• Bulletin of the Korean Chemical Society
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• v.31 no.9
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• pp.2514-2518
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• 2010

A very simple synthetic route of a novel SATE prodrug type of 6'-fluoro-6'-methyl-5'-noradeonosine carbocyclic nucleoside phosphonic acid is described. The key fluorinated alcohol intermediate 7 was prepared from the epoxide intermediate 6a via selective ring-opening of epoxide. Coupling of 7 with $N^6$-bis-Boc-adenine under a Mitsunobu reaction followed by phosphonation and deprotection afforded the carbocyclic phosphonic acid. The chemical stability of the bis(SATE) derivative 13 was measured at neutral (pH 7.2) and slightly acidic (Milli-Q water, pH 5.5) pH. The antiviral activity test of the SATE prodrug 13 and its parent nucleoside phosphonic acid 11 were evaluated against HIV-1.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.163-177
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• 2006

A new teaching-learning method is needed to improve creative problem-solving ability of the gifted students at mathematics. In response to this demand, I applied mentor-project studying to the mathematically gifted class students of Chungnam Science High School. The purpose of this monograph is to analyze in what situations they demonstrated mathematical creativity and whether the interactions among the gifted in the process of studying were of great help toward improving creativity. The effectiveness of mentor-project studying was especially verified by the analysis of creative problem-solving test results.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1613-1616
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• 2003

We will take a multitude EJB Design Patterns that you can harness to enhance your EJB Project today In this paper, we propose the EJB Based Entity Bean DBMS connecting system. Generally, EJB Based Entity Beans are respectively connected by DBMS. Therefore, for the this problems we suggest that Abstract Factory pattern uses DBMS connecting of Entity Beans. As a result, we evaluate MIF and CF in every class relationship.

• Fashion, Industry and Education
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• v.14 no.1
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• pp.59-68
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• 2016

This paper identified the source of inspiration to cooperatively design a fashion collection from US undergraduate clothing design students and addressed how to implement team-based learning strategy to conceptual clothing design in class. Data was collected from the total of 51 students in a senior clothing design course at a large 4-year university in the US. The assigned project for this class was to develop a group collection under a same theme. Each student worked with his/her team member(s) to create an outfit and the entire class worked as a group to create a cohesive collection. The study showed that the sources of inspiration for the themes/concepts came from 11categories: historic era/old Hollywood glamour, shape/line/structure/architectural, fairy tales movies, nature/abstract, circus/mysterious, occasion/place, object, designer/artist, futuristic, culture, and various movies. To implement cooperative learning strategies in the clothing design class, a total of five class presentation/discussion sessions were held for theme/concept decision, fabric decision, design decision, test garment evaluation and design modification, and final products. Throughout the design process, team-based learning strategy promoted students' engagement and participation and inspired their critical thinking skills for making decisions within a team.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.2
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• pp.271-284
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• 2021

This study presents the educational utility of blended learning by analyzing the effectiveness of learning after class by blending team project learning and smart device app-based learning methods. Qualitative analysis and survey analysis were conducted and the results were as follows. First, team project activities based on task resolution were conducted freely through detailed activities such as sharing roles, planning meetings, and coordinating opinions. Team activities were carried out with respect and consideration, team member bonding, and a sense of responsibility. Second, the smart device app is recognized as a medium for work and communication, and fast feedback has been made, making it highly impactful on classroom activities. Third, in terms of learning satisfaction, most learners showed an interest in the course and were satisfied with the project results. The smart device app was used as a learning and communication medium for personal and team activities and was analyzed as a blended method applicable to classes that conduct practical activities as an efficient tool to further activate project activities.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.41 no.9
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• pp.1026-1037
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• 2016

3rd Generation Partnership Project (3GPP) is the progressing standardization of the narrowband IoT (NB-IoT) system to support massive devices for the Internet of Things (IoT) services. The NB-IoT system uses a coverage class technique to increase the performance of the NB-IoT system while serving massive devices in very wide coverage area. A moving device can change the coverage class according to the distance or the channel state between the base station and the moving device. However, in the conventional NB-IoT standard, the performance of the NB-IoT system degrades because the coverage class is changed based on the fixed criterion. This paper proposes the coverage class adaptation schemes to increase the performance of the NB-IoT system by dynamically change the coverage class according to the location or the channel state of the device. Simulation results show that the proposed coverage class adaptation scheme decreases both the signaling overhead and the PDCCH decoding error rate in comparison with the conventional coverage class adaptation scheme in the 3GPP standard.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.158-170
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• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• Journal of environmental and Sanitary engineering
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• v.9 no.2
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• pp.41-49
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• 1994

Water- borne infectious diseases can be acquired by contact with contaminated water or by ingestion of contaminated water. There are many water- borne infectious agents such as bacteria, virus, and parasite. Among many of water- borne infectious diseases, health authorities of Korean government has particularly intensified to prevent and control typhoid fever(class I ), shigellosis(class I ), cholera(class I ), paratyphoid fever(class I), amebiasis(class II ) and leptospirosis(euivalent to class II ) under the communicable disease control law. Water- borne disease Prevention and control guideline itself has been also well provided by the health authorities. However, in practical public health point of view, there are still many problems remained to be solved out; no prospective investigation project to survey water borne infectious diseases under the national disease prevention and control programmes, incredible statistic data of annual notifiable disease report frequent appearance and varieties of drug resistance water- borne infectious agents, little cooperation and information- exchange system in between the related government authorities( the health authorities, the environment sanitation authorities and the food hygiene authorities) which should be closely collaborated, lack of health consciousness of the people, necessity of evaluation and Hndification on to the outcomes of performed health activities and programmes, neglect activities for water quality investigation, shortage of expertise and human resources in the related field, and poor investment of the government budget to develope and improve public health and sanitation field. In order to prevent and control water- borne infectious diseases effectively, it is emphasized that all the above indicated should be considered and performed to improve under the national health and sanitation development programmes.

• Human Ecology Research
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• v.61 no.2
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• pp.195-218
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• 2023

The purpose of this study was to present a class case that verified the validity, reliability, and usefulness of a portfolio assessment in a cohousing class in the housing area of home economics. To achieve this objective, 241 male and female students in eight classes of the third grade of a junior high school in Gyeonggi-do, Korea, were enrolled in a project class on establishing a cohousing village in which the portfolio assessment method was applied for a total of 10 sessions for approximately four weeks from May 24 to June 16, 2021. To ensure the validity of the portfolio assessment, we designed the lesson after presenting the curriculum goals in detail using the backward design model and developed a specific rubric and conducted all evaluations and feedback based on the rubric to ensure objectivity and reliability. The online tool Padlet was used as a portfolio, which allowed students to easily upload their work, receive feedback from the teacher, and interact with their peers. After the class, the students reflected on the rubric and were generally satisfied with the class using portfolio assessment. This study is expected to facilitate the use of the portfolio assessment method in the classroom, while also supporting student growth and development.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.3
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• pp.1-9
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• 2015

Internet ethics is one of liberal arts courses in a college. We also have taught this subject for a number of years. In order to effectively communicate to students the internet ethics course, we gave some demonstration practice lectures by taking advantage of internet ethics related videos. Since the latest video presentation and its discussion were performed, it was helpful for students to recognize the internet ethical issues and concerns. However, simply video watching is short in the view of students' learning outcome improvement, since each student just watches the content passively in a class. Thus, we assign small student group consisting of 3 people make a video on internet ethics topic. This team project based class methodology is effective to each student who actively participates in the class and understands the concept which they directly make a video. We confirmed that classroom students' understanding for internet ethics has been increased by a survey of the class attendees.