Reviewerly/exHarmony huggingface dataset:
Mediation Effects of Interaction Styles in the Relationships Between Perceived Motivational Climate and Learning Attitude in Physical Education Class of Middle School Students

Objectives The purposes of this study were to the mediation effects of interaction styles in the relationships between perceived motivational climate and learning attitude in physical education class of middle school students.&#x0D; Methods The subjects of this study consisted of 323(boys 163, girls 163) middle school students. The data was collected by quota sampling method. The used instrument of this study were the Yoo(1997) for measuring motivation climate scale, the Hwang, Ahan, and Seo(2016) for measuring friend relationship and teacher-students relationship scale, and the Son, Kim, &amp; Lee(2006) for measuring learning attitude scale. The data were analyzed by descriptive statistics, factor analysis, correlation analysis, and a structural equation model as a statistical method.&#x0D; Results The results of this study was as follows. First, mastery climate positively influenced to teacher-students relationship and friend relationship, but performance climate positively influenced to friend relationship. Second, both mastery climate and performance climate positively influenced to learning attitude. Third, both teacher-students relationship and friend relationship positively influenced to learning attitude. Forth, there was partially mediates effect between mastery climate and learning attitude as a parameter fo the teacher-students relationship.&#x0D; Conclusions The purposes of this study was confirmed that motivation climate had partially mediates effect on learning attitude through the teacher-students relationship.&#x0D;
A Case Study of Implementing Narrative-based Class Activities in Thesis Writing Course

Objectives This study aims to explore ways to apply narrative-based activities to thesis writing course.&#x0D; Methods 18 student teacher participants experienced 5 week narrative-based class activities developed in a thesis writing course at a graduation school of education in Korea, and then responded to an open-ended survey.&#x0D; Results First, to achieve steps for thesis writing, weekly activities of ‘narrative as a product’ helped increase the participants’ self-awareness, planning-ahead, and writing skills. Second, frequent communication and discussion with peers helped emotionally support participants and expand understanding of their research areas. Furthermore, an instructor’s accurate and prompt feedbacks helped them promote their thesis writing capabilities and soothed their fear of writing.&#x0D; Conclusions This study adds value to holistic thesis writing education, indicating that paradigmic thinking and narrative thinking are not isolated or opposite, but rather interrelated and connected to one another. This study contributes to the emergence of narrative-related theory and practice for holistic learning experiences in student teachers’ thesis writing.&#x0D;
Research on Interjections in Korean and Japanese Utilizing Drama: Focusing on Responsive and Non-responsive Expressions

Objectives The purpose of this study is to contrast passive expressions in Korean and Japanese utilizing drama. Since human language use serves as a tool for communication, passive expressions, frequently used in real-life situations, carry significant meaning. Although Korean and Japanese share similarities in vocabulary and syntactic structures, differences arise based on the concept and conditions of passivity. Moreover, Korean passive expressions exhibit a greater variety and lower productivity compared to Japanese, necessitating a systematic comparative study.&#x0D; Methods First, analyzing the drama ‘Misaeng,’ consisting of 20 episodes aired on tvN, transcripts of Korean dialogue and Japanese subtitles were compiled. The expressions and frequencies of suffix passive, syntactic passive, and lexical passive were extracted from the Korean dialogue. Second, the expressions and frequencies of passivity were extracted from the Japanese subtitles. Third, corresponding patterns and frequencies of passivity in both languages were determined, compared, and analyzed. Fourth, examples of passive expressions in Korean and Japanese were presented.&#x0D; Results Upon analyzing Korean and Japanese passive expressions, results revealed a total of 121 instances of suffix passive, with the ‘-이’ suffix being the most frequently used (56 instances), followed by ‘-리,’ ‘-히-,’ and ‘-기-’ in descending order. Syntactic passive amounted to 25 instances, with ‘-어지다’ occurring 19 times and ‘-게되다’ appearing 6 times. Lexical passive totaled 123 instances, with ‘-되다’ accounting for 83 occurrences, ‘-받다’ for 27, and ‘-당하다’ for 13. When Korean was in the passive form, and Japanese was not, a total of 176 instances were identified. This included 67 cases of suffix passive, 13 of syntactic passive, and 96 of lexical passive. Conversely, when Japanese was in the passive form, and Korean was not, a total of 226 instances were observed. This encompassed 27 instances of suffix passive, 57 of syntactic passive, and 76 of lexical passive. Additionally, there were 66 instances of Japanese passive that did not correspond to Korean passive expressions.&#x0D; Conclusions This study systematically examined and compared passive expressions in Korean and Japanese by analyzing subtitles in dramas, specifically focusing on the patterns of corresponding and non-corresponding passivity. The analysis revealed distinct differences rather than commonalities in passive expressions between the two languages, and through various examples, linguistic and cultural disparities were highlighted. The practical investigation of passive expressions in Korean and Japanese serves as foundational material for Japanese learners studying Korean, offering valuable insights into language and cultural differences.&#x0D;
The Effect of HIIT Program on the Prefrontal Executive Function and Stress in Obese Children

