• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.305-322
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• 2022

In this study, a practice-based teacher education program was developed and applied to improve the TPACK of pre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development of TPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developed teacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks from researchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result of the study, the program of this study did not show an educational effect in the "constructive learning activities" of preservice teachers, but it was found to have an educational effect in "problem solving". In other words, in "constructive learning activity", most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners can passively acquire knowledge. However, in the case of "problem solving", the pre-service teachers who were at level 0 before the educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problems by memory without using technology, but after the program they planned classes that provides opportunities to approach and solve various problems through the technology presented by the teacher. However, there were not many pre-service teachers corresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-service chemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation, lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers who preceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it was necessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TK for pre-service teachers.

• Journal of agricultural medicine and community health
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• v.48 no.1
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• pp.28-40
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• 2023

Objectives: This study aimed to identify the level of self-assessment of life satisfaction and various factors related to the life satisfaction of Korean physicians. Methods: This study is a secondary data analysis using the 2016 Korean physician survey Korean Physician Survey(KPS) data collected by the Research Institute for Healthcare Policy of the Korean Medical Association. The member database(DB) of the Korean Medical Association was used for sampling and the target population was formed and surveyed by using stratified quota sampling. A questionnaire was sent by E-mail as an online survey method and was conducted for a total of 7 weeks from November 21, 2016 to January 8, 2017. The final number of respondents was 8,564 (response rate 13.8%). In this study, a total of 7,228 physicians, excluding residents and public health doctors who are currently treating patients directly, were studied. Factors affecting the life satisfaction of physicians were analyzed using ordinal logistic regression analysis. Results: The physical factors positively related to the life satisfaction of physicians were those who were in their 60s, female, and thought they had good health status. As for psychological factors, stress was low. As for economic factors, satisfaction with income was high. As for social factors, the physicians lived with their families and were satisfied with the time they could spend with them. Also, the physicians were satisfied with the social respect they received as a doctors. Conclusions: Based on the results of this study, it is thought that a multifaceted approach is needed to increase the life satisfaction of physicians.

• Journal of Life Science
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• v.33 no.12
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• pp.1002-1014
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• 2023

The root of Cirsium japonicum var. maackii (Maxim.) has long been used in traditional medicine to prevent the onset and progression of various diseases and has been reported to exert a wide range of physiological effects, including antioxidant activity. However, research on its effects on hepatocytes remains scarce. This study used the human hepatocellular carcinoma HepG2 cell line to investigate the antioxidant activity of ethanol extract of C. japonicum root (EECJ) on hepatocytes. Hydrogen peroxide (H₂O₂) was used to mimic oxidative stress. The results showed that EECJ significantly reverted the decrease in cell viability and suppressed the release of lactate dehydrogenase in HepG2 cells treated with H₂O₂. Moreover, an analysis of changes in cell morphology, flow cytometry, and microtubule-associated protein light chain 3 (LC3) expression showed that EECJ significantly inhibited HepG2 cell autophagy induced by H₂O₂. Furthermore, it attenuated H₂O₂-induced apoptosis and cell cycle disruption by blocking intracellular reactive oxygen species and mitochondrial superoxide production, indicating strong antioxidant activity. EECJ also restored the decreased levels of intracellular glutathione (GSH) and enhanced the expression and activity of superoxide dismutase and GSH peroxidase in H₂O₂-treated HepG2 cells. Although an analysis of the components contained in EECJ and in vivo validation using animal models are needed, these findings indicate that EECJ is a promising candidate for the prevention and treatment of oxidative stress-induced liver cell damage.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• The Journal of Internal Korean Medicine
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• v.45 no.3
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• pp.335-341
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• 2024

Objectives: Patients with cancer eventually fail to respond to therapy when malignant cells develop effective ways to evade immunosurveillance. Conventional cancer treatments, such as radiation therapy and chemotherapy, aim to cure the disease or prolong the patient's life. However, the toxicity and side effects of conventional treatments limit their efficacy. Herbal medicine is a typical complementary and integrative form of medicine for cancer treatment in Asia. This protocol evaluates the effectiveness of herbal medicines in improving the immune function of patients with cancer. Methods: The following electronic databases will be searched: MEDLINE via PubMed, EMBASE via Elsevier, Cochrane Central Register of Controlled Trials, China National Knowledge Infrastructure (CNKI), and Korean databases including Regional Information Sharing Systems (RISS), National Digital Science Library (NDSL), and Oriental Medicine Advanced Searching Integrated System (OASIS). Additionally, prospective randomized controlled trials that evaluate the effectiveness of herbal medicines on immune function in patients with cancer will be included in this review. All outcomes related to the immune function of patients with cancer (e.g., CD3, CD4, CD8, CD4/CD8 ratio, CD19 (B cells), dendritic cells (CD11), CD56 (NK cells), and macrophages) will be included in this review. Results: This review is expected to provide data on the effectiveness of herbal medicines on improving immune functions in patients with cancers. Conclusion: This systematic review will help patients and clinicians establish new management options for cancer treatment.

