• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

• Journal of Life Science
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• v.26 no.6
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• pp.705-710
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• 2016

Colorectal cancer (CRC) is the third most common cancer and a leading cause of cancer-related death worldwide. Although several diagnostic and therapeutic tools have been available, CRC remains difficult to complete cure because of insufficient understanding of the molecular mechanisms underlying this disease progression. MicroRNAs (miRNAs) are small non-coding RNA molecules that strongly regulate gene expression via transcriptional and translational control mechanisms. Many crucial cellular pathways are frequently disrupted in cancer development process due to dysregulation of several miRNAs. Mir-31 functions as an oncogene that modulate expression of multiple cancer related genes. Thus, we aimed to demonstrate clinical relevance of miR-31 in human CRC. Quantitative RT-PCR analysis of miR-31 expression was performed in 175 CRC tissues and 16 normal colonic mucosa (NM). Next, we investigated clinical significances of miR-31 expression in various clinicopathologic features in CRC patients cohort. Mir-31 was significantly up-regulated in CRC tissues compared to NM. In CRC tissues, miR-31 expression level was significantly elevated in a stage-dependent manner, which was associated with poor survival in patients with CRC. High miR-31 levels in CRC tissues significantly correlated with poor prognosis (hazard ratio [HR]=2.4) as well as distant metastasis (odds ratio [OR]=2.3). In conclusion, we identified clinical significance of miR-31 expression in CRC. High miR-31 expression may be clinically able to use as a biomarker for CRC prognosis and predicting metastasis.

• Korean Journal of Microbiology
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• v.54 no.2
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• pp.91-97
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• 2018

The evolutionally conserved TREX complex member, Yra1/ALY, belongs to the REF (RNA and export factor binding proteins) family of hnRNP-like proteins, which has been implicated in multiple processes including transcription, nuclear RNA stability, and mRNA export. Fission yeast, Schizosaccharomyces pombe, genome encodes two members of REF proteins. In addition to Mlo3 known previously as an mRNA export factor, there is the other REF protein, Tho4, which is predicted as a component of THO complex. Here we showed that deletion of tho4 (SPBC106.12c) gene does not inhibit both growth and nuclear mRNA export. However, overexpression of tho4 displays growth retardation and slight accumulation of $poly(A)^+$ RNA in the nucleus. Neither ${\Delta}tho4$ ${\Delta}mlo3$ nor ${\Delta}tho4$ ${\Delta}mex67$ double mutants exhibit additive growth defect. Moreover, yeast two-hybrid and co-immunoprecipitation analysis did not show that the Tho4 protein interacted with any members of TREX complex and mRNA export factor Rae1. Contrary to expectation, these observations support that the S. pombe Tho4 is not a component of TREX complex, and not directly involved in bulk mRNA export from the nucleus.

• Korean Journal of Microbiology
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• v.47 no.4
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• pp.281-288
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• 2011

To screen downstream genes of Aspergillus nidulans MsnA showing amino acid sequence similarity to the zinc finger region of Msn2/4 stress response transcription factors in Saccharomyces cerevisiae, differentially expressed genes (DEG) in MsnA overexpressed or msnA null mutant strains compared to wild type have been isolated. The cognate gene IDs were identified by DNA sequencing of the selected DEGs. Among those, DEG6 was known as mstB encoding a putative monosaccharide transporter. Expression level of mstB mRNA was increased in MsnA overproducing strains and MsnA bound directly to the promoter region of mstB in vitro. MstB containing twelve transmembrane domains exhibited 80% of amino acid sequence identities to A. niger MstA a high-affinity monosaccharide transporter. A null mutant of mstB was phenotypically undistinguishable