• Preventive Nutrition and Food Science
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• v.7 no.3
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• pp.265-272
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• 2002

In this study, we examined the effects of dietary fatty acids on the fatty acid composition of phospholipid fractions in regions of the brain and on behavioral development in rats. The Sprague Dawley rats were fed the experimental diets 3~4 wks prior to the conception. Experimental diets consisted of 10% fat(wt/wt) which were from either safflower oil (SO, poor in $\omega$3 fatty acids), mixed oil MO, P/M/S ratio : 1:1.4:1, $\omega$6/$\omega$3 ratio = 6.3), or mixed oil supplemented with vitamin E (+500 mg/kg diet). At 3 and 9 weeks of age, frontal cortex (FC), corpus striatum (CS), hippocampus (H), and cerebellum (CB) were dissected from the whole brain. The fatty acid content was determined in the different phospholipid fractions: phosphatidylcholine (PC), phosphatidyl-serine (PS), and phosphatidylethanolamine (PE) in the rat brain regions. In the visual discrimination test, the order of the cumulative errors made in Y-water maze test were SO > MO > ME. This suggested that the balanced diet supplemented with vitamin I had the most beneficial effect on learning ability. The overall characteristics of correlation between fatty acids and behavior development were that the frequency of cumulative errors were negatively correlated significantly with monounsaturated fatty acids (MUFAs), ie., 18:1 $\omega$9 and 22:1 $\omega$9. Docosa-hexaenoic acid (22:6 $\omega$3) of PS in frontal cortex (FC) was negatively correlated with the number of errors made in the Y-water maze test.22:5 $\omega$6 PS in hippocampus (H), PC and PE in corpus striatum (CS), PC in cerebellum (CB) were positively correlated with cumulative errors. And these errors were negatively correlated with 20:4 $\omega$ 6 of PE in corpus striatum (CS) and PC in cerebellum (CB). Especially, O1eic acid (18:1 u 9) in all phospholipid fractions (PC, PS, PE) of hippocampus was negatively correlated with the number of errors. These findings demonstrate that the MUFAs were might be essential for proper brain development, especially in hippocampus which is generally thought to be the regions of memory and learning.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.18-26
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• 2011

Computational chemistry is one of the chemistry fields that deals with the theoretical chemistry problem using computer calculations and can be described as the chemistry lab moved on computer space. In line with recent enhancement of processing capability of computers, utilization of high performance computer cannot be overemphasized in the field of computational chemistry in performing complex calculation of huge molecular structure and simulation. While they have to use commands and consoles for high performance computer to execute complex calculation of huge molecular structure and simulation, most of students in natural science and engineering, who are not experts in computer technically, are likely to be unaware of UNIX. Under the circumstances, web-based educational support system for computational chemistry is needed to enable them to practice computational chemistry, even not knowing UNIX command. In this study, e-Chem, one of such educational support systems, is developed by using Liferay portal platform, which is a Java open source more oriented to standard and outstanding in its content management and collaboration function than other web portals. By using this system, even students who are not familiar with computer, are expected to take part in lab classes and save time learning Unix command and also enhance the learning efficiency by using familiar interface.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.155-169
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• 2021

This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we observed one experienced elementary teacher's science lessons for 21 lesson hours (10 hours of 'Motion of Objects' and 11 hours of 'Light and Lens') and carried out qualitative analyses of the data obtained from lessons observation, teacher interviews, and CoRe (content representation) responses. We analyzed the teacher's three aspects of STO (i.e. beliefs about the goals and purpose of science teaching, beliefs about the nature of science, and beliefs about science teaching and learning) which can converge into an overall STO of 'inquiry'. And these aspects of STO appear to interact differently with four PCK components (i.e. curriculum knowledge, learner knowledge, instructional knowledge, and assessment knowledge) depending on the topic of the lesson. It is hoped that this in-depth understanding of the features of STO and its relationship with other PCK components would provide useful information on how to monitor and improve STO and PCK of elementary teachers.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.21-43
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• 2016

The purpose of this study is to examine the text and learning activities of Korean and American home economics textbooks from the perspective of building adolescent empowerment and to suggest an alternative framework for the textbook. An in-depth content analysis was conducted for the Korean and American home economics textbooks. We analyzed the text and learning activities in the textbook on three levels of empowerment: Micro, Meso, and Macro. Major findings are as follows. First, in the case of Korean textbooks, the results showed that the three levels of empowerment were off-balance (Individual Empowerment: 55%, Group E: 37%, Organizational E: 8%). The educational contents in Korean textbooks were described at the Meso-level. In the case of the American textbooks, the result showed that the educational contents of IE(43%), GE(40%), and OE(17%) were relatively balanced. Therefore, the educational contents of the American textbooks were described at the Macro-level. Second, the learning activities in the Korean textbooks put a greater weight on IE at 66%, followed by GE at 25%, but OE at 9% only. The results showed that learning activities in Korean textbooks were presented at the Meso-level, but that the three levels of empowerment were significantly off-balance. In the case of the American textbooks, the results showed that the learning activities were comparatively well balanced at IE(36%), GE(40%) and OE(23%). Therefore, learning activities in the American textbooks were presented at the Macro-level. Based on the results, we suggested an alternative framework for 'understanding of self as an adolescent' unit, to build adolescent empowerment at the Macro-level.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.403-426
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• 2012

This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.