Objectives The aim of this research was to analyze the effect of the HIIT program on the prefrontal executive function and stress in obese children and provide base data needed to develop effective exercise program for obese elementary school students.&#x0D; Methods In order to accomplish the aim of this research, 24 obese children(BMI: 23kg/m2 or higher) were selected from the 5th~6th graders of J Elementary School at random to 12 members of exercise and control group respectively. HIIT program was performed for 20 minutes, 3 times per week, during 12 weeks. The measured data in this experiment were analyzed using the SPSS 25.0 statistical program, and the variables were expressed as M±SD and independent t-test was conducted for basic analysis of the general characteristics of the participants and verify the homogeneity between the groups. And 2-way ANOVA with repeated measures was conducted to analyze the interaction effects of groups and timing of measurement.&#x0D; Results The results obtained by the experiment are as follows. First, sub-variables of prefrontal executive functions. showed statistically significant differences in measurement time and interaction effects. The post measurements of the exercise group increased statistically significant, resulting in measurements between groups after the experiment. Second, stress variable showed statistically significant differences in measurement time and interaction effects, The post-measurements of the exercise group decreased statistically significant, resulting in statistically significant differences when comparing measurements between groups after the experiment.&#x0D; Conclusions In conclusion, the 12-week HIIT program had positive effects on obese children in elementary school for improvement of prefrontal executive function and reduction of stress. Therefore, it is considered that HIIT program can be utilized an effective exercise program for obese children in elementary school.&#x0D;
Artificial Interpretation: An Investigation into the Feasibility of Archaeologically Focused Seismic Interpretation via Machine Learning

The value of artificial intelligence and machine learning applications for use in heritage research is increasingly appreciated [1]. In specific areas, notably remote sensing, data sets have increased in extent and resolution to the point that manual interpretation is problematic and availability of skilled interpreters to undertake such work is limited. Interpretation of geophysical data sets associated with prehistoric submerged landscapes is particularly challenging. Following the last glacial, sea levels rose 120 metres globally, and vast, habitable landscapes were lost to the sea. These landscapes were inaccessible until extensive remote sensing data sets were provided by the offshore energy sector. In this paper, we provide results of a research programme centred on AI applications using data from the southern North Sea. Here, an area of c.188,000 km2 of habitable terrestrial land was inundated between c. 20,000 BP and 7,0000 BP, along with the cultural heritage it contained [2]. As part of this project, machine learning tools were applied to detect and interpret features of archaeological significance from shallow seismic data. The output provides a proof-of-concept model demonstrating verifiable results and the potential for further, more complex leveraging of AI interpretation for the study of submarine palaeolandscapes. Image: Adobe Firefly Generative AI using keywords - marsh landscape deep underwater, auroch skull half-buried in peat
Latent Profile Analysis of Middle School Students’ Career Maturity and Academic Achievement, and the Effect of Relevant Factors

Objectives The purposes of this study were to classify the latent profiles of Korean middle school students’ career maturity and academic achievement and also to explore the influence of relevant factors on the identified latent profiles.&#x0D; Methods For this purpose, 6,618 responses of the fifth band of the elementary 5 panel (9th grade) of Korea Education Longitudinal Study (KELS) were analyzed. The study analyzed the influence of variables such as personal characteristics, family environment, and school experience in predicting the latent profiles of middle school students' career maturity and academic achievement levels.&#x0D; Results The latent profiles of South Korean middle school students' career maturity and academic achievement were classified into five categories: lower career-lower academic group, upper group, middle group, lower group, and upper career-lower academic group. The forms of these profiles were found to be distinct. The verification of influencing factors revealed that gender, creativity, self-management, parental support, interaction with parents, attitude towards lessons, teachers' pressure for achievement, teacher relationships, and peer relationships all had significant impacts.&#x0D; Conclusions Based on these results, contemplation on the direction of middle school education in South Korea was discussed, along with academic understanding of the relationship between middle school students' career maturity and academic achievement. Additionally, implications for various support measures were also deliberated.&#x0D;
The Interaction Effects of Professional Learning Community and Principal Leadership on Teacher Practices

