Platform construction of transgenic populations overexpressing genome wide OsWRKY superfamily genes for investigation of their roles in biological processes

Eugene Lim,Naeyeoung Choi,Eun-Hye Lee,Jong Hee Im,Seungbum Lee,Sangyeol Park,Hyejin Yun,Duk-Ju Hwang 한국농약과학회 2018 한국농약과학회 학술발표대회 논문집 Vol.2018 No.10

Influence of Host Foods on Female Reproduction and Aggregation Pheromone Production of Males of Riptortus pedestris

Eugene Lim,Junheon Kim,Chung-GyooPark 한국응용곤충학회 2012 한국응용곤충학회 학술대회논문집 Vol.2012 No.05

Male pheromone production and female reproduction of R.pedestris were evaluated on two different kinds of foods; sweet (non-astringent) persimmon and soybean. Male adults fed on soybean produced all the four pheromone components, (E)-2-hexenyl (Z)-3-hexenoate, (E)-2-hexenyl (E)-2-hexenoate, tetradecyl isobutyrate (C14iBu), octadecyl isobutyrate (C18iBu), whereas those fed on sweet persimmon did not produce C14iBu which is a key component in the function of the pheromone, and C18iBu. Female adults fed on soybean produced eggs, however, those fed on sweet persimmon did not at all. From these results, we concluded that host resource greatly affects the chemical communication and reproduction of both male and female of R.pedestris, and that sweet persimmon is not a proper food for its completion of life cycle.

Impact of Conversion From Cyclosporine to Tacrolimus on Glucose Metabolism and Cardiovascular Risk Profiles in Long-Term Stable Kidney Transplant Recipients

Lim, Jeong-Hoon,Hwang, Inryang,Cho, Jang-Hee,Kwon, Eugene,Jung, Hee-Yeon,Choi, Ji-Young,Park, Sun-Hee,Kim, Yong-Lim,Kim, Hyung-Kee,Huh, Seung,Won, Dong-Il,Kim, Chan-Duck Elsevier 2019 Transplantation proceedings Vol.51 No.8

<P><B>Abstract</B></P> <P><B>Background</B></P> <P>Compared to tacrolimus, cyclosporine increases cardiovascular risk. Furthermore, tacrolimus has a negative effect on glucose metabolism compared to cyclosporine. This study investigated the effect of the conversion from cyclosporine to tacrolimus for immunosuppressive therapy on glucose metabolism and cardiovascular risk profiles in long-term stable kidney transplant recipients (KTRs).</P> <P><B>Methods</B></P> <P>In this prospective, open-label, single-arm study, 36 KTRs were enrolled; 3 were excluded. Patients were evaluated for glucose metabolism and cardiovascular risk factors at baseline, 3, and 6 months after conversion of medication. Serial changes were analyzed by repeated analysis of variance.</P> <P><B>Results</B></P> <P>The mean duration from transplantation was 12.6 ± 4.0 years and baseline serum creatinine levels were 1.10 ± .23 mg/dL. After conversion, fasting plasma glucose levels increased sequentially from 101.7 ± 18.5 to 107.4 ± 21.3 mg/dL (<I>P = .</I>007), and glycated hemoglobin levels increased from 5.7 ± .8 to 6.0 ± 1.2% (<I>P = .</I>016). Among cardiovascular risk factors, fibrinogen levels were decreased (<I>P = .</I>015), but other factors, including blood pressure and lipid profile, did not change (all <I>P > .</I>05). There was no change in renal function, including serum creatinine (<I>P = .</I>611) and urine protein-to-creatinine ratio (<I>P = .</I>092). Body mass index levels were decreased (<I>P = .</I>037) and body weight tended to decrease (<I>P = .</I>063).</P> <P><B>Conclusions</B></P> <P>Switching immunosuppressant therapy to tacrolimus has an apparent negative effect on glucose metabolism and imparts an unclear advantage on cardiovascular risk profiles for long-term stable KTRs.</P> <P><B>Highlights</B></P> <P> <UL> <LI> The conversion effect of calcineurin inhibitors in long-term stable KTRs was prospectively evaluated. </LI> <LI> Conversion cyclosporine to tacrolimus was detrimental for glucose metabolism. </LI> <LI> No clear benefits on cardiovascular risk profiles and graft function. </LI> </UL> </P>

