13 research outputs found
The Development an Inventory to Measure Action Competence on Climate Change (ACoCC) for High School Students with Variables Related to ACoCC
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Όλ¬Έ(λ°μ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν νλκ³Όμ νκ²½κ΅μ‘μ 곡, 2022.2. κΉμ°¬μ’
.Unexpected weather condition caused by climate change is already a global problem that threatens the survival of humankind and the survival of the Earth. As a result, individuals and national interest in environmental and climate change issues such as climate change and energy conversion continue to increase. In this interest, the importance of individuals and society to cope with climate change is being emphasized, and the purpose of environmental education is recently changing to the cultivation of 'Action Competence.β
In the early 1990s, researchers from four countries, Denmark, France, Portugal, and the UK, united to find educational conditions and methods to cultivate action competence in projects related to sustainable development. In the mid-to-late 1990s, it was introduced in academic papers and began to be introduced in earnest in environmental education. In general, 'Action Competence' is the ability to solve and act for issues in a democratic society. 'Action' is an intentional and voluntary action for problem-solving, unlike behavior or activity, and 'Competency' refers to the ability to become a qualified participant in a democratic society.
First, according to the emphasis, the concept and components of environmental actions competence could be classified into different characteristic approaches. The concept of environmental action competence is divided into four types: Literacy, action, competence, and comprehensive approaches. A literacy approach type emphasizes environmental literacy's cognitive, affective, and behavioral components. An action approach is a type that focuses on behavior change or action. The competence approach emphasizes competence factors such as problem-solving and critical thinking. The comprehensive approach highlights two to three of the three types mentioned above in the concept of environmental action competence. In addition, the components of environmental action competence are divided into two types: Literacy and comprehensive approaches. The representative environmental action competence of the literacy approach is 'knowledge, willingness, and self-efficacy,' and the environmental competence components of the comprehensive approach are 'knowledge, insight, commitment, vision, and action experience.'
Second, the ACoCC instrument was developed through a systematic process to measure the level of ACoCC of high school students in South Korea. This study aims to develop an instrument for measuring high school students' actions competence on climate change (ACoCC). The instrument is defined as the construct comprised of seven factors and thirty-five items and takes approximately 15 minutes to fill out. A panel of experts and students' content validation were undertaken to modify the items. Five hundred and twenty-eight first and second graders in South Korean high schools participated in the instrument survey. To assess the reliability and validity of ACoCC instrument, item analysis (mean, skewness, kurtosis, item-total correlation), internal consistency estimate, and confirmatory factor analysis were used. It was appropriate to use the 7-dimensional ACoCC instrument (knowledge about climate change, climate change sensibility, reflection, communication, integrated thinking, willingness, decision making), with 35 items for high school students. The following instrument was self-report given in the 5-point Likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The internal consistency coefficient resulted in 0.953, and the subscale's internal consistency coefficient ranged from 0.786 to 0.862.
Third, it was found that parents' support, parents' attitudes toward climate change perceived by students, and students' experiences in ACoCC among high school students greatly influenced the ACoCC of high school students. To determine the relationship between the variable and the ACoCC, basic statistical, correlation, and hierarchical regression analyses were conducted using 488 high school students' responses. The main results are as follows. The ACoCC levels of high school students were slightly higher than average. Concretely, the level of knowledge about climate change was the highest, whereas integrated thinking was the lowest. Moreover, parents' support, attitudes toward climate change, and most of the students' climate change experiences affected ACoCC. The influence was significant in the descending order of parents' attitudes toward climate change, information acquisition about climate change, climate change club activities, parents' support, and climate change volunteer activities. It indicates that parents' attitudes toward climate change and its education are critical, although students' climate change experiences are also essential. The 2022 revised competency-based national curriculum plan was announced, and significant changes are expected in the education field, such as ecological transformation education and the high school credit system. Various educational efforts, attempts, and support should be expanded through this change, including climate change content development, curriculum-related content provision classes, action-oriented climate change education, and club activities that allow students to participate and engage in various activities voluntarily.
The significance and suggestion of this study are as follows. Action competence is a unique concept in environmental education that started and spread from environmental education to reveal the contents and methods of environmental education that values competence. Understanding the concept and components of action competence in environmental education is a new opportunity to broaden the scope of action-oriented climate change education and environmental education. Moreover, to suggest a new direction of competence about the goal of environmental education that emphasizes competence. Developing an inventory for measuring ACoCC and examining what variables affect ACoCC can provide implications for setting the direction of climate change education and examining the effectiveness of education.κΈ°νλ³νλ‘ μΈν μ μΈκ³μ μΈ κΈ°μμ΄λ³ νμμ μ΄λ―Έ μΈλ₯μ μμ‘΄κ³Ό μ§κ΅¬μ μμ‘΄μ μννλ μΈκ³μ μΈ λ¬Έμ μ΄λ€. μ΄λ‘ μΈν κΈ°νλ³νμ μλμ§ μ ν κ°μ νκ²½ λ° κΈ°νλ³νλ¬Έμ μ λν κ°μΈκ³Ό κ΅κ°μ κ΄μ¬μ κ³μν΄μ λμμ§κ³ μλ€. μ΄λ¬ν κ΄μ¬ μμμ κΈ°νλ³ν λμμ μν κ°μΈκ³Ό μ¬νμ μ€μμ±μ΄ κ°μ‘°λκ³ μμΌλ©°, μ΅κ·Ό νκ²½κ΅μ‘μμμ λͺ©μ μ΄ μ€μ²μλ(action competence)μ ν¨μμΌλ‘ λ³ννκ³ μλ€.