Objectives This study analyzes the TALIS 2018 data representative of Korean elementary and middle school teachers and analyzes the effect of professional learning communities on teachers' teaching practices and the interaction effect with principal leadership.&#x0D; Methods In order to estimate the effect of a professional learning community on teachers' teaching practice, this study used a propensity score matching method and a multilevel model to control self-selection errors that occur when analyzing observational data and to examine the hierarchical nature of the analyzed data. Supplemented.&#x0D; Results As a result of the analysis, it was confirmed that the professional learning community had a significant impact on elementary and middle school teachers' student cognitive activation class practice. In addition, in the case of middle schools, it was found that when the principal provided direct instructional guidance to teachers participating in the professional learning community, the teacher's class practice of activating student cognition increased.&#x0D; Conclusions Based on this, this study discusses the need for professional learning community policies to be continuously implemented.&#x0D;
LLM- Based Personalized Recommendations in Health

Today, LLMs are not good at personalization providing recommendation. They advise physicians and financial advisors to ask professionals in respective fields for help, even having user information available. Answering questions of software professionals, LLM needs to deliver in-depth answers with codes or algorithms, whereas for professionals in other fields would need definitions and main concepts. The intent of this chapter is to make LLM answer tailored to the needs of users, taking into account available information about them. To do that, we need to generalize available information about a person like her health record, maintaining the privacy of this person. We rely on meta-learning techniques to design a LLM prompt to produce a personalization prompt to obtain a suitable relevant information. Such &amp;ldquo;meta-prompt&amp;rdquo; is produced by generalization operation applied to available documents for the user. These documents need to be de-identified so that they are sufficient for personalization on one hand and will maintain user privacy on the other hand. The second neuro-symbolic technique to support personalization is abductive reasoning, acting in parallel to LLM fine-tuning. Traditional recommendation and personalization techniques as well as modern, deep learning &amp;ndash; based are presented, and the comparison is drawn to the proposed approach. We also share the evaluation and comparative analyses of these approaches. We consider an example for how to build personalization LLM systems coming from Langchain platform. We will explore how to construct chains to form a personalization profile for a user and apply it to user search and recommendation requests.
Development of artificial intelligence education program based on visualizing public data for cultivating knowledge-information processing and creative thinking competencies

Objectives The purposes of this study are to develop an artificial intelligence utilization education program based on visualizing public data and using it for problem solving to cultivate knowledge-information processing and creative thinking competencies for middle school students, and to analyze its effectiveness in cultivating each of these competencies.&#x0D; Methods This study was conducted applying PDIE model of which stages contain preparation, development, implementation, and evaluation. and developed an eight-session education program for middle school students to visualize public data to find problems, explore ideas to solve them, and realize their ideas through making model using artificial intelligence. In this study, two classes of third grade middle school students were organized as a single group after convenience sampling to conduct pre- and post-tests. The collected data were analyzed using paired sample t-tests, and after among the open-ended responses, the education program was modified and supplied and supplemented.&#x0D; Results As a result of applying the education program of this study to a middle school, a substantial enhancement was found in both knowledge-information processing and creative thinking competencies, and learning satisfaction was at a good level.&#x0D; Conclusions It is significant that the artificial intelligence utilization education program based on visualizing public data is closely related to learners' lives, and the program has proven effective in cultivating knowledge-information processing and creative thinking capabilities of middle school students by applying the education program into the technological problem-solving process based on competency of the subject matter of technology.&#x0D;
A Study on the Exploration of Sociological Approach Strategies for Happiness Education in Social Studies Education

