• 재활복지
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• v.15 no.4
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• pp.27-47
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• 2011

The purpose of this research is to develop transition process and programmes for gently converting people with disabilities to local communities, through their empowerments. The methods used in the research were literature research, case studies on related programs, and expert interviews. The following shows the results. Firstly, the transition process for people with developmental disorders is exceedingly limited, and the process does not consider special attention needed for people with developmental disorders. Secondly, the postsecondary education programs for people with developmental disorders are being started as transition processes, however these programs need more connection with secondary schools. Thirdly, the primary factors which must be contemplated for University programs(for people with developmental disorders, after secondary education) are self-cognition and self-understanding. According to these results, we can suggest transition processes and programs within Universities for people with developmental disorders. (In Korea) Firstly, the postsecondary transition for people with developmental disorders requires a consideration of their characteristics, and mainstreaming education is also needed for their self-cognition and self-understanding. Considering this, the transition process within Universities can be an alternative. Secondly, tertiary educations within Universities for people with developmental disorders need to consider the following factors: ① The programs in Universities need to set up a support network. ② The door to program should be open to all students with developmental disorders within the Universities. ③ Organization of human resources must be systematized and connected, so that specialists within the Universities can participate in the postsecondary education programs for people with developmental disorders. ④ Inclusive learning activities must be under-taken, allowing students without disabilities to participate in the programs for students with developmental disorders.

• The Mathematical Education
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• v.42 no.2
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• pp.121-135
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• 2003

This article retrospects the developmental process of the psychology of learning and its' influence on mathematics education. At the end of the article, brain-based learning science is introduced to examine its possibility to improve the psychology of learning mathematics. Behaviorists points of views such as Skinner, Guthrie, and Gagne were summarized to discuss the influences on the learning and teaching of mathematics. Gestalt' theories and Constructivism are also included in the discussion of developmental process of learning psychology. In elaboration of the brain-based learning science, recent research findings and the possibility of it's impact on mathematics education were discussed. Since mathematics itself is the most abstract subject it could be more challenging to identify the teaming process of mathematics compared with other areas. The possibilities of identifying the teaming process of mathematics are cautiously anticipated with a help of new paradigm.

• Information Systems Review
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• v.6 no.2
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• pp.95-111
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• 2004

Internet portal is an entryway, the first page encountered before the user entered target sites. Despite tremendous interest in the proliferation of internet portals, there is little, if any, research that demonstrates developmental process of internet portals. This developmental process is important to the generation of critical mass for e-business. The objective of this research is to discuss the process and evolution of internet portals via qualitative research. In doing so, we present $2{\times}2$ matrix as determinant with analyzing how it impacts developmental process of internet portals and perform case study to demonstrate them. The result shows that First, all internet portals are have tried to link 4C and commercialization through developmental process. Second, community service is one of the most important ways to realize commercialization in electronic market.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.3 no.1
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• pp.138-146
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• 1992

The study presented the experience of playtherapy of a 6-yr old girl with elective mutism and attempted to understand her psychopathology and formulated her psychodynamic which was expressed though the therapeutic process of playtherapy in the viewpoint of developmental model. Therapist's attitude was nondirective and supportive. Main theme of her play, fantasy and art was separation anxiety and abandonment fear as the result of continued psychic traumas such as separation from her grandmother and physical abuse by her father and mother etc. So she couldn't achieve developmental tasks such as autonomy and separation individuation and became generally inhibited and selectively mute. The process of play therapy was summarized and coceptualized as her successful progress through sequential developmental phases within the therapeutic relation ship. By reexperiencing this developmental process, she could accomplish her autonomy and separation individuation and developed to oedipal stage and successfully resolve oedipal conflict.

• Proceedings of the KSAR Conference
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• 2001.10a
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• pp.25-31
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• 2001

During early development, a dramatic reduction in methylation levels occurs in mouse (Monk et al., 1987). The process of epigenetic reprogramming in early embryos erases gamete-specific methylation patterns inherited from the parents (Howlett ＆ Reik 1991, Monk et al., 1987, Oswald et al., 2000, Sanford et al., 1984). This genome-wide demethylation process may be a prerequisite for the formation of pluripotent stem cells that are important for the later development (Reik ＆ Surani 1997). During post-implantation development, a wave of de novo methylation takes place; most of the genomic DNA is methylated at defined developmental timepoints, whereas tissue-specific genes undergo demethylation in their tissues of expression (Kafri et al., 1992, Razin ＆ Kafri 1994). Another demethylation-remethylation cycle of epigenetic reprogramming takes place during gametogenesis and is necessary for resetting of genomic imprinting (Solter 1988). The dynamic epigenetic reprogramming events appear to be basic and are probably conserved in eutherian mammals (see below). (omitted)

