• Journal of Engineering Education Research
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• v.2 no.1
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• pp.3-9
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• 1999

This study investigated the improved teaching methods which can enhance the learning effects of students in engineering education and provide students with practical abilities of field works. As the results of applying student-oriented teaching methods to students who take the course of hydraulic and pneumatic control in the department of mechanical design engineering of Dongyang technical college, student-oriented teaching method Is more effective than professor-oriented teaching methods in the aspects of motivation of learning, cultivation of imagination and creativity, and ability of solving problems. In order to successfully execute student-oriented teaching method, integrated lecture of both theory and experimental practice has been carried out in the classroom equipped with experimental facilities, and after acquiring sufficient experience through experimental practices, students looked into theoretical backgrounds based on the experimental results during the process solving the subjects which a professor suggested. The subjects should be suggested with the contents for accomplishing the goal of learning, and it is very important for a professor to play the role of helping students solve the problems by themselves, which results in improving practical ability of field works. At the end of every class, a professor has students fill up the questionnaire about the level of learning achievement, questions, and teaching method, and applying the surveying results to the next class can bring out improving the extents of students' participation of classes and concerns about the course. Since the engineering education requires a practical ability of field works, imagination, and creativity in every course, it is desirable to introduce student-oriented teaching method rather than professor-oriented teaching method.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.56 no.3
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• pp.238-245
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• 2020

In this study, a motion control problem for the vessel towed by towing ship on the sea is considered. The towed vessel does not have self-control capabilities such that its course stability totally depends on the towing ship. Especially, in the narrow canal, river and congested harbor area, extreme tension is required during the towing operation. The authors, therefore, propose a new control system design method in which the rudder is activated to provide its maneuverability. Based on the leader following system configuration, a nonlinear mathematical model is derived and a backstepping control is designed. By experiment results with nonlinear control framework, the usefulness and effectiveness of the proposed strategy are presented.

• Research in Mathematical Education
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• v.13 no.2
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• Clinical and Experimental Pediatrics
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• v.45 no.5
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• pp.664-668
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• 2002

A twenty six months-old boy developed hemophagocytic syndrome during the course of Kawasaki disease. Despite the appropriate treatment modalities for Kawasaki disease, he developed thrombocytopenia, hepatomegaly, high-grade fever, hypertriglyceridemia, peripheral gangrene, and evidence of hemophagocytosis in bone marrow biopsy. Although the course was stormy, he responded well to a combination therapy of corticosteroid and etoposide.

• YAKHAK HOEJI
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• v.19 no.4
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• pp.234-239
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• 1975

Protocollagen proline hydroxylase (PPH) activity in the course of rebound of rat carrageenin granuloma was assyed to investigate its relationship with collagen blosynthesis. The specific activity of PPH which was inhibited significantly by treatments with hydrocortisone acetate 93mg/kg/day, 3days) was recovered near to the normal level by 48hr after the cessation of the corticoid treatments. The total enzyme activity of the granuloma of treated group was not yet recovered even on the 3rd day, still showing a significant difference from control. PPH activity expressed in terms of granuloma cells between control and the drug treated group, however, was changed showing no apparent difference throughout the experimental period. These results suggested that the synthesis of protocollagen(collagen precursor) rather than PPH activity was directly affected by administration and withdrawal of corticoid.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2005.12a
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• pp.138-147
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• 2005

In the present study, the middle school students' perception on the environment course was surveyed before and after three different lessons. It was found that most students were taking environment related issues mainly from mass media including internet and broadcasting. The young students were satisfied at practical experiments, but at the same time a few old fashioned experimental programs would not be preferred. Utilization of multimedia such as audio-visual tools was one of the effective tools for the environment class, because it could help to understand even the profound principles of the chemical and physical processes. However, some students did not concentrate on the display, causing frequent disturbance of the class. Since the school for this investigation did not choose the environment as a selective course, practical tools and materials for the experiment should not be sufficient, and thereby a further detailed work must be followed with the students who are taking environment lessons.

• Microbiology and Biotechnology Letters
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• v.49 no.2
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• pp.264-268
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• 2021

Tuberculosis (TB) is a major infectious disease that threatens the life and health of people globally. Here, we performed a metabolomic analysis of serum samples from patients with intractable TB to identify biomarkers that might shorten the TB treatment period. Serum samples collected at the commencement of patients' treatment and healthy controls were analyzed using the capillary electrophoresis and time-of-flight mass spectrometry metabolome analysis method. The analysis identified the metabolites cystine, kynurenine, glyceric acid, and cystathionine, which might be useful markers for monitoring the TB treatment course. Furthermore, our research may provide experimental data to develop potential biomarkers in the TB treatment course.

• Clinical and Experimental Pediatrics
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• v.59 no.8
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• pp.335-340
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• 2016

Purpose: This study aimed to evaluate the clinical course of childhood immune thrombocytopenia (ITP) and to assess the risk factors for developing chronic ITP Methods: The records of 64 children diagnosed with ITP from November 2005 and December 2014 at single center were retrospectively analyzed. Results: The median age at diagnosis and the median platelet count were 1 year (range, 1 month to 15 years) and $9{\times}10^9/L$ (range, $0-84{\times}10^9/L$), respectively. No patient experienced severe bleeding. Nineteen children (29.7%) spontaneously recovered their platelet count to ${\geq}100{\times}10^9/L$ at a median of 10 days. In total 45 patients (70.3%) received intravenous immunoglobulin (IVIG) as first-line therapy, and showed platelet recovery at 1 week. The final diagnosis of 55 (85.9%) and 9 patients (14.1%) was acute and chronic ITP, respectively. Older age, absence of prior infection and insidious onset of symptoms were significantly associated with the development of chronic ITP. Among the patients who received IVIG, those with platelet count <$45{\times}10^9/L$ at 1 month after IVIG showed a significantly higher incidence of chronic ITP compared to those with platelet count ${\geq}45{\times}10^9/L$ (88.8% vs. 44.4%, P<0.01). Conclusion: In most patients, ITP runs a benign course and approximately 86% of them recover within 1 year of their initial diagnosis. The potential impact of the risk factors of chronic ITP on clinical practice needs to be explored and further studies are warranted to determine whether IVIG influences the course of ITP.

• Journal of Korean Biological Nursing Science
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• v.18 no.3
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• pp.176-184
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• 2016

Purpose: This study is a quasi-experimental study to investigate the effect of case-based learning (CBL) on critical thinking disposition, communication ability, problem solving ability and self-directed learning ability of nursing students in a pathophysiology course. Methods: The development of 3 CBL scenarios of pathophysiology were conducted by nursing faculties & clinical nurses before CBL began. Among the sophomore nursing students who were taking a pathophysiology course, the intervention group (n=43) was the nursing students who hope to participate in an extra-CBL program with usual pathophysiology lessons and the control group (n=36) was the nursing students who wanted to receive the usual pathophysiology lessons. The intervention group received additional CBL using 3 different scenarios for 1 hour per week during 4 weeks from May to June, 2016. Data were analyzed by a chi-square test, t-test and ANCOVA using SPSS WIN 18.0 Results: The mean score of critical thinking disposition (F=11.60, p=.001), communication ability (F=4.24, p=.043), and self-directed learning ability (F=4.75, p=.032) were significantly higher in intervention group than those in control group. But there was no significant difference between the two groups in problem solving ability (F=1.59, p=.211). Conclusions: The application of a CBL program during a pathophysiology course was effective in improving the critical thinking disposition, and the self-directed learning ability of sophomore nursing students.