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金成烈,박화엽 西原大學校 1981 西原大學 論文集 Vol.10 No.-
The purpose of this study was to test the effects of speed reading development program which was constructed as the clinical treatments of the five psycho-phypical variables of eye movements and perceptual processes. The clinical treatments of this program were integrated with a reading activity to form a wholeness of behaviors and to synthesize the interaction effects among treatments. The output behaviors could be developed and explained, not in terms of fixation, comprehension, and saccading, but in terms of power, flexbility, speed, rhythm, focussing, concentation, and comprehension. Along with the four weeks' manipulation of an experimental time series design, both speed and comprehension variables of college students' reading behaviors were significantly developed at the level of reading their textbooks at the rate of about two thousand and six hundred words per minute which were easily contacted.
金永國,朴화燁,權五韓,李善娥 서원대학교 교육연구소 1999 敎育發展 Vol.18 No.2
This study was to analyze the effects of the training of mental concentration on the learning of mathematics. The assumption was to support that the higher the level of mental concentration the higher the achievements of mathematics. For the verification of the assumption were the following five questions listed. First, how can the trained variable of mental concentration be transformable into visual abilities for reading? Second, how can the trained variable of mental concentration be transformable into reading speed? Third, how can the trained variable of mental concentration be transformable into reading comprehension? Third, how can the trained variable of mental concentration be transformable into reading comprehension? Fourth, how can the trained variable of mental concentration be transformable into the higher level of mathematics learning? Fifth, how can the trained variable of mental concentration be transformable into the higher level of school achievements? Two matched groups of junior high school students were sampled for the experiment: One was experimental group for learning mental concentration program, and the other was controlled one. It took eighty-eight days to finish experiment. To the above questions were the answeres listed as the follows: For the independent variables manipulated was it showed that the posttest scores of visual performances focussed on reading were significantly higher than the pretest ones, that the posttest scores of reading speed variable were significantly higher than the pretest ones, and that in verifying the performance of experimental group the posttest scores of reading comprehension variable were not significantly higher than the pretest ones in controlled group. For the dependent variables was is showed that there were no significant differences of mathematics performances between the experimental and control group. And that there were no significant differences of academic performances between the experimental and control group. However, the three consecutive test scores of mathematics of experimental group were higher than the controlled one from the first sessions with treatment of mental concetration through the second to the third one without no treatment. It was concluded that there could exist the differences of learning and development rate in students' traits preformed in acedemic achievements when students were taught to learn mental concentration program designed for extra-curriculum.
박화엽,金善惠 서원대학교 교육대학원 2002 교육논총 Vol.6 No.-
This study was to construct two kinds of statistical knowledge: (1) Conceptual and numerical forms of representing reading behaviors, (2) validity and reliability in measuring reading behaviors and in evaluating reading education. The scales of those types of knowledge and information would have us elaborate reading knowledge and eliminate from jeopardizing the developments of reading processes negative behaviors: (1) Fixed dependency on ill-defined behaviors, (2) syndrome behaviors from the addicted, (3) poor knowledge and attitude of reading, (4) ignorance of professional knowledge and technology in reading education, (5) maladjustment of reading readiness, and (6) devaluation of reading. How can we be free from those pitfalls? The two kinds of solutions were as follows: First, it was known that arithmetic means would help us understand central tendency of distribution, geometric means would let us perceive the interactive effect of the two variables, and harmonic means could keep us calculating two times of fixed amount of reading and figuring out a mean value from two numeric variables. Second, it was shown that percentile knowledge could have us know the rank of reading ability for guiding comparative evaluation, and portfolio sheets should make us understand total dimensions of reading education which would be composed of four kinds of teaching and learning information and knowledge that should include teacher's intention and instructional processes, pupil's responses learned, parent's need and social demand for school education.
Isolation and proteomic characterization of bacterial extracellular membrane vesicles.
Kim, Gun-Hwa,Choi, Chi W,Park, Edmond C,Lee, Sang-Yeop,Kim, Seung Ii BENTHAM SCIENCE PUBLISHERS 2014 CURRENT PROTEIN AND PEPTIDE SCIENCE Vol.15 No.7
<P>The secretion of extracellular membrane vesicles (EMVs) is a common phenomenon that occurs in archaea, bacteria, and mammalian cells. EMVs contain biologically active proteins, which have diverse roles in biological processes. The outer membrane vesicles (OMVs) of Gram-negative bacteria and membrane vesicles (MVs) of Gram-positive bacteria have been discovered in various species. The main issues related to bacterial EMVs are their virulence, biogenesis mechanisms, host cell interaction mechanisms, and their potential use as new vaccine candidates. Recently, proteomics has become an essential tool for the characterization of EMVs. Proteomics is useful for the identification, quantification, and protein-protein interaction analysis of EMV protein components. This review describes the current understanding of secretory EMVs based on proteomic methods and the characteristics of various bacterial secretory EMVs. Finally, evidence for their potential roles and future applications are discussed.</P>