• Fire Protection Technology
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• s.10
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• pp.5-8
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• 1991

This report is explained about test results of heat responsive links for fire protection service, such as fire dampers and fire doors, automatic fire suppression systems and so forth. The testing program was progressed divided by two testing items, external appearance test and performance test. The object of this report is present the problem which appear from the analysis of test results.

• Bulletin of the Korean Chemical Society
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• v.25 no.8
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• pp.1257-1260
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• 2004

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.227-238
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• 2022

One of the main roles of the science teacher is to help students become active agents in their learning of science. This study described how an elementary science teacher used students' emotional resources to conduct emotionally responsive teaching and what were the learning outcomes of this approach. The participants of the study included the teacher himself and his 6^th grade students, and emotionally responsive teaching was applied in the science unit of 'Various Living Things and Our Human Lives'. Multiple types of data, including the teacher's teaching logs, video recordings of the lessons in the unit, and interviews with the students, were collected. The data were analyzed qualitatively, and the results were described using a self-study method. The teacher took advantage of three kinds of students' emotional resources (i.e., character drawing, t-shirt design, and raps) to organize his emotionally responsive teaching. The learning outcome included the students' positive emotions and active participation in science lessons, their epistemic practices such as explorations and justifications of knowledge, and the students' reconstruction of knowledge in consideration of their everyday lives. It was suggested that emotionally responsive teaching can promote elementary school students' active participation in science learning, resulting in meaningful learning outcomes in emotional, cognitive, and conceptual aspects. Further studies should thus be conducted to understand the characteristics of emotionally responsive teaching and its detailed teaching strategies.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.626-638
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• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• Carbon letters
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• v.11 no.3
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• pp.211-215
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• 2010

Multi-walled carbon nanotube (MWCNT)/poly(vinyl alcohol) (PVA) nanocomposite hydrogels were prepared by freezingthawing method for the electro-responsive transdermal drug delivery. MWCNTs were used as the functional ingredient to improve both mechanical and electrical properties of MWCNT/PVA nanocomposite hydrogels. The morphology of nanocomposites revealed the uniform distribution of MWCNTs and the good interfacial contact. The compression moduli of hydrogel matrices increased greatly from 40 to 1500 kPa by forming MWCNT/PVA nanocomposites. The swelling ratio of MWCNT/PVA nanocomposites decreased as the content of MWCNTs increased under no electric voltage applied. However, the swelling ratio of MWCNT/PVA nanocomposites increased as the content of MWCNTs increased under electric voltage applied and the applied electric voltage increased. The drug was released in the electro-responsive manner through the skin due to the electro-sensitive swelling characteristics of MWCNT/PVA nanocomposite hydrogels.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.6 no.1
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• pp.45-50
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• 2013

Recently, as various devices including the smart phone, tablet and smart TV increase rapidly, it have been trouble to develop services separately, which are the same as in each device. When it comes to manufacture these kinds of web applications, what is worse, it takes too much time, cost ineffective and hard to maintain as well. In order to solve the non-unity of these flat forms, some researches for the responsive web design according as the hybrid framework are being progressed. In this paper, we analyzed the technologies and trends of the hybrid framework, and also implemented the responsive web contents which is based on hybrid framework.

• Genomics & Informatics
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• v.1 no.2
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• pp.113-118
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• 2003

Among a number of antigens characterized in M leprae, an etiological agent of Leprosy, the 18 kDa antigen, is unique to M leprae. We have previously determined a sequence specific element in the 18 kDa gene of M leprae, which confers transcriptional repression. In this report, we have examined if the element could be applied to genes other than the 18 kDa gene of M leprae. To identify the roles of the regulatory sequence in heterologous promoter, we have constructed pB3 vector series, which contains BCG hsp65 promoter and the M leprae 18 kDa transcription repression responsive element in tandem using LacZ gene as a reporter gene. Cloning of hsp65 promoters of M bovis BCG or M smegmatis in front of LacZ gene resulted in normal $\beta$­galactosidase activity as expected. However, when the sequence element was placed between the promoter and the LacZ gene, $\beta$-galactosidase activity was reduced 10-fold less. Also we have examined with pB3(-) vector, that harbors the transcription repression responsive element in a reversed orientation, the $\beta$-galactosidase activity was found to be similar to pB3(+) vector. Thus, these results further confirm that M leprae 18 kDa transcription repression responsive element could regulate BCG hsp65 heterologous promoter and that the element could act as an operator for the transcription of mycobacteria.

• Toxicological Research
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• v.22 no.1
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• pp.15-22
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• 2006

Many of endocrine disrupting chemicals induce effects via interaction with hormone receptors and responsive elements in target cells. We investigated endocrine disrupting effects of some food additives and contaminants including BHA, BHT, ethoxyquin, propionic acid, sorbic acid, benzoic acid, CPM, aflatoxin B1, cadmium chloride, genistein, TCDD and PCBs in yeast transformants expressing human steroid hormone receptors along with steroid responsive elements. The response limit of genetically recombinant yeast to $17{\beta}$-estradiol, testosterone and progesterone was $1{\times}10^{-16},\;1{\times}10^{-12}\;and\;1{\times}10^{-13}M$, respectively. BHT induced weak transcriptional activity in estrogen sensitive yeast, while BHA and sorbic acid interacted weakly with androgen receptor/responsive element. CPM induced transcriptional activities in all types of yeasts sensitive to steroid hormones. Zearalenone and genistein induced high transcriptional activation in estrogen sensitive yeast with relative potencies almost $10^8$ folds lower than $17{\beta}$-estradiol. TCDD induced transcriptional activation weakly in estrogen- and progesterone- sensitive yeasts. This study elucidated that recombinant yeast is a sensitive and high-throughput system and can be used for the direct assessment on chemical interactions with steroid receptors and responsive elements. Also, the present study raises the requirement of evaluation on the endocrine disrupting effects of BHT, BHA, sorbic acid, CPM and TCDD for their transcription activity in yeast screening system though weak in intensity.

• Korean Journal of Microbiology
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• v.42 no.4
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• pp.239-245
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• 2006

Leucine-responsive Regulatory Protein (Lrp) is a global regulator involved in modulating a variety of metabolic functions, including the catabolism and anabolism of amino acids as well as pili synthesis. In addition, there is growing evidences that Lrp may play an important role when cells make transition between rich and lean nutritional conditions. In this review, the biochemical characteristics of Lrp are described to provide a good example that shows how bacteria adapt to nutrient limitation and environmental stress.