학점인정 K-MOOC 강좌의 학습지속의향 영향 변인 분석

임유진(Lim, Eugene),정유진(Jung, Youjin) 부산대학교 교육발전연구소 2020 교육혁신연구 Vol.30 No.4

Purpose: The purpose of this study was to examine a relationship among teaching presence, task value, time management skill and the intention of continuous learning in credit recognition K-MOOC and to research a method improving the intention of continuous learning. Method: The research participants were 241 students who registered for the Big-data course, K-MOOC in E university. The survey was conducted on final exam. The research was conducted analyzing structural equation modeling. Results: The results showed that, the teaching presence perceived by learners in K-MOOC had a significant effect on the intention of continuous learning. Second, the task value had a significant effect on the intention of continuous learning. Third, time management didn t affected the intention of continuous learning. Conclusion: In this study, we confirmed that teaching presence and task value are influential variables on the intention of continuous learning in the K-MOOC learning environment and discussed effective K-MOOC management methods that improve a teaching presence and recognize the task value importantly based on the research founding. 연구목적: 본 연구는 대학생이 학점이 인정되는 K-MOOC 학습환경에서 학습자가 인식하는 교수실재감, 과제가치, 시간관리전략, 학습지속의향에 영향을 미치는 변인간의 관계를 살펴보고 학습지속의향을 향상시키는 방안에 대하여 연구하고자 하였다. 연구방법: 본 연구는 E 대학의 빅데이터 관련 K-MOOC 강좌를 학점인정으로 이수하고 있는 재학생을 대상으로 오프라인 설문을 실시하였다. 데이터 수집은 학기 말 기말고사 시간에 실시하였으며, 설문에 응답한 241명의 자료를 활용하여 구조방정식모델링 분석 방법을 실시하였다. 연구결과: 본 연구에서 분석한 결과는 다음과 같다. 첫째, K-MOOC에서 학습자가 인지하는 교수실재감은 학습성과인 학습지속의향에 유의한 영향을 미치는 것으로 나타났다. 둘째, 학습자가 인식하는 K-MOOC의 과제가치는 학습지속의향에 유의한 영향을 미치는 것으로 나타났다. 마지막으로, 학습자의 시간관리전략은 학습지속의향에 유의한 영향을 미치지 않는 것으로 나타났다. 논의 및 결론: 본 연구에서는 K-MOOC 학습환경에서 교수실재감이 학습지속의향에 영향을 미치는 강력한 영향변인임을 확인하였으며, 본 연구에서 도출된 결과를 바탕으로 K-MOOC학습지속의향을 증진시키기 위해 교수실재감을 높이고 과제가치를 중요하게 인식할 수 있는 K-MOOC 운영 방안에 대해 논의하였다.

대학의 디자인 교과목에서 플립드러닝 적용사례 및 효과성 검증 연구

임유진 ( Lim Eugene ),김종선 ( Kim Jong Sun ) 한국기초조형학회 2019 기초조형학연구 Vol.20 No.3

본 논문은 대학의 디자인 수업에서 플립드러닝 교수법의 효과성을 검증하고 효과적인 수업의 방법을 제시하는 것을 목적으로 한다. 플립드러닝 교수법을 적용한 교과목의 교육의 효과성을 검증하기 위해 플립드러닝이 적용된 디자인 교과목을 수강한 학생을 대상으로 사전-사후 검증을 실시하였다. 이를 위해 디자인씽킹과 디자인경영 교과목을 수강한 학습자들을 대상으로 본 연구에서 플립드러닝의 학습성과 요인으로 상정한 학업적 자기효능감, 자기조절학습능력, 교과흥미를 학기초와 학기말에 설문을 실시하여 플립드러닝의 효과성을 살펴보았다. 사전조사와 사후조사 설문에 모두 응답한 44명의 응답을 바탕으로 사전-사후 차이검증을 위해 t 검증 (matched pair t test)을 실시하였다. 또한 학기말에 플립드러닝 수업 전반에 대한 의견 및 개선점을 학습자들에게 물어 교수자가 플립드러닝 설계 및 운영 시 고려해야 할 사항을 도출하고자 하였다. 본 연구의 결과는 다음과 같다. 첫째, t 검정 분석결과, 본 연구에서 상정한 연구변인인 학습자의 학업적 자기효능감, 자기조절학습 능력, 교과흥미 모두 통계적으로 유의하게 향상된 것을 확인하였다. 이는 학습자가 학습의 주체가 되어 자기 스스로 학습과정을 점검 및 관리하고, 사전학습에서 습득한 지식을 수업 중에 다양한 활동을 통해 직접 적용해보며, 학습결과를 스스로 성찰해보는 기회가 증가함에 따라 나타나는 결과라고 해석될 수 있다. 둘째, 플립드러닝에 대한 학생들의 의견과 수업의 경험을 종합하여 플립드러닝 수업 설계 시 보완해야 할 점과 고려해야 할 점을 도출하였다. 학습자들의 의견 중 온라인 동영상에 대한 의견과 In-Class 토론 활동 시 운영에서 개선되어야 할 점들이 도출되어 이를 바탕으로 플립드러닝 운영전략을 Pre-Class(수업 전), In-Class(수업 중), Post-Class(수업 후)로 나누어 제시하였다. The purpose of this study is to verify the effectiveness of flipped learning (FL) and to suggest effective teaching methods in design courses at university settings. In order to determine the effectiveness of courses applying the FL teaching method, pre-post testing was conducted with students who were enrolled in design courses. The variables which were chosen as learning outcomes in the study- academic self-efficacy, self-regulated learning ability, and subject interest- were estimated at the beginning of the semester and at the end of the semester from students who took design thinking and design management courses. A matched pair t-test was conducted for the pre-post difference test based on the responses of 44 respondents who answered both the pre and post-test questionnaires. In addition, students were asked about feedback and improvement in the overall FL class at the end of the semester. We tried to draw out what to consider when designing and operating FL classes. The results of this study are as follows. First, from the result of the t-test, it was found that the learners' academic self-efficacy, self-regulated learning ability, and interest in the curriculum were statistically significantly increased. This result can be interpreted as an outcome of a series of self-regulated learning experiences, such as self-monitoring and managing of their learning process, that incorporated various activities that made students apply what they learned in the Pre-Class and increased self-reflection opportunities. Second, among students’ opinions, the feedback on online video and the operating strategy of In-Class discussion were found as key issues. Based on this study, FL teaching strategies from the design course were provided by dividing the research findings into Pre-Class, In-Class, Post-Class.

