• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• The Mathematical Education
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• v.57 no.2
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• BMB Reports
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• v.29 no.2
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• pp.175-179
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• 1996

Viral surface proteins are known to play an essential role in attachment of the virus particle to the host cell membrane. In case of the hepatitis B virus (HBV) several reports have described potential receptors on the target cell side, but no definite receptor protein has been isolated yet. As for the viral side, it has been suggested that the preS region of the envelope protein, especially the preS1 region, is involved in binding of HBV to the host cell. In this study, preS1 region was recombinantly expressed in the form of a maltose binding protein (MBP) fusion protein and used to identify and visualize the expression of putative HBV receptor(s) on the host cell. Using laser scanned confocal microscopy and by FACS analysis, MBP-preS1 proteins were shown to bind to the human hepatoma cell line HepG2 in a receptor-ligand specific manner. The binding kinetic of MBP-preS1 to its cellular receptor was shown to be temperature and time dependent. In cells permeabilized with Triton X-100 and treated with the fusion protein, a specific staining of the nuclear membrane could be observed. To determine the precise location of the receptor binding site within the preS1 region, several short overlapping peptides from this region were synthesized and used in a competition assay. In this way the receptor binding epitope in preS1 was revealed to be amino acid residues 27 to 51, which is in agreement with previous reports. These results confirm the significance of the preS1 region in virus attachment in general, and suggest an internalization pathway mediated by direct attachment of the viral particle to the target cell membrane.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• BMB Reports
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• v.41 no.9
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• pp.640-644
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• 2008

The preS1 surface protein of the hepatitis B virus (HBV) is a key factor involved in initial viral entry into hepatocytes. It has been long postulated that an anti-HBV effect should be achievable using peptide fragments of the preS1. Recent reports demonstrated that several preS1-derived lipo-peptides in genotype D HBV exhibit nano to picomolar inhibitory activity against HBV infection. In this study, an acylated analog of a preS1 fragment, a 21-residue lipo-peptide (named 7524 BVS7) with a sequence of palmitoyl-GMGTNLSVPNPLGFFPDHQLDC-$NH_2$, from genotype C HBV was produced base upon a previous structural study and was shown potently inhibits HBV infection with an $IC_{50}$ of $\approx$ 20 nM.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.279-306
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• 2022

The purpose of this case study is to get an implication on elementary pre-service teacher education programs by exploring how a pre-service teacher's noticing changes within a learning community. The pre-service teacher participated in a learning community with researchers. Data includes recordings and transcription of actual class and pre- and post discussion in the learning community, the pre-service teacher's reflection essays, field notes, and students' worksheets. Results are as follows. First, the pre-service teacher's attending moved from the result of tasks to students' mathematical thinking. Second, the pre-service teacher's interpretation changed from a lack of diversity and specificity of evidence to diversity and specificity. Third, the pre-service teacher's decision-makings changed from unproductive deciding to productive deciding.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.93-109
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• 2017

Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.500-512
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• 2014

The purpose of this study is to analyze the view of pre-service teachers' about middle school teacher's role using reflective writing. Pre-service teachers considered meaning of education is sympathy and discovery. Therefore they considered middle school teacher's role is discoverer of dream and subject master. The consideration of pre-service teachers' about education and middle school teacher's role was affected by their schooling experience. The conclusions drawn from this study are follows: First, the view of pre-service teachers' about teacher's role must not judgement according as former grouping on teaching profession. Second, The view of pre-service teachers about middle school teacher's role is different with reality. So middle school management should be improve to minimize foreseeing dilemma. Third, To do improve pre-service teachers' reflecting thought, various opportunity should be supported. Forth, it is need the institutional improvement and reflection for pre-service teachers' curriculum.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.164-180
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• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.8 no.2
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• pp.5-17
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• 2002

The aim of study carried out to determine the effects of myofascial release on the cranial arteries velocity from November 11, 2001 to March 29, 2002 the objects were 10 patients who having the tension-type headache at H-hospital This research compared with measure the mean flow velocity middle cerebral artery, posterior cerebral artery, vertebral cerebral artery. Result obtain were as follows; 1. Middle cerebral artery blood velocity between pre treatment and after treatment for 10days experiment was significantly increased 9.76cm/s(p<0.05)in right, 4.88cm/s(p<0.05)in left. 2. Posterior cerebral artery blood velocity between pre treatment and after treatment experiment was difference 6.35cm/s(p<0.01)in right, 5.14cm/s(p<0.01)in left, between pre treatment and after treatment for 5days experiment was 11.48cm/s(p<0.01)in right, 10.74cm/s(p<0.01)in left, between pre treatment and treatment for 10days experiment was 12.92cm/s(p<0.001) in right, 12.68cm/s(p<0.001) in left. 3. Vertebral artery blood velocity between pre treatment and post treatment experiment was difference 4.48cm/s(p<0.05)in right, 6.10cm/s(p<0.05) in left, between pre treatment and after treatment for 5days experiment was 12.50cm/s(p<0.001)in right, 14.40cm/s(p<0.001)in left, between pre treatment and after treatment for 10days experiment was 14.70cm/s(p<0.001)in right, 13.90cm/s(p<0.001)in left.