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African swine fever virus (ASFV) is a double-stranded DNA virus that causes African swine fever (ASF), a lethal hemorrhagic fever that is highly contagious among domestic pigs and wild boars. Due to the high mortality rates and highly contagious nature of the ASF, it is important to develop a fast detection method for ASFV with high sensitivity and specificity to take an immediate action to stop wide spread of the virulent disease. Therefore, a fast and quantitative molecular detection method of ASFV is presented in this study. A total of 24 genotypes of ASFV have been identified based on nucleic acid sequences of the major capsid protein p72. The primers and probe of the present assay was designed to detect all of the p72-based genotypes of ASFV. The turnaround time for PCR detection was within 50 min which is at least about two-times faster compared to other PCR assays. Limit of detection (LoD) was 6.91 genomic copies/reaction for the most virulent genotype II. LoD values for other genotypes were within 10–20 copies/reaction. Cross-reactivity of the assay was validated using a panel of pathogens related to swine disease, and no cross-reactivity was observed. Positive and negative clinical samples (50 samples each) obtained from sick and healthy animals, were used to validate the assay. The results showed that 100% agreement for both positive and negative samples. In summary, the assay described in this study offers the advantage of rapid detection of all genotypes of ASFV with high sensitivity and specificity. The assay is a valuable tool both in clinical and laboratory uses for sensitive and fast detection of ASFV.

Recent studies with single-particle tracking in live cells have revealed that chromatin dynamics are directly affected by transcription. However, how transcription alters the chromatin movements followed by changes in the physical properties of chromatin has not been elucidated. Here, we measured diffusion characteristics of chromatin by targeting telomeric DNA repeats with CRISPR-labeling. We found that transcription inhibitors that directly block transcription factors globally increased the movements of chromatin, while the other inhibitor that blocks transcription by DNA intercalating showed an opposite effect. We hypothesized that the increased mobility of chromatin by transcription inhibition and the decreased chromatin movement by a DNA intercalating inhibitor is due to alterations in chromatin rigidity. We also tested how volume confinement of nuclear space affects chromatin movements. We observed decreased chromatin movements under osmotic pressure and with overexpressed chromatin architectural proteins that compact chromatin.

Oral lichen planus (OLP) is a chronic inflammatory disease observed in approximately 0.5–2.2% of the population, and it is recognized as a premalignant lesion that can progress into oral squamous cell carcinoma (OSCC). The rate of malignant transformation is approximately 1.09–2.3%, and the risk factors for malignant transformation are age, female, erosive type, and tongue site location. Malignant transformation of OLP is likely related to the low frequency of apoptotic phenomena. Therefore, apoptosis-related genetic factors, like p53, BCL-2, and BAX are reviewed. Increased p53 expression and altered expression of BCL-2 and BAX were observed in OLP patients, and the malignant transformation rate in these patients was relatively higher. The involvement of microRNA (miRNA) in the malignant transformation of OLP is also reviewed. Because autophagy is involved in cell survival and death through the regulation of various cellular processes, autophagy-related genetic factors may function as factors for malignant transformation. In OLP, decreased levels of ATG9B mRNA and a higher expression of IGF1 were observed, suggesting a reduction in cell death and autophagic response. Activated IGF1-PI3K/AKT/mTor cascade may play an important role in a signaling pathway related to the malignant transformation of OLP to OSCC. Recent research has shown that miRNAs, such as miR-199 and miR-122, activate the cascade, increasing the prosurvival and proproliferative signals.

문자 미해득 아동 3명을 관찰한 결과, 아동들은 수업에 참여 하기 위해 시각 이미지 사용을 간절히 원하였다. 특히 자신의 생각이나 느낌, 의견 등을 쓰고 이를 발표하는 활동에서 문자 미해득 아동들은 자신들의 생각과 느낌을 표현하기를 원하였으나 글쓰기가 불가능하므로 그림을 통해 생각을 전달하려 하였다. 본 연구의 목적은 문자 미해득 아동들의 미술 표현과 문자 해득 아동들의 미술 표현 특징을 비교하고, 문자 미해득 아동의 시각이미지 활용 의도를 밝히는 것이다. 연구 결과는 첫째, 문자 미해득과 아동의 미술 표현 발달 정도는 일반 아동과 차이가 없었으며, 오히려 그림 그리기를 좋아하는 문자 미해득 아동의 경우 평균이상의 발달 수준을 보였다. 둘째, 문자 미해득 아동들은 시각이미지를 미술교과 뿐만 아니라 타교과 시간 또는 시험 상황 등에서도 활용한다. 셋째, 문자 미해득 아동은 시각이미지를 인정받기 위한 수단으로 활용한다. 넷째, 한글 미해득 학생은 그들의 경험을 시각이미지로 표현하기를 거부하려는 경향을 보였다. 본 연구는 문자 미해득으로 인한 학습 부진과 낮은 자존감 형성 등의 문제를 해결하기 위해 문자 미해득 아동의 미술 표현이 학교생활과 학습과정에서 자신의 의사 전달을 위한 적극적인 의지로 주목 받고 교육적으로 해석 되어야 함을 제안한다.

