This study aimed to evaluate the mold-enclosed shear bond strength (ME-SBS) of zirconia to veneering porcelain with different surface treatments. Colored or uncolored zirconia coupons were either highly polished or airborne-particle abraded. The specimens were divided into groups with/without application of liner. Veneering porcelain was fired into an alumina ring mold on the zirconia coupons. The assembled specimens were subjected to the ME-SBS test. The mean ME-SBS for groups ranged from 7-10 MPa with no significant difference (p>0.05). A three-way ANOVA showed that coloring and surface roughening of the zirconia specimen had no significant influence on the ME-SBS value, but liner application exhibited a significant effect with a minor decrease in the MESBS (p=0.049). Surface treatments (coloring, airborne-particle abrasion, and liner application) were found to not cause a significant increase to the zirconia-porcelain bond strength. The application of zirconia liner had a slight negative influence on the ME-SBS results.

Among the medical devices, medical treatments inflicting physical energy from the outside of the body to the inside or using the energy from the devices which take advantages of chemical changes of the human body require a high degree of reliability and safety.In particular, the medical treatment on the most exposed skin to the external surface in all parts of the human body will be very important. In this perspective, when you undergo skin treatment, you need to reduce all risks and to maximize the effect of treatment equipment. Therefore, the development of equipment which guarantees high therapeutic efficacy and safety is essential.

This study investigates the impact of the 2022 Pre-service teachers' tutoring program on the self-efficacy of pre-service English language teachers. Online surveys, teacher logs, and interview results were analyzed to examine the changes in teacher efficacy. Online surveys based on Kwon's (2017) teaching efficacy scale were conducted before and after the tutoring program. The teaching efficacy scale consisted of the following constructs: motivational strategy, practice and feedback, material development and utilization, explanation and questioning, and encouragement of self-directed learning. In addition, follow-up interviews were conducted with each teacher and transcribed. A deductive coding scheme was developed based on the teaching efficacy constructs, and the interview transcripts were repeatedly read and coded according to the scheme. The results indicated that teaching experience improved the efficacy of pre-service English language teachers. Teacher efficacy improved when teachers enhanced their learners' motivation and achievement using appropriate teaching strategies and learning materials. Enactive experiences were the most influential factor in teacher efficacy. On the contrary, teacher efficacy decreased because of the difficulty in communicating with students and providing feedback in speaking activities. This result implies that it is important to learn how pre-service teachers can increase learners’ motivation and their self-efficacy by practicing it through teaching practice.