• Women's Health Nursing
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• v.20 no.2
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• pp.173-183
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• 2014

Purpose: This study was done to examine current status of women's health nursing practicum and identify necessary core nursing skills in this practicum area. Moreover, one syllabus and evaluation sheets for women's health nursing clinical practicum at one university were reviewed. Methods: A survey design was used with 81 educators who were teaching maternity or women's health nursing and its practicum. Results: Most clinical sites for practicum were university hospitals (43.0%), women's hospitals (32.7%), or general hospitals (17.3%); but the majority (77.8%) of educators expressed difficulty in finding appropriate practicum places. Common teaching and learning methods were clinical guides for practicum (44.6%), e-learning content (30.2%), and simulation (23.6%). Core nursing skills for this practicum included assessment of stages of labor, preparation of uterine-fetal monitoring devices and interpretation of results, monitoring uterus and fetal activity, and performing Leopold's maneuver. For postpartum care, the following were included; postpartum fundal massage, assessment of breast engorgement, fundus height, and episiotomy sites, inserting urinary catheter, and teaching the use of patient-controlled analgesia. Conclusion: To improve the quality of clinical practicum, development of a clear course syllabus, standardized clinical guidebook, and core nursing skills is required and should be shared with all relevant nurse educators.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.281-294
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• 2016

This study deals with the content that was developed by the authors and the utilization of the 'Interactive Engineering Math Laboratory (IEmath Lab).' IEmath Lab provides online review lectures as well as a wide range of examples and exercises from the curriculum of engineering mathematics courses. The lectures come with pre-coded Python-based SageMath cells through which students can run and modify the code directly from this free laboratory. IEmath Lab is accessible via mobile devices so that the students can use it anywhere, anytime for maximum learning effectiveness and achievement. IEmath Lab would be an ideal tool for the effective learning and teaching of engineering mathematics, which combines theory and practice.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.313-330
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• 2015

The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

• Food Science of Animal Resources
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• v.40 no.2
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• pp.183-196
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• 2020

The protective effect of pig skin gelatin water extracts (PSW) and the low molecular weight hydrolysates of PSW generated via enzymatic hydrolysis with Flavourzyme® 1000L (LPSW) against scopolamine-induced impairment of cognitive function in mice was determined. Seventy male ICR mice weighing 20-25 g were randomly assigned to seven groups: Control (CON); scopolamine (SCO, 1 mg/kg B.W., intraperitoneally (i.p.); tetrahydroaminoacridine 10 [THA 10, tacrine; 10 mg/kg B.W. per oral (p.o.) with SCO (i.p.)]; PSW 10 (10 mg/kg B.W. (p.o.) with SCO (i.p.); PSW 40 (40 mg/kg B.W. (p.o.) with SCO (i.p.); LPSW 100 (100 mg/kg B.W. (p.o.) with SCO (i.p.); LPSW 400 (400 mg/kg B.W. (p.o.) with SCO (i.p.). All treatment groups, except CON, received scopolamine on the day of the experiment. The oxygen radical absorbance capacity of LPSW 400 at 1 mg/mL was 154.14 μM Trolox equivalent. Administration of PSW and LPSW for 15 weeks did not significantly affect on physical performance of mice. LPSW 400 significantly increased spontaneous alternation, reaching the level observed for THA and CON. The latency time of animals receiving LPSW 400 was higher than that of mice treated with SCO alone in the passive avoidance test, whereas it was shorter in the water maze test. LPSW 400 increased acetylcholine (ACh) content and decreased ACh esterase activity (p<0.05). LPSW 100 and LPSW 400 reduced monoamine oxidase-B activity. These results indicated that LPSW at 400 mg/kg B.W. is a potentially strong antioxidant and contains novel components for the functional food industry.

• Journal of KIISE
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• v.44 no.7
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• pp.680-685
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• 2017

The emergence of online media and their data has enabled data-driven methods to solve challenging and complex tasks such as rumor classification problems. Recently, deep learning based models have been shown as one of the fastest and the most accurate algorithms to solve such problems. These new models, however, either rely on complete data or several days-worth of data, limiting their applicability in real time. In this study, we go beyond this limit and test the possibility of super early rumor detection via recurrent neural networks (RNNs). Our model takes in social media streams as time series input, along with basic meta-information about the rumongers including the follower count and the psycholinguistic traits of rumor content itself. Based on analyzing millions of social media posts on 498 real rumors and 494 non-rumor events, our RNN-based model detected rumors with only 30 initial posts (i.e., within a few hours of rumor circulation) with remarkable F1 score of 0.74. This finding widens the scope of new possibilities for building a fast and efficient rumor detection system.