Purpose: The purpose of this study is to review the quantitative research literature on measuring caring in order to identify overall trends in measuring caring. Methods: Fifty three papers were selected from four databases including RISS4U, DBpia, KISS, and Korea Med. Results: The number of measuring caring papers has increased since 2000. Approximately 60 % of the total papers were descriptive and correlative design researches with convenience sampling. Jean Waston’s theory was the most popular conceptual framework, but much of the research tended to be conducted without any conceptual framework. In that kind of research, ‘caring’ terms were used without definition. The most frequently used term for the concept of caring was nurses’ caring behaviors. Also, ‘nurses’ was one of the most popular subjects. Thirty six measuring caring instruments were used. Twenty were developed in foreign countries and translated into Korean. The others were developed originally in Korean. Interpersonal Caring Technique - Communication Skills Scale, based on the interpersonal process model, was the most frequently used tool. Among the translated instruments, Coates’ Caring Efficacy Scale was the most popular. Some instruments were used without validation. Conclusion: These results provide basic data on measuring caring and indicate directions for further research. In particular, validation studies of measuring caring instruments are needed.

This is a study of the process undertaken by married Buddhist women in gaining experiential knowledge grounded in everyday life. It recognizes four characteristics of change in the self among the 19 women I interviewed, namely 1) repentance or penitence, 2) sincere abandonment and tolerance, 3) life devoted to acts of supererogation, 4) constant penitence for karmic obstructions. Through this process, which is inexplicable in terms of western feminism, Buddhist women recover harmony in their primary relationships (centered on the family) by carrying out the Tathagata's perfection of patience. But they continue to face difficulties in the process of performing supererogatory acts. In this sense, these acts are understood as “a little emancipation,” which means that the Buddhist enters the door leading up to ultimate emancipation even though they have not finally reached it and require continual constant concentration of mind and penitence. This paper attempts to explain what this little emancipatio...

A multimedia instruction that integrates different types Of media is a way to maximize learning effectiveness, and three-dimensional lessons through a variety of multimedia will be able to offer a more realistic education as an innovative alternative to one-sided, lecture-oriented instruction. The growth of computer engineering has an extremely, positive effect on early childhood education as well as prospective teacher education for young children. In order to meet the demands of be times and keep up with the changing educational environment, this studies intent is to develop multimedia contents for early childhood language arts courses, to suggest how it could be developed, and finally suggest its practical use.

Education reform initiatives have previously fallen short in attempts to improve American education. Schools are experimenting with reform initiatives to bridge the gap between secondary and postsecondary education by implementing the Early College High School (ECHS) model. ECHSs have shifted the paradigm and approach to traditional secondary schooling by exposing the college foundation early to prepare students for postsecondary education. This qualitative exploratory case study focused on early college experiences during an ECHS’s inaugural year, attentive to the college readiness of its students. My five participants included: one ECHS partnering instructor, two ECHS staff members, and two ECHS student graduates. Grounded in social capital theory, the purpose of this study aimed to not only explore the ECHS initiative, but also to gain an in-depth understanding of how ECHS played a role of providing social capital for underrepresented students. The goal of the ECHS initiative is to facilitate the transition from high school to college by offering underrepresented students opportunities to earn college credit while simultaneously satisfying their high school requirements. Data sources in this study included interviews, document collection, and a researcher’s reflexive journal. Through data analysis using open-coding and constant comparative analysis procedures, four common themes emerged: (a) learning the culture of the ECHS, (b) limitations of ECHS, (c) necessity of supportive relationships in ECHS, and (d) fidelity to the ECHS initiative. Findings revealed that the success of ECHSs provided a possible solution to diminish the gap between secondary and postsecondary education. However, some limitations of ECHSs were discussed based on social capital theory.

This qualitative case study investigated the experiences of minority student participants from rural backgrounds for the association of environmental variables that contributed to the interest and persistence of a science, technology, engineering, or mathematics (STEM) field major. Utilizing Social Cognitive Career Theory (SCCT) as a theoretical framework, a general model of environmental variables surrounding the SCCT constructs of self-efficacy, outcome expectations, interest, and goal persistence was created from the current literature and utilized in data analysis. Findings indicated that social supports and contextual influences proximal to choice were most impactful for STEM degree completion within the data collected through surveys, focus groups, and interviews. Results of interest also include rural minority student participants lack of learning experiences in STEM, altruistic outcome expectations, and the desire to use STEM degree knowledge to impact rural hometown communities. Implications from this research may inform practices in the recruitment and retention of students to the STEM fields from minority populations and their role in serving the rural contexts.