A대학 교수역량 측정도구 개발 및 타당도 검증연구

임유진(Lim, Eugene),홍유나(Hong, Yu-Na),김세영(Kim, Se-Young),김보경(Kim, Bo-Kyung) 이화여자대학교 교육과학연구소 2019 교육과학연구 Vol.50 No.1

Recently, as the quality of education has been emphasized in order to strengthen the competitiveness of universities, there has been a growing demand to improve the teaching competency of professors. The goal of this study was to identify suitable teaching competency of A university in Korea and develop a scale to measure such competency. In order to develop the scale, first, A university’s vision, educational goal and related research were reviewed and 24 initial items were formulated. Second, after conducting two Delphi surveys, 35 preliminary items were developed. Third, the questionnaires were administered to A university professors on two occasions. Reliability and validity were verified through exploratory factor analysis and confirmatory factor analysis. Through the validation process, 33 items consisting of five factors: instructional design, classroom management, communication, self-diagnosis and reflection, and professional knowledge were finally selected. Based on the results, we suggested practical strategies and directions for using the scale by discussing the importance of teaching competency in a university environment.

예술대학의 교수역량 측정도구 개발 : C 대학 사례를 중심으로

임유진(Lim, Eugene),조은아(Cho, Eun Ah),정유진(Jung, Youjin),정현민(Chung, Hyunmin) 한국전시산업융합연구원 2024 한국과학예술융합학회 Vol.42 No.2

본 연구의 목적은 예술대학 교수자에게 요구되는 교수역량의 구성요인을 도출하고 이를 진단하는 도구를 개발하여 타당도를 검증하는 데에 있다. 이를 위해 선행연구를 검토하여 진단도구 초안을 개발하고, 2차례에 걸친 델파이조사를 통해 3가지 요인과 각 하위요인을 도출하였으며, 총 57개의 예비 진단도구 문항을 개발하였다. 개발한 교수역량모델과 예비 진단도구에 대한 타당도 검증을 위해 C대학 교원 114명을 대상으로 조사를 실시하고, 이를 기반으로 탐색적 요인분석을 실시하고, 신뢰도를 확인하였다. 그 결과, 교수역량모델을 수정하여 3가지 역량인 수업역량, 학생지도역량, 전공전문역량으로 구성됨을 확인하였다. 역량은 각각 7개, 3개, 3개의 하위요인으로 구성되어 있으며, 교수역량 진단도구는 총 48개 문항으로 개발되었다. 본 연구에서 개발된 교수역량 모델링과 진단도구는 예술대학의 특수성을 반영하여 교수역량을 설정하고 진단도구를 개발하였다는 데에 의의가 있다. 또한 예술대학에서는 이를 활용한 진단결과에 따라 맞춤형 프로그램을 제시하여 교수역량 함양이 가능하다. 이처럼 개발된 교수역량 진단도구는 예술대학 교육의 질 제고를 위해 실천적인 역할을 할 것임을 기대할 수 있다. The purpose of this study is to derive the components of teaching competencies required of art university professors, to develop tools to diagnose teaching competency, and to verify the validity of the tools. To this end, a draft diagnostic tool was developed by reviewing previous studies, and three factors and each sub-factor of three competencies were derived through two Delphi surveys, and a total of 57 preliminary diagnostic tool questions were developed. To verify the validity of the teaching competency model and preliminary diagnostic tool, a survey was conducted on 114 professors from C University. An exploratory factor analysis was conducted and the reliability was confirmed. As a result, it was confirmed that the teaching competency model was modified and composed of three competencies: teaching competency, student guidance competency, and major professional competency. The teaching competency consists of 13 sub-factors, and the teaching competency diagnosis tool was developed with a total of 48 questions. The teaching competency modeling and the diagnostic tool developed in this study are significant that they reflected the specificity of the art university. In addition, it is possible to strengthen the teaching competency by presenting a personalized program according to the diagnosis results at Art University. The teaching competency diagnostic tool developed can be expected to play a practical role in improving the quality of education at the art university.