• Phonetics and Speech Sciences
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• v.16 no.3
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• pp.59-69
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• 2024

Among the subgroups of speech sound disorder (SSD), the motor speech disorder (MSD) group is characterized by weak articulatory force. This study quantitatively measured and compared articulatory muscle strength between SSD and typically developing (TD) children. The Iowa Oral Performance Instrument (IOPI) was used to measure lip and tongue strength in 15 children with SSD and 15 TD children. We additionally measured peak lip and tongue pressure and endurance, and analyzed the correlation between each strength measure and the percentage of consonants correct (PCC). The findings were as follows: First, lip strength for the bilabial sounds did not differ between the two groups in the initial position but was significantly weaker in the SSD group in the final position. Tongue strength for alveolar sounds was weaker in the SSD group than in the TD group for the initial and final positions. Second, for lip and tongue strength, the difference in voicing features was significant in the TD group but not in the SSD group. Third, the peak pressure and endurance of the lips and tongue were significantly lower in the SSD group than in the TD group. Fourth, significantly higher static correlations were observed between most strength measures and the PCC. These findings suggest that weakness in articulatory motor execution may be an unrecognized underlying problem of SSD with unknown origin.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.3
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• pp.408-417
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• 2012

This study examined the satisfaction of a school milk program as well as the preference of school milk and flavored milk. The subjects of this study were $4^{th}$ , $5^{th}$ and $6^{th}$ grade students in 4 different elementary schools, who were attending the school milk program in Ulsan. The survey was conducted from April 10, 2009 to April 30, 2009. Of the 403 questionnaires distributed, 347 responded and analyzed (usage rate: 86%). The results were as follows. Of the 347 respondents, 53.9% were boys and 46.1% were girls. 34%, 31.1% and 34.9% of the students were $4^{th}$, $5^{th}$ and $6^{th}$ graders, respectively. Second, 80.1% of the students reported 'have milk everyday', and 89.9% of the students reported 'have milk as it is'. Third, the overall satisfaction with the school milk program was 3.32 based on a 5-point likert scale, the 'guidance of nutrition teachers and class teacher' was 3.21 and 'taste of school milk' was 3.37. There were significant positive correlations between the school milk satisfaction variables and overall satisfaction (p<0.01). Fourth, the preference for school milk was 3.33. The preference for flavored-milk were 3.63 (coffee milk), 4.44 (chocolate milk), 4.16 (strawberry milk), 4.26 (banana milk) and 3.53 (black bean milk). Fifth, to improve the school milk program, 85.9% of students wanted a provision for flavored milk. In conclusion, schools need to find a way to increase the satisfaction of the school milk program and the preference of school milk to increase the milk intake of students. Nutrition education for students and parents should be conducted systematically and choices for various kinds of milk and milk products should be given to the students.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.115-128
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• 2014

The purpose of this study was to investigate home economics teachers' perception of cultural diversity education, to provide an efficient educational material for the multicultural education in teacher education and teacher retraining. 160 Home economics teachers answered the survey questionnaires. To analyze the data, SPSS 19.0 for Windows was used to conduct frequency analysis, factorial analysis, credibility analysis, t-test, one-way ANOVA, and Duncan's multiple comparison. The results of this study were as follows. Four dimensions of cultural diversity education were derived by factor analysis: cultural equality, diversity implementation, diversity value, comfort with diversity. As for their awareness about cultural diversity education, it was in the order of cultural equality, followed by diversity implementation, diversity value, and comfort with diversity. The groups were significantly different according to demographic variables. As for the whole awareness about cultural diversity education and the diversity implementation, group of age 40 teachers recognized more highly than other groups. Furthermore, teachers outside Jeonbuk area recognized more highly the cultural equality, diversity implementation, diversity value than those in Jeonbuk, which is the 3rd high area in the nation of multicultural family proportion. As for cultural equality and diversity implementation, teachers over 15 years of experience, recognized more highly than other groups. Those with the teacher certification in the college of education, recognized more highly the cultural equality, diversity value, comfort with diversity than teachers from the other colleges. Teachers who need multicultural education, recognized more highly cultural equality, diversity implementation, awareness of diversity than those who don't. These results imply that in home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education. And for teachers with highly recognizing cultural diversity to conduct a systematic multicultural education more efficiently, there should be both systematic pre-service education programs at college level and in-service education programs for the teachers in terms of cultural diversity education.

• The korean journal of orthodontics
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• v.25 no.1 s.48
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• pp.73-85
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• 1995

Multi-Vertical Loop Arch Wire(MVLAW) is a kind of appliance for uprighting the mesially inclined posterior teeth axes simultaneously. In this study MVLAW was classified as 3 types by modifing the vertical loop design and named type A, B and C. Each MVLAW was fabricated from .017'x.025' TMA wire and preactivated at the distal end of the open vertical loop with 10 degree tip-back bend(type B has an electric welding stop at the distal end of each loop and type C has no electric welding stop). Type A MVLAW was preactivated at the apex of each open vertical loop with 10 degree tip-back bend(the electric welding stop of type A is positionod at the mesial side of each loop). The aim of the present study was to identify when and which MVLAW is more effective to correct the buccal segment axes simultaneously. The Photoelastic overview of the upper and lower right quadrant showed that stress concentrations were observed in its photoelastic model. The obtained results were as follows : 1. Higher level compression can be seen clearly at the distal curvature of the lower 1st and 2nd molar when A type MVLAW was applied without short class m elastic, but mild compression cannot be seen at the distal curvature of lower anterior teeth using the class m elastic. 2. Higher concentration was presented at the mesial curvature from the lower 1st premolar to the 2nd molar than the anterior teeth when B type MVLAW without short class III elastic was applied, but using the short class III elastic, higher concentration of compression was presented in the anterior teeth area. 3. Areas of higher compression and tension were not observed at the mesial and distal curvature of the entire 1ower teeth except lower central and lateral incisors in C type MVLAW without short class III elastic, but using the short class III elastic, higher concentration was seen at the mesial curvature of the lower 1st premolar and 1ower anterior teeth.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.11-27
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• 2013

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children's school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.