A robust understanding of science, technology, engineering, and mathematics (STEM) content and proficiency in 21st century skills is needed to prepare today’s K-12 learners. As the world becomes more interconnected, students must be more than globally aware; they must be globally competent. Implementing classroom-based, STEM-focused global collaboration is one constructivist-based pedagogical strategy that affords students opportunities to strengthen STEM content acquisition while simultaneously developing critical 21st century skills, including global competencies, by engaging with global partners in collaborative activities. However, success with this strategy requires teachers proficient in these same skills. Training future teachers using constructivist pedagogies, like Project-Based Learning (PBL), during their initial teacher preparation programs enables them to engage in globally-focused STEM curriculum through globally-connected collaborative activities. This qualitative case study studied twelve STEM pre-service teachers enrolled in a PBL course, where they participated in global collaborations focusing on STEM content as a part of their teacher preparation program; international partners included STEM PSTs and in-service teacher graduate students enrolled at universities in Belarus and South Korea. Data collected explored participants’ conceptual understanding, perceptions and beliefs, and expressed interest in classroom-based global collaboration pedagogies, so as to assess their future intent in employing this strategy in their future K-12 STEM classrooms. To understand how participants perceived the utility of global collaboration as a viable pedagogical strategy to facilitate STEM content acquisition and 21st century skills development, the theory of planned behavior was used as a theoretical lens to analyze lesson plans, electronic collaboration documents, open-ended questionnaires, and interview data collected from the participants in this globally-focused course. Findings suggest that participants developed a conceptual understanding of classroom-based global collaboration, derived personal benefit from engaging with global partners (personal enjoyment, 21st century skills development, increased pedagogical perspectives, and heightened awareness of working with culturally and linguistically diverse students), and saw its potential benefits for K-12 students (21st century skills development, increased student engagement, and to a lesser extent, STEM content acquisition) by using this constructivist pedagogy in classroom instruction. However, the participants’ expressed intention of using classroom-based global collaboration in their future classrooms was mixed, with few indicating strong intentions of using this pedagogical approach. Participants indicated low self-efficacy in their ability to implement global collaboration, noting a lack of opportunity for practice during the course as a major reason. Participants also noted other perceived challenges that influenced their intent, including concerns with linking STEM content facilitation to global collaboration activities. As a result of this study, a model for incorporating classroom-based global collaboration is proposed, which addresses the inclusion, design, and implementation of these global collaboration experiences in STEM teacher preparation programs.

A community garden project was used to analyze students’ beliefs about gardening and social interactions that occur in developing a project. The case study involved 22 students enrolled in a freshman level chemistry course at a rural, community college in the United States. The students in the course were divided into eight teams who participated in a 15-week project in designing a community garden. Recordings were made of nine in-class conversations, two instructor-team consultations, and post-class interviews. Along with student produced artifacts, these data sources were used to determine student beliefs before the project, analyze group interactions in developing the project, and capturing post-project beliefs. The students enrolled in the chemistry class initial beliefs included viewing gardening as an activity of older adults, a food source, a self-gratification interest, and having associated cost issues. Students demonstrated an individual lack of responsibility in the garden project development, poor collaboration skills, and challenges in effective communication. The social interaction in influencing the project development was inconclusive. The students did report gains in conceptual knowledge and skill recognition. Post-project beliefs included gardens being beneficial for physical and mental health, a food source, and a social center. The general attitude of the students toward gardening also showed a positive change during the project. The findings of this study demonstrate a need to better engage students in developing asynchronous communication and collaborative skills.

This qualitative study sought to examine the effectiveness of a behavior-based safety program at a Bayer CropScience’s Cottonseed Delinting Plant. The study included multiple qualitative methodologies included case study, focused ethnography, narrative inquiry, and photo-elicitation. The manuscript used the three-paper method. The initial article included a review of behavior-based safety (BBS) and how it has evolved since its conception and what constitutes its applicability with safety performance. The second article showed the methods and results of a photo-elicitation study (PEI) to better understand participants’ perception of safe and at-risk areas in their work environment using both photo-elicitation and narrative inquiry. Moreover, the final article in Chapter 3 was conducted as a focused ethnographical case study that examined the effects of interpersonal communication, trust and care amongst employees in the workplace using BBS, and the social effects of positive reinforcement. This study contributed to the body of knowledge surrounding BBS and its effectiveness at reducing safety related incidents in the workplace. The qualitative methodologies brought forth a different approach other than that of the traditional quantitative methodologies typically used to address BBS performance. However, this approach provided breadth and knowledge surrounding the social constructs that contribute to fostering a strong and effective safety culture in the workplace using a behavior-based safety (BBS) program.