• 제어로봇시스템학회:학술대회논문집
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• 1992.10b
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• pp.555-557
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• 1992

Recently, realization of an intelligent cooperative interaction system between a man and robot systems is required. In this paper, HyperCard with a voice control is used for above system because of its easy handling and excellent human interfaces. Clicking buttons in the HyperCard by a mouse device or a voice command means controlling each joint of a robot system. Robot teaching operation of grasping a bin and pouring liquid in it into a cup is carried out. This robot teaching method using HyperCard provides a foundation for realizing a user friendly cooperative interaction system.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 1995.10a
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• pp.284-289
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• 1995

This paper presents a haptic display of a cooperative work between the networked multiple users. Excluding the possibility of large timedelay among the users, it is presented the way of configuring individual haptic display systems including the computation of interaction forces, joint driving forces of haptic devices and simulation of the virtual objects. A haptic display system is developed consisting of two haptic display devices operated by two remote users and experimental results to show the validity of the proposed method are also presented.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.327-335
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• 2004

The purpose of this study was to investigate the effect of cooperative skill training on problem based learning for elementary school science class. Two experiment groups were involved, in which problem based learning model was used and control group, in which traditional instruction was employed. One of experiment groups was trained in cooperative skills before the instruction. The results demonstrated a significant main effect in the scores of achievement and a significant interaction effect between the instructional strategies and learning ability level. The performance of high-level students in the two experimental groups was higher than that of control group. However, the performance of medium and low-level students trained with cooperative skills training was higher than that of students without cooperative skills training. A significant main effect was also found in self-esteem, but there was no significant interaction between instructional strategies and learning ability. Therefore, this study suggests that cooperative skills training is of great importance for minimizing the free-rider effect and increasing collaborative interaction in cooperative learning.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.207-223
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• 2006

Classroom teachers measured children's social competence(SC). Thirty-two children were observed while they participated in cooperative art activities in homogeneous(high SC with high SC, or low SC with low SC) and heterogeneous(mixed SC) groups. Results showed that positive peer interaction was the most frequent type of interaction. Children with lower levels of social competence worked alone rather than in peer interaction. Children with higher levels of social competence showed more positive peer interaction. 'Imitating', a sub-item of dependent peer interaction, was most frequent in children with lower levels of social competence. Higher SC children maintained high SC regardless of grouping, but lower SC children showed significant differences in peer interaction between homogeneous and heterogeneous groups.

• Journal of the Optical Society of Korea
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• v.15 no.4
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• pp.407-414
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• 2011

We analyze the cooperative spontaneous emission of optically excited nanocrystals into surface plasmon polaritons propagating on the surface of a cylindrical metallic nanowire. The spontaneous emission probability of the nanocrystals is obtained by perturbative expansions with and without dipole-dipole interaction among nanocrystals in order to see the cooperative effects. The spontaneous emission probability depends on the radial and axial distributions, as well as on the dipolar orientation of nanocrystals. It is shown that the spontaneous emission probability is strongly influenced by dipole-dipole interaction, axial distribution, and dipolar orientation of nanocrystals for closely spaced nanocrystals.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.101-109
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• 2002

A remote cooperative studying system based on the Internet consists of a matching system of connecting remote class room with the others, a community system of making practical cooperative study by student's various. compensation and interaction, and a report system of sharing studying results and evaluating of studying achievements for individuals, groups and class. Especially I divide a course of cooperative studying into six parts; pre-preparation stage, group organization stage, interaction stage, result consultation stage, evaluation stage and follow-up stage. Because this system supply various interaction and responsible activity of groups, teachers naturally have confidence of education using ICT and students have basic ICT and the community-sense

• Journal of Dairy Science and Biotechnology
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• v.36 no.1
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• pp.39-48
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• 2018

This study examined the immunomodulatory effects of milk fermented with based on the synbiotic interaction between Cudrania tricuspidata leaf extract (CT) and Lactobacillus gasseri 505. Raw 264.7 macrophages were treated with milk (Control), milk supplemented with 0.2% CT (CT-milk), or CT-milk fermented with L. gasseri 505 (FCT). FCT-treated cells showed higher NO production than the other groups. ELISA revealed that FCT produced the highest enhancement of the production of pro-inflammatory cytokines such as $TNF-{\alpha}$, $IFN-{\gamma}$, $IL-1{\beta}$, IL-6, IL-2, IL-12, and IL-10. Furthermore, FCT also increased the gene expression of pro-inflammatory mediators such as iNOS and COX-2 in a concentration-dependent manner. Collectively, these results indicate that the synbiotic interaction between CT and L. gasseri 505 might enhance their immunomodulatory effects of fermented milk.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.10 no.5
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• pp.2286-2309
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• 2016

Overlay networks have been widely deployed upon the Internet by Service Providers (SPs) to provide improved network services. However, the interaction between each overlay and traffic engineering (TE) as well as the interaction among co-existing overlays may occur. In this paper, we adopt both non-cooperative and cooperative game theory to analyze these interactions, which are collectively called hybrid interaction. Firstly, we model a situation of the hybrid interaction as an n+1-player non-cooperative game, in which overlays and TE are of equal status, and prove the existence of Nash equilibrium (NE) for this game. Secondly, we model another situation of the hybrid interaction as a 1-leader-n-follower Stackelberg-Nash game, in which TE is the leader and co-existing overlays are followers, and prove that the cost at Stackelberg-Nash equilibrium (SNE) is at least as good as that at NE for TE. Thirdly, we propose a cooperative coalition mechanism based on Shapley value to overcome the inherent inefficiency of NE and SNE, in which players can improve their performance and form stable coalitions. Finally, we apply distinct genetic algorithms (GA) to calculate the values for NE, SNE and the assigned cost for each player in each coalition, respectively. Analytical results are confirmed by the simulation on complex network topologies.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.625-632
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• 2014

Due to the development of information and communication technology smart devices and apps, SNS, mirroring communication is made with such a smart and education to reflect the change of emphasis on the recent variety of collaborative social interaction are emerging. In this study, smart training and LT cooperative learning model developed in conjunction with the 'Smart-based cooperative learning 'model applied in the third grade social studies class and Smart-based cooperative learning and cooperative learning common to kidney doctor communication skills of elementary school students the impact on the communication capacity compared respectively, were analyzed. As a result, the expression of the elementary school, listening and understanding, all the sub-areas of interaction, such as communication skills in social studies class kidneys were applied to Smart-based cooperative learning in elementary school than applying the general cooperative learning model. This is not said to improve the ability to interact with the Smart-based cooperative learning in speech and in writing and clearly express the thoughts and opinions of students and separates help you understand the meaning of the words and writings of other students for the purpose in social situations can.