• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.2
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• pp.201-219
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• 2023

ESG (Environment, Social, Governance) is becoming the core of the interest of today's entrepreneurs concerning about the earth crisis. Numerous studies are going on these days about the importance of ESG, but most of them seem confined to the introductory level. This study concentrates on "ESG education" that will teach the learners how to put various ESG ideas into practice, knowing that the earth crisis would not be overcome without actual practice of those ideas. First, elementary and junior·senior high school, professors in university and educational consultants in the field designed educational programs and related content materials under "ESG entrepreneurship education" integrated with ESG and Entrepreneurship education, which have been implemented previously. Participatory learning methods are converged with the program. The researcher analyzed the learning effects in depth after implementing the programs in the education field. Thus, this study first examined the effects of key variables of ESG educational program i.e., ESG entrepreneurship education, student participatory learning, and team-based learning on creative problem-solving and social value recognition with an essential variant of ESG educational programs and identified the relations to creative problem-solving and social value recognition. Besides, this study investigated the moderating effects of school atmosphere, and teachers' enthusiasm, regarding traits of educational programs and social value recognition. Findings indicate that sub variants of the traits of educational programs i.e., ESG entrepreneurship education, student participatory learning, and team-based learning significantly affect creative problem-solving skills and social value recognition and that creative problem-solving impacts social value recognition. In addition, teachers' enthusiasm has moderating effects between traits of educational programs and social value recognition. This study provides content-program learning methods that can be practically applied in education, emphasizing practice in ESG in elementary and junior·senior high school education. Implications suggest that ESG entrepreneurship education and active participatory learning affect social value recognition and that teachers' enthusiasm plays a significant role in education.

• Biomolecules & Therapeutics
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• v.24 no.3
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• pp.298-304
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• 2016

Dianthus superbus (D. superbus) is a traditional crude drug used for the treatment of urethritis, carbuncles and carcinomas. The objective of this study was to confirm the cognitive enhancing effect of D. superbus in memory impairment induced mice and to elucidate the possible potential mechanism. Effect of D. superbus on scopolamine induced memory impairment on mice was evaluated using the Morris water maze and passive avoidance tests. We also investigated acetylcholinesterase (AChE) activity and brain-derived neurotropic factor (BDNF) expression in scopolamine-induced mice. HPLC-DAD analysis was performed to identify active compounds in D. superbus. The results revealed that D. superbus attenuated the learning and memory impairment induced by scopolamine. D. superbus also inhibited AChE levels in the hippocampi of the scopolamine-injected mice. Moreover, D. superbus increased BDNF expression in the hippocampus. Eight compounds were identified using HPLC-DAD analysis. The content of 4-hydroxyphenyl acetic acid was higher than contents of other compounds. These results indicated that D. superbus improved memory functioning accompanied by inhibition of AChE and upregulation of BDNF, suggesting that D. superbus may be a useful therapeutic agent for the prevention or treatment of Alzheimer's disease.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.263-286
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• 2024

With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.

• Korean Journal of Food Science and Technology
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• v.45 no.5
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• pp.661-665
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• 2013

The aim of this study was to investigate the anti-amnesic effect of daebo (Castanea crenata) extract on trimethyltin chloride (TMT)-induced learning and memory impairment, in vivo. The inner skin of daebo was extracted using distilled water under reflux conditions. At the end of the adaptation period, ICR mice were divided into a control group, a TMT injection group (negative control), and a sample group (C5: 5 mg/kg body weight; C10: 10 mg/kg body weight; and C20: 20 mg/kg body weight), and were tested with learning and memory tests. The ethylacetate fraction of the daebo inner skin extract was found to increase TMT-induced memory deficit in the Y-maze and passive avoidance test. Brain tissue analysis showed that the ethylacetate fraction of daebo extract lowered the acetylcholine esterase (AChE) activity and malondialdehyde (MDA) content of neuronal cells, both of which are indicative of lipid peroxidation.