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Abstract 183λ°
κ³κ³¨κ²©κ·Όμ μ‘΄μ¬νλ Ubiquitin C-terminal Hydrolase-10μ μ μ λ° μννμ νΉμ± μ°κ΅¬
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Development of an Instrument for Measuring Action Competence on Climate Change within High School Students
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Emerging Roles of Orphan Nuclear Receptors in Cancer
A growing body of evidence suggests that a subset of orphan nuclear receptors are ampliο¬ed and prognostic for some human cancers. However, the speciο¬c roles of these orphan nuclear receptors in tumor progression and their utility as drug targets are not fully understood. In this review, we summarize recent progress in elucidating the direct and indirect involvement of orphan nuclear receptors in cancer as well as their therapeutic potential in a variety of human cancers. Furthermore, we contrast the role of orphan nuclear receptors in cancer with the known roles of estrogen receptor and androgen receptor in hormone-dependent cancers.OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000030226/3SEQ:3PERF_CD:SNU2013-01EVAL_ITEM_CD:102USER_ID:0000030226ADJUST_YN:NEMP_ID:A076075DEPT_CD:3344CITE_RATE:19.547DEPT_NM:μλͺ
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The Emergence of the Conserved AAA plus ATPases Pontin and Reptin on the Signaling Landscape
Pontin (also known as RUVBL1 and RVB1) and Reptin (also called RUVBL2 and RVB2) are related members of the large AAA+ (adenosine triphosphatase associated with diverse cellular activities) superfamily of conserved proteins. Various cellular functions depend on Pontin and Reptin, mostly because of their functions in the assembly of protein complexes that play a role in the regulation of cellular energetic metabolism, transcription, chromatin remodeling, and the DNA damage response. Little is known, though, about the interconnections between these multiple functions, how the relevant signaling pathways are regulated, whether the interconnections are affected in human disease, and whether components of these pathways are suitable targets for therapeutic intervention. The First International Workshop on Pontin (RUVBL1) and Reptin (RUVBL2), held between 16 and 19 October 2012, discussed the nature of the oligomeric organization of these proteins, their structures, their roles as partners in various protein complexes, and their involvement in cellular regulation, signaling, and pathophysiology, as well as their potential for therapeutic targeting. A major outcome of the meeting was a general consensus that most functions of Pontin and Reptin are related to their roles as chaperones or adaptor proteins that are important for the assembly and function of large signaling protein complexes.OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000030226/1SEQ:1PERF_CD:SNU2013-01EVAL_ITEM_CD:102USER_ID:0000030226ADJUST_YN:YEMP_ID:A076075DEPT_CD:3344CITE_RATE:7.648DEPT_NM:μλͺ
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Protein Kinase C-delta-Mediated Recycling of Active KIT in Colon Cancer
Purpose: Abnormal signaling through receptor tyrosine kinase (RTK) moieties is important in tumorigenesis and drug targeting of colorectal cancers. Wild-type KIT (WT-KIT), a RTK that is activated upon binding with stem cell factor (SCF), is highly expressed in some colon cancers; however, little is known about the functional role of SCF-dependent KIT activation in colon cancer pathogenesis. We aimed to elucidate the conditions and roles of WT-KIT activation in colon cancer tumorigenesis.Experimental Design: Colorectal cancers with KIT expression were characterized by immunoblotting and immunohistochemistry. The biologic alterations after KIT-SCF binding were analyzed with or without protein kinase C (PKC) activation.Results: We found that WT-KIT was expressed in a subset of colon cancer cell lines and was activated by SCF, leading to activation of downstream AKT and extracellular signal-regulated kinase (ERK) signaling pathways. We also showed that KIT expression gradually decreased, after prolonged SCF stimulation, due to lysosomal degradation. Degradation of WT-KIT after SCF binding was significantly rescued when PKC was activated. We also showed the involvement of activated PKC-delta in the recycling of WT-KIT. We further showed that a subset of colorectal cancers exhibit expressions of both WT-KIT and activated PKC-delta and that expression of KIT is correlated with poor patient survival (P = 0.004).Conclusions: Continuous downstream signal activation after KIT-SCF binding is accomplished through PKC-delta-mediated recycling of KIT. This sustained KIT activation may contribute to tumor progression in a subset of colon cancers with KIT expression and might provide the rationale for a therapeutic approach targeting KIT. (C) 2013 AACR.OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000030226/2SEQ:2PERF_CD:SNU2013-01EVAL_ITEM_CD:102USER_ID:0000030226ADJUST_YN:YEMP_ID:A076075DEPT_CD:3344CITE_RATE:7.837DEPT_NM:μλͺ
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