• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• The Journal of Internal Korean Medicine
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• v.29 no.4
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• pp.887-903
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• 2008

Objectives : We present some opinions to reduce the risk of herb-drug interactions through scanning "About Herbs" of the Memorial Sloan Kettering Cancer Center Website. Methods : We searched the Memorial Sloan Kettering Cancer Center Website of About Herbs and investigated herb-drug interactions. Results : There are 237 herbs and 196 drugs on About Herbs. 81.1% of herbs have fewer than 2 interactions listed.: 86.3% of drugs fewer than 3 interactions. Especially, 13 herbs were reported to have interactions with inclusive chemoagents on About Herbs. Only L-theanine has positive interaction with inclusive chemoagents. The others have negative interactions with inclusive chemoagents. 12 single chemoagents were reported to have interactions with some herbs. Especially tamoxifen-black cohosh, methotrexate-glutamin and aldesleukin-Huang Chi have positive interactions to increase the effects of the chemoagent. Conclusions : We should urgently create a risk management system of herb-drug interactions and take note of the risk of herb-drug interactions. We should build up systemic, evidence-based informations on popular herbs used by Korean cancer patients and herb-drug interactions in oncology like About Herbs.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.53-64
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• 2016

Objective: This study explored the mediating effects of language development on the influences of young children's media use on positive and negative peer interactions. Methods: The data came from the 2013 Panel Study on Korean Children (N = 1,215) and were analyzed to assess the mediating effects of media use on positive and negative peer interactions, using SEM with the bootstrapping method by means of SPSS 21.0 and AMOS 20.0. Results and Conclusion: The results show that increased media use affects positive and negative peer interactions through language development. This indicates that, while media use does not directly affect positive and negative peer interactions, it appears to increase the difficulty of developing language ability; as the language development worsens, undesirable peer interactions may develop. Thus, language development seems to play an important mediating role between media use and peer interactions. Theoretical and practical implications are discussed.

• Proceedings of the Korean Society of Sericultural Science Conference
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• 2002.10a
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• pp.79-80
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• 2002

No Abstract, See Full Text

• Journal of Information Science Theory and Practice
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• v.10 no.3
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• pp.15-23
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• 2022

Participants in real-time online sessions, be it (business) meetings, virtual school lessons, or social live streams, all engage in cyber social interactions. Unlike parasocial interactions, cyber social interactions are characterized by reciprocity and temporal proximity. In contrast to social interactions, they lack spatial proximity and bodily contact. This is a fairly new concept in information science that rose from technological advances and unprecedented circumstances (e.g., the rise of digital economy and knowledge workers being able to work remotely or, more recently, global lockdowns and contact restrictions). As a result, the past ways of working and socializing were transformed by making them, in some cases predominantly, virtual. Regarding the example of social live streaming we exhibit the importance of cyber social interactions for information behavior research. This conceptual article is a plea for information science to engage more in human-human online relations and interactions.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.311-329
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• 2015

This study examined the influences of children's playfulness and teacher-child interactions on their peer interactions, and investigated whether teacher-child interactions had any moderating effects upon the relation between child playfulness and peer interactions. The participants of this study were 240 children in fourth year classes in child care centers in Seoul and Gyoung-gi province and 24 of their teachers. In order to measure the research variables, the Korean version of PIPPS(Pen Interaction Peer Play Scale) by Choi and Shin(2008), the Children's Playfulness Scale(Barnett, 1991), and the modified version of the Caregiver Interaction Scale(Arnett, 1989) were used. The data were analyzed by means of descriptive statics, Pearson's correlations, and hierarchical regression analysis. The results indicated that children's playfulness and teacher-child interactions had significant effects on their peer interactions. Especially, the teacher-child interactions were related to the play disruption and the play disconnection of peer interactions. In addition, teacher-child interactions moderated the effect of children's social spontaneity(children's playfulness) on their play disconnection(peer interactions). The results have some implications for the role of teacher-child interactions in peer play interactions and a range of prevention efforts.