Perception of University Instructors for Designing Online Interactions: Findings from Importance-Performance Analysis

( Ji Young Lim ),( Seyoung Kim ),( Mi Kyung Cho ),( Eugene Lim ) 한국교육공학회 2021 Educational Technology International Vol.22 No.2

The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learnercontent, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

디지털교과서를 활용한 과학수업에서 디지털교과서 자기효능감, 디지털교과서 품질, 자기주도적 학습능력 및 학습만족도간의 구조적 관계규명

임유진,주영주 이화여자대학교 사범대학 교과교육연구소 2015 교과교육학연구 Vol.19 No.2

정보통신기술이 발전함에 따라 스마트폰, 태블릿 PC와 같은 모바일기기가 널리 보급되면서 교육분야에서는 이를 활용하려는 시도들이 지속적으로 이루어지고 있다. 2014년부터 개정된 교육과 정에 따라 영어, 사회, 과학 교과의 디지털교과서가 새롭게 개발되었고 이는 163개의 연구학교에서 초등학교 3, 4학년과 중학교 1, 2학년을 대상으로 수업에 활용되고 있다. 앞으로 전국의 모든 초∙중등학교에 보급될 것 이라는 점을 감안할 때, 디지털교과서 활용 수업에 있어서 학습만족도에 영향을 미치는 주요변인들에 대한 연구가 절실히 요구된다. 따라서 본 연구의 목적은 디지털 교과 서를 활용하는 과학수업에서 학습자들의 만족도에 영향을 미치는 요인을 탐색하고 학습만족도와 영향변인간의 관계를 규명하는데 있다. 이를위해 선행연구를 통하여 학습만족도에 영향을 주는 영 향변인으로 디지털교과서 자기효능감, 디지털교과서 품질, 자기주도적 학습능력을 상정하였다.학습만족도와 영향변인간의 관계를 살펴보기 위해 과학수업에서 디지털교과서를 활용하고 있는 중학생 329명을 대상으로 구조방정식 모델링 분석을 실시하였다. 연구결과 첫째, 디지털교과서 자 기효능감과 디지털교과서 품질은 자기주도적 학습능력에 유의한 영향을 미치는 것으로 나타났다. 둘째, 디지털교과서 자기효능감과 디지털교과서 품질은 학습만족도에 유의한 영향을 미치는 것으 로 나타났으나 자기주도적 학습능력은 학습만족도에 영향을 미치지 않는 것으로 나타났다. 본 연 구결과를 토대로 디지털교과서를 활용하는 수업에서 학습자들의 자기주도적 학습능력과 학습만족도를 향상시킬 수 있는 전략에 대해 제시하였다. Since 2014, a revise version of digital textbooks on English, Science, Society subjects have been implementing in 163 elementary and secondary demonstration schools. Given that digital textbooks would be incorporated in elementary and middle schools across South Korea, it is necessary to investigate factors that affect learning outcome in the classes where using digital textbooks. Thus, the aim of the study is to determine structural relationships among digital textbook self-efficacy, digital textbook quality, and self-directed learning factors affecting learners’ learning satisfaction. The survey participants were 329 Korean middle school students who studied using digital textbooks for a science class. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, digital textbook self-efficacy and digital textbook quality had significant effects on self-directed learning. Second, digital textbook self-efficacy and digital textbook quality showed a significant effect on satisfaction, while self-directed learning did not. Based on the result of the research, the study suggests strategies that helps to increase students’ ability of self-directed learning and learning satisfaction in classrooms where using digital textbooks.

Direct evolution of highly active and coincidently thermostable tyrosine phenol-lyase

Eugene Rha,Jae Jun Song,Su-Lim Choi,Seung-Goo Lee,Yoon-Ho Choi,Seung-Pyo Hong,Moon-Hee Sung 한국생물공학회 2005 한국생물공학회 학술대회 Vol.2005 No.4