• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.113-119
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• 2018

The purpose of this study is to verify the effect of participating in teaching material development program using 3D printer on the recognition of universal design for learning of early childhood special education pre-service teachers. This study was conducted on 30 early childhood special education pre-service teachers who participated in teaching material development program using 3D printer. The results of this study showed that the early childhood special education pre-service teachers use of the 3D printer-based teaching material development program resulted in statistically significant differences in the 4 low rank factors of the universal design for learning. This research shows that direct experience in developing teaching material using 3D printers is very effective to improve universal design for learning awareness. In addition, the experience of developing teaching material for pre-service early childhood teachers is important for improving the instructional design ability, and they need the practice of the development of the teaching material using the latest technology for teaching students with various needs.

• Journal of the Korean Society of Child Welfare
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• no.54
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• pp.79-111
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• 2016

The purpose of this study was to examine the structural models in which early cumulative risk factors affect children's language(indicated by expressive vocabularies) and social development(indicated by peer competence) at age 3 thorough their effects on the home learning environment. To examine the hypothesized models, the data of 1,725 families from the second and the fourth waves of the Panel Study of Korean Children was used. Correlation analysis and structural equation modeling were conducted to test the models. First, the cumulative risk factors at age 1 and 3 were highly correlated, implying the stability of the risk factors over time. The more cumulative risk factors at age 1 predicted the lower level of the home learning environment at age 3, which, in turn, was significantly related to both language and social development at age 3. However, the early cumulative risk factors did not directly influence later developmental outcomes. Moreover, the cumulative risk factors at age 3 were directly related to the child's language development, but neither social development northe home learning environment. In addition, the mediational role of the home learning environment (i.e., cumulative risk factors at age 1${\rightarrow}$home learning environment${\rightarrow}$language and social development) was statistically supported. In conclusion, the early cumulative risk factors in infancy indirectly predicted children's development at age 3 through the home learning environment. The practical implications for the early intervention and support for the families with infants who are experiencing multiple risk factors were discussed.

• Journal of The Korean Society of Grassland and Forage Science
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• v.24 no.4
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• pp.309-316
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• 2004

This experiment was carried out to assess the growth and development of five rye(Secale cereale L.) cultivars based on the Feekes scale in relation to sowing date at the Experimental Livestock Farm, Seoul National University(SNU), Suwon from 30 September 2001 to 4 May 2002. The experiment was conducted in split plot design with three replications. The main plots consisted of two sowing date such as early(30 September) and late(15 October). The subplots consisted of rye cultivars of five different maturity groups such as 'Kodiak', 'Koolgrazer', 'Danko', 'Homil22' and 'Olhomil'. The plant height of early sowing rye cultivars was higher than that of late one. Among the rye cultivars tested, plant heights of early maturing cultivars were higher than those of the other cultivars. The tiller number at early sowing(48.0) was higher than that of late(24.3), however, late maturing cultivars were higher than those of the other cultivars among the rye cultivars tested. Growth and development in the early sowing were generally three days earlier than those of late sowing cultivars. Growth and development in 'Olhomil' rye cultivars was earlier than 'Danko' rye cultivars when sown in early, but 'Olhomil' and 'Koolgrazer' rye cultivars showed an early maturity than 'Danko' rye when sown in late. Therefore, the developmental stages of winter rye cultivars could be categorised the following maturity; 'Olhomil' and 'Koolgrazer' are early in maturity, 'Homil22' is medium, and 'Kodiak' and 'Danko' are late in maturity.

• Korean Journal of Child Studies
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• v.23 no.5
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• pp.77-88
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• 2002

This paper analyzed historical changes in early childhood curriculums from the 19th century to the present. The early childhood curriculum model of the past was based on a modernistic perspective characterized by science, rationality, objectivity, absolutism, and universality. It had been developed in terms of early human resource development to maximize efficiency and rationality for the future. In recent years, however, change occurred in the paradigm of education with the application of phenomenology, analytics, and postmodernism. Newer models for early childhood curriculum include the Reggio Emilia and Developmentally Appropriate Practice, which constitute the current mainstream of early childhood curriculum.

• Journal of The Korean Astronomical Society
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• v.29 no.spc1
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• pp.375-378
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• 1996

An outline is given of our development of mosaic CCD cameras. Hardware and data reduction software of two operational cameras are described. Scientific objectives of wide-field imaging with the cameras are briefly described.

• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.37-45
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• 2006

The study aimed to determine the effects of Early Childhood STEP on parenting stress and child's behavior. The study subjects were 29 Korean mothers and their child. The researcher translated the Parent's guide of the Early Childhood STEP into Korean, along with the video tapes for parents. The experimental group was educated with the Early Childhood STEP program (lecture, reading educational material, discussion, watching video). To determine the pre- and post-test differences of parenting stress and infant behavior, t-test was used. The results are presented below. First, Early Childhood STEP exhibited a decreasing effect on the parenting stress of mothers. Second, STEP exhibited a decreasing effect on the infant behavior, particularly the behaviors in the areas of incapability, revenge, and power reactions.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• IEMEK Journal of Embedded Systems and Applications
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• v.7 no.1
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• pp.17-24
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• 2012

Recently automotive software has been more complex and needs to be reduced its development time. Software testing of its functionalities and performance should be conducted in an early development phase to reduce time to market and the development cost. Software functional testing can be performed through simulating the hardware, but it is not guaranteed that evaluation of real-time performance using simulation has enough accuracy. Real-time performance can be precisely evaluated with hardware-in-the-loop simulation, but it costs time and effort to set up hardware for testing. In this paper, we suggest a testing system that can evaluate functional requirements and real time properties with a general-purpose development board in the early development phase. In addition, we improve reusability of the testing system through modularized and layered architecture. With the proposed testing system we can contribute to building reliable testing system at low cost without difficulty.

• Molecules and Cells
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• v.42 no.4
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• pp.313-320
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• 2019

Intraepithelial lymphocytes (IELs) develop through the continuous interaction with intestinal antigens such as commensal microbiome and diet. However, their respective roles and mutual interactions in the development of IELs are largely unknown. Here, we showed that dietary antigens regulate the development of the majority of $CD8{\alpha}{\beta}$ IELs in the small intestine and the absence of commensal microbiota particularly during the weaning period, delay the development of IELs. When we tested specific dietary components, such as wheat or combined corn, soybean and yeast, they were dependent on commensal bacteria for the timely development of diet-induced $CD8{\alpha}{\beta}$ IELs. In addition, supplementation of intestinal antigens later in life was inefficient for the full induction of $CD8{\alpha}{\beta}$ IELs. Overall, our findings suggest that early exposure to commensal bacteria is important for the proper development of dietary antigen-dependent immune repertoire in the gut.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.97-104
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• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.