Objectives The purpose of this study is to analyze the conceptualization of “happiness,” a prominent theme in the “Integrated Society” curriculum revised in 2015, from a sociological perspective within textbooks. The primary objective is to identify how happiness is portrayed and structured in these educational materials and to propose potential enhancements.&#x0D; Methods Consequently, the study investigates the manner in which discussions on happiness have been executed and how sociological perspectives have been integrated into these discussions. Adopting a sociological standpoint, happiness is viewed as a multifaceted concept embedded in social context. This research explores how social factors, such as the social structure, value system, economic conditions, and political influences, impact individual happiness. The examination of happiness content involves a segmentation into the meaning and standard of happiness, along with the conditions for a happy life, employing the quality of life model found in the five textbooks associated with the “Integrated Society” curriculum.&#x0D; Results The analysis outcomes reveal several key findings. Firstly, within the textbooks, the meaning of happiness is predominantly described in the subjective perspective, while the objective perspective is limited to listing and presenting various indices, failing to provide a balanced presentation of the two perspectives of happiness. Secondly, a distinction is made between textbooks that emphasize the social conditions of happiness and those that do not. Textbooks emphasizing social conditions predominantly focus on the objective aspects of societal conditions. In conclusion, both the meaning of happiness and the conditions for a happy life are predominantly framed in terms of pleasure and life satisfaction. However, the study highlights a deficiency in addressing the social systems that support these aspects.&#x0D; Conclusions In light of these findings, the study recommends that textbooks incorporate content that comprehensively explores the intricate relationship between society and individual happiness.&#x0D;
A Study on the Perception of Multimedia Utilization Education in the Reflection Journal of Preliminary Early Childhood Teachers

Objectives In this study, we tried to analyze the perception of multimedia utilization education in reflection journals of preliminary early childhood teachers.&#x0D; Methods This study utilized qualitative research methods. Specifically, 63 first-year students at S University, a three-year university located in Gyeonggi-do, were repeatedly read through reflective journals written after taking the ‘Multimedia Utilization Education’ course and field texts written by instructors to find stories that fit the purpose of the study. It was qualitatively analyzed by time, category, and large and small meaning units, and the researcher reorganized it to clearly reveal its meaning.&#x0D; Results As a result of the study, the final derived topics are as follows. First, understanding multimedia that feels close and distant. Second, recognizing and developing various aspects. Third, positively promoting work and learning as an early childhood teacher. Fourth, building up an identity as an early childhood teacher. And fifth, taking a step toward better multimedia utilization education.&#x0D; Conclusions This study is expected to be used as basic data to provide preliminary early childhood teachers' understanding of multimedia-based education, support directions for the actual educational content composition of the subject, and learner-centered educational guidelines.&#x0D;
A Qualitative Case Study on Teachers' Learning through the Operation of School Environmental Education Projects

Objectives This study aims to explore how teachers perceive the operation of school environmental education projects and identify the meaningful learning experiences they encounter in the process of carrying out environmental education tasks.&#x0D; Methods To achieve the research objectives, in-depth interviews and open-ended surveys were conducted with 11 teachers from elementary, middle, high, and special schools who have participated in the Chungcheongbuk-do Office of Education's Green School policy project for over two years and have continuous experience with Green Schools. The collected data were analyzed through qualitative research methods, and the research results were derived through discussions.&#x0D; Results Teachers, in the process of carrying out environmental education tasks, strengthened school environmental education on an educational dimension tailored to the specific situation, surpassing visible outcomes and pursuing educationally substantial activities. The efforts made by teachers were found to have an impact on changing their perspectives on the existing environmental education tasks. Through the learning process facilitated by these tasks, teachers recognized the overall necessity of environmental education in schools and, consequently, secured environmental education leadership at the school level.&#x0D; Conclusions The operation of school environmental education projects should be a process where teachers actively engage in and prioritize the implementation of substantial activities with an educational focus for better environmental education. Through realizing activities that prioritize educational objectives, teachers can create meaning in the operation of projects at both individual and community levels. This approach allows teachers to secure voluntary motivation for active participation in their roles as practitioners of environmental education.&#x0D;
Inference Acceleration for Large Language Models on CPUs

In recent years, large language models have demonstrated remarkable performance across various natural language processing (NLP) tasks. However, deploying these models for real-world applications often requires efficient inference solutions to handle the computational demands. In this paper, we explore the utilization of CPUs for accelerating the inference of large language models. Specifically, we introduce a parallelized approach to enhance throughput by 1) Exploiting the parallel processing capabilities of modern CPU architectures, 2) Batching the inference request. Our evaluation shows the accelerated inference engine gives an 18-22x improvement in the generated token per sec. The improvement is more with longer sequence and larger models. In addition to this, we can also run multiple workers in the same machine with NUMA node isolation to further improvement in tokens/s. Table 2, we have received 4x additional improvement with 4 workers. This would also make Gen-AI based products and companies&amp;rsquo; environment friendly, our estimates shows that CPU usage for Inference could reduce the power consumption of LLMs by 48.9% (1252 W for A100 with AMD EPYC 7V13 vs 613 W for Intel&amp;reg; Xeon&amp;reg; Gold 6538N) while providing production ready throughput &amp;amp; latency.