• Journal of Korean Physical Therapy Science
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• v.2 no.3
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• pp.707-725
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• 1995

The hand is an integral part of normal hand functioning. The ability of the hand to grasp and manipulate objects or tools is necessary for accom-plishing many tasks of daily living. Therefore it is important to improve hand function for patient with hand impairment. The objectives of this article are to review the developmental process of hand function and to described the types of grasp, grip, pinch, and prehension. Developmental process of hand function is based on general developmental theory as Vojta, Bobath and Ayres. There are many kinds of classification of prehension, grasp, and pinch. This review include the classification by Malick, Kiel, Melvin, Sollrman & Sperling, Pedretti & Zoltan, Tyldesley & Grieve' book, Norkin & Levangie' book. This article hope to give the information for application in physical and occupational therapy practice.

• Research in Mathematical Education
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• v.27 no.2
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• pp.241-251
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• 2024

Mathematics educators have examined mathematical modeling, where students tackle authentic real-life problems and develop problem-solving strategies with a sense of agency. However, few empirical studies have been conducted to illuminate the developmental process of teachers' competencies in mathematical modeling, particularly for elementary school teachers. Scholars have noted that elementary mathematics teachers can effectively teach mathematical modeling by designing tasks that consider students' abilities and preferences. In this vein, this review paper introduces a study conducted by Jung (2023), which examines the developmental process of an elementary school mathematics teacher's competencies in mathematical modeling and how she overcame related challenges.

• Archives of Pharmacal Research
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• v.29 no.10
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• pp.890-897
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• 2006

In inflammatory responses, induction of cytokines and other immune regulator genes in macrophages by pathogen-associated signal such as lipopolysaccharide (LPS) plays a crucial role. In this study, the gene expression profile changes by LPS treatment in the macrophage/monocyte lineage cell line RAW264.7 was investigated. A 60-mer oligonucleotide microarray of which probes target 32381 mouse genes was used. A reverse transcription-in vitro translation labeling protocol and a chemileuminescence detection system were employed. The mRNA expression levels in RAW264.7 cells treated for 6 h with LPS and the control vehicle were compared. 747 genes were up-regulated and 523 genes were down-regulated by more than 2 folds. 320 genes showing more than 4-fold change by LPS treatment were further classified for the biological process, molecular function, and signaling pathway. The biological process categories that showed high number of increased genes include the immunity and defense, the nucleic acid metabolism, the protein metabolism and modification, and the signal transduction process. The chemokine-cytokine signaling, interleukin signaling, Toll receptor signaling, and apoptosis signaling pathways involved high number of genes differentially expressed in response to LPS. These expression profile data provide more comprehensive information on LPS-target genes in RAW264.7 cells, which will be useful in comparing gene expression changes induced by extracts and compounds from anti-inflammatory medicinal herbs.

• Korean Journal of Environmental Biology
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• v.17 no.4
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• pp.401-405
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• 1999

Comprehensive collecting survey were performed fer study on ovipositioning habits and developmental process of Rana temporaria dybowskii from mid February 1998 to late May 1998 from Kyunggi-do, Kangwon-do and other areas in South Korea. Oviposition occurred in both running water and pool between late February and late May. In lotic habitat, they laid egg mass in irregularly ball shaped, and eggs were sticked to substrates such as stone or macrophytes. On contrary, in the pool, they laid an oval shaped egg mass not sticked to any other substrates. Every egg was hatched at day 7, and all developmental processes were completed at days 71 after oviposition. Developmental process of this species was relatively short, and this may increase predation activities during abundant prey season.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.2
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• pp.161-178
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• 2000

The author reviewed history and development of variable approaches of play psychotherapy. To understand basic concepts and practical factors of play, the functions of play behavior and it's clinical application were summarized. As major therapeutic approaches, both theoretical concepts and practical techniques of psychoanalytic approach and those of nondirective approach were presented. For clinician it is important to know developmental theories which can be applied to various therapeutic technics and to apply these theories to play therapy situations. So, to know the developmental approach in play psychotherapy, play as a developmental process, its' therapeutic application, play in the perspective of cognitive development and the therapeutic process of play psychotherapy were reviewed. With the knowledge of developmental concept therapists can increase their abilities to prescribe an appropriate type of play therapy.