• Title/Summary/Keyword: education center

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A Novel Human BTB-kelch Protein KLHL31, Strongly Expressed in Muscle and Heart, Inhibits Transcriptional Activities of TRE and SRE

  • Yu, Weishi;Li, Yongqing;Zhou, Xijin;Deng, Yun;Wang, Zequn;Yuan, Wuzhou;Li, Dali;Zhu, Chuanbing;Zhao, Xueying;Mo, Xiaoyang;Huang, Wen;Luo, Na;Yan, Yan;Ocorr, Karen;Bodmer, Rolf;Wang, Yuequn;Wu, Xiushan
    • Molecules and Cells
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    • v.26 no.5
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    • pp.443-453
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    • 2008

  • The Bric-a-brac, Tramtrack, Broad-complex (BTB) domain is a protein-protein interaction domain that is found in many zinc finger transcription factors. BTB containing proteins play important roles in a variety of cellular functions including regulation of transcription, regulation of the cytoskeleton, protein ubiquitination, angiogenesis, and apoptosis. Here, we report the cloning and characterization of a novel human gene, KLHL31, from a human embryonic heart cDNA library. The cDNA of KLHL31 is 5743 bp long, encoding a protein product of 634 amino acids containing a BTB domain. The protein is highly conserved across different species. Western blot analysis indicates that the KLHL31 protein is abundantly expressed in both embryonic skeletal and heart tissue. In COS-7 cells, KLHL31 proteins are localized to both the nucleus and the cytoplasm. In primary cultures of nascent mouse cardiomyocytes, the majority of endogenous KLHL31 proteins are localized to the cytoplasm. KLHL31 acts as a transcription repressor when fused to GAL4 DNA-binding domain and deletion analysis indicates that the BTB domain is the main region responsible for this repression. Overexpression of KLHL31 in COS-7 cells inhibits the transcriptional activities of both the TPA-response element (TRE) and serum response element (SRE). KLHL31 also significantly reduces JNK activation leading to decreased phosphorylation and protein levels of the JNK target c-Jun in both COS-7 and Hela cells. These results suggest that KLHL31 protein may act as a new transcriptional repressor in MAPK/JNK signaling pathway to regulate cellular functions.

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Standards for Evaluation of a Center for Scientifically Gifted Education (과학영재교육센터 평가 기준 개발)

  • Choi, Don-Hyung;Kang, Wan;Son, Yeon-Ah;Jeon, Young-Seok
    • Journal of Gifted/Talented Education
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    • v.11 no.2
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    • pp.59-85
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    • 2001

  • Offered in this paper are standards for evaluation of a center for scientifically gifted education attached to a university. Various methods of study are used, such as review of literature, professional meetings, seminars, and discussion groups. To implement this study we first analyzed the current status and problem of the center through examination of already published research in regard to scientifically gifted education. Based on this analysis, we then identified the direction and framework of evaluation of a center for scientifically gifted education attached to a university that could function as a local education center for the gifted. After this, we designed detailed standards for evaluation for such a center in regard to direction, organization, procedures and methods for selection of a center, curriculum development, and strategies of instruction and evaluation according to the characteristics, phase, and function of the center as identified. Lastly, we presented a framework for evaluation concluding standards and methods for evaluation classified by the domains and times of evaluation we had explored. Plans for evaluation of the center as described here, will provide meaningful suggestions enabling centers for scientifically gifted education to improve the quality of their institutions'educational environment.

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Exploration of the Revised Nuri Curriculum Education Experience and Perceptions of Childcare Center Teachers (어린이집 교사의 개정 누리과정 교육 경험과 인식에 관한 탐색)

  • Kim, Hyeon-Yeong;Lee, Myung-Sook
    • The Journal of the Korea Contents Association
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    • v.22 no.4
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    • pp.519-534
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    • 2022

  • This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

  • https://doi.org/10.5392/JKCA.2022.22.04.519 인용 PDF KSCI