• Journal of the Ergonomics Society of Korea
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• v.35 no.1
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• pp.53-65
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• 2016

Objective: The aim of this study is to configure a taxonomy of uninterpretable Interactions. Background: Following the spread of the Internet, smart devices have increasingly covered our lives. Human beings are now living in an era of tremendous information explosion. We live with numerous interactive targets nowadays, and there are many ways to interact with these targets. Being an interaction designer in this era, we need to clearly understand the existing methods of the interaction. While Bill Moggridge posed interaction design as a new discipline in 1984, it still has not formed a structured framework. Method: This study categorizes uninterpretable interactions through case studies, and configures the taxonomy of uninterpretable interactions based on Object-Oriented View of interaction. To explore the use value and impact of the taxonomy of uninterpretable interactions, this study conducted an experiment and analyzed related results. Results: The framework gives a positive impact on the design process, and interaction designers can clarify and broaden the scope of their ideas. Conclusion: A study on the Taxonomy of Uninterpretable Interactions was the part that did not gain a lot of attention in the existing interaction process. The study made the part more clear. And the study also helps interaction designers expand their roles in the development process of products or services. Application: The taxonomy framework of uninterpretable interactions might help interaction designers design uninterpretable interactions more clearly, and it can also be applied to design interpretable interactions.

• CELLMED
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• v.2 no.2
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• pp.18.1-18.16
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• 2012

An oncology-specific database called OncoRx (http://bit.ly/cancerRx) was previously set up in cyberspace to aid clinicians in identifying interactions of anticancer drugs (ACDs) and chemotherapy regimens with traditional Chinese medicines (TCMs) and complementary and alternative medicines (CAMs). Since then, users have requested the drug-CAM interactions (DCIs) of 5 specific CAMs (cranberry, melatonin, co-enzyme Q10, huachansu, reishi mushroom) to be updated in the database. Pharmacokinetic properties (metabolism, enzyme induction/inhibition, elimination), TCM properties and DCIs of each CAM were collated with 117 ACDs using 9 hardcopy compendia and online databases as resources. Additionally, individual ACDs and CAMs were used as keywords for PubMed searches in combination with the terms 'anticancer drugs', 'drug interactions', 'herb-drug/drug-herb interactions', 'pharmacokinetic interactions' and 'pharmacodynamic interactions'. DCI parameters consisted of interaction effects, evidence summaries, proposed management plans and alternative non-interacting CAMs, together with relevant citations and update dates of the DCIs. OncoRx is also used as a case to introduce the "Four Pharmaco-cybernetic Maxims" of quality, quantity, relationship and manner to developers of digital healthcare tools. Its role in Hayne's "5S" hierarchy of research evidence is also presented. OncoRx is meant to complement existing DCI resources for clinicians and alternative medicine practitioners as an additional drug information resource that provides evidence-based DCI information for ACD-CAM interactions.

• Journal of Information Technology Applications and Management
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• v.14 no.3
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• pp.179-197
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• 2007

This paper analyzed the effects of interactions among participants on the satisfaction and commitment of cyber education. Even if the quality of interactions in cyber education may not be so good as that of interactions in face to face education. various kinds of interactions could be introduced in cyber education. An email or Q/A between lecturer and students could be a good way to compensate the deficiency of cyber education. Common News Boards or Discussion Rooms among students themselves are also a powerful means to learn each other in cyber space. The result of this study shows that as interactions among participants increase. satisfaction and commitment of the lecture also increase. This study also analyzed how cyber educational effects differs as interaction type changes in space dimension and time dimension. The result shows interactions in the same cyber space such as News Board brings more desirable outcome than those in the different cyber space. But the effects of interactions classified by time dimension does not show statistically significant differences.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.73-92
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• 2021

Objective: This study examined the relationships among social support in the workplace, social support outside the workplace, child care teachers' psychological burnout, and teacher-child interactions. Methods: The subjects of this study were 262 child care teachers and they responded to questionnaires on research variables. Data were analyzed using structural equation modeling. Results: First, social support outside the workplace had a direct effect on teacher-child interactions; that is, child care teachers, who perceived that they received a high level of social support outside the workplace, had high-quality interactions with children. Second, social support in the workplace had an indirect effect on teacher-child interactions through child care teachers' psychological burnout. In other words, child care teachers, who perceived that they received a high level of social support in the workplace, experienced less psychological burnout, which led to high-quality interactions with children. Conclusion/Implications: This study confirmed that the paths in which social support in the workplace and social support outside the workplace influence teacher-child interactions were different. Although the pathways were different, the results of this study emphasize that both types of social support are important factors that promote teacher-child interactions.