 no.2
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• pp.127-146
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• 2012

The purpose of this study is to exploring the procedure of developing hands-on activity and provide the generalized development procedure adjusted for the technology subject. The research method for this study is mainly based on document and experience. exploration of hands-on activity and development procedure of hands-on activity given by preceded researchers and the common factor was derived from them. For the result of the study. first. the concept of experience and hands-on activity was examined and the procedure of developing hands-on activity in technology education was reviewed. Second. suggested 3 steps for the procedure of developing hands-on activity in technology education ; preparation. development. improvement and the detailed steps. Third. presented contents included for hands-on activity task materials. For the teachers. those are ; hands-on activity subject. readings before the class. object for the course class. main activity in class courses. material. tools and facility. design brief. reference data. score sheet. detailed class process. For the students. those are; subject for class. matters to be attended to. portfolio and etc.