• Journal of Science Education
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• v.34 no.2
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• pp.225-236
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• 2010

The purpose of this study is to analyze and evaluate the Cyber Home Learning contents of Earth science area in the basic course of the $10^{th}$ grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service(2008). The results of Cyber home learning contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 10 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of evaluating the contents in Cyber Home Learning are as follows: First, in evaluation section of instructional design, many text materials which were so difficult for learners to read were explained, being provided. Besides, the systematic structures leaves much to be desired, in view of learners' learning experience, contents, and environment. And in evaluation section of learning contents, the error of contents caused the learning contents not to appear, the amount of learning in each section was found too much. Second, in evaluation section of the strategy for Teaching and Learning, when we mention the strategy of Self Directed Learning, the environment to make learners search for information free and self-study possible was not possessed well. And in evaluation section of interaction, it was found that a simple click caused the learning to go on. Third, in evaluation section of evaluating, it was evaluated that there was wanting in consistency in learning aims, contents, evaluation contents.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.573-588
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• 2014

How will the field of education react to the big data craze that has recently seeped into every aspect of society? To search for ways to use big data in mathematics education, this study first examined the concept of big data and examples of its application, and then pursued directions for future research in two ways. First, changes in the representation and acceptance of data are required because of changes in technology and the environment. In other words, the learning content and methodology of data treatment need to be changed by describing a myriad amount of data visually or by 'analyzing and inferring' data to provide data efficiently and clearly. Additionally, the mathematics education field needs to foster changes in curricula to facilitate the improvement of students' learning capacity in the 21st century. Second, it is necessary to more actively collect data on general education and not merely on teaching or learning to identify new information, pursue positive changes in the teaching and learning of mathematics, and stimulate interest and research in the field so that it can be used to make policy decisions regarding mathematics education.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.179-187
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• 2019

Developing countries, including Africa, are experiencing very little human resources development due to the deprivation of equal educational opportunities, poor educational conditions, and the gap in information technology with developed countries. Developing countries that do not have excellent human resources are lagging behind in globalization competition with developed countries, and the problem of 'human resource development' in developing countries can not be avoided. In developing countries, education budgets are too low to meet education needs and compulsory education, and therefore they are not adequately responding to the increasing demand for education. The lack of education budget is due to the lack of education infrastructure. In this study, the NAS based server is configured to configure functions such as educational content and learning management, and the client area is presented with solutions for various media such as tablet, PC, and beam projector. And to support optimized e-learning services in developing countries by constructing a SCORM-based platform.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.199-212
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• 2023

The purpose of this study is to find out whether there is a difference in achievement between blocked practice and interleaved practice according to the difference in domain and type of learning content in mathematics subject, and through this result, it is to confirm whether the effect of interleaved practice in mathematics learning is due to the 'Discriminative-contrast Hypothesis' or the 'Distributed-practice Hypothesis'. Although interleaved practice is more effective than blocked practice, previous studies have not shown consistent results regarding the cause. Therefore, in this study, 103 first-year middle school students were randomly assigned to blocked practice, interleaved practice, remote blocked practice, and remote interleaved practice groups had learning activities over 4 times. The results reveals that the effect of interleaved practice appeared in similar types in the same domain, but the effect of interleaved practice did not appear in different types in different domain. In addition, through this result, it was confirmed that the effect of interleaved practice was due to the 'Discriminative-contrast hypothesis' rather than the 'Distributed-practice hypothesis'. Further research topics were suggested after the issues on the research method and the findings were discussed.

• Journal of Information Technology Services
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• v.14 no.1
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• pp.99-113
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• 2015

Adaptive bitrate (ABR) streaming technology has become an important and prevalent feature in many multimedia delivery systems, with content providers such as Netflix and Amazon using ABR streaming to increase bandwidth efficiency and provide the maximum user experience when channel conditions are not ideal. Where such systems could see improvement is in the delivery of live video with a closed loop cognitive control of video encoding. In this paper, we present streaming camera system which provides spatially and temporally adaptive video streams, learning the user's preferences in order to make intelligent scaling decisions. The system employs a hardware based H.264/AVC encoder for video compression. The encoding parameters can be configured by the user or by the cognitive system on behalf of the user when the bandwidth changes. A cognitive video client developed in this study learns the user's preferences (i.e. video size over frame rate) over time and intelligently adapts encoding parameters when the channel conditions change. It has been demonstrated that the cognitive decision system developed has the ability to control video bandwidth by altering the spatial and temporal resolution, as well as the ability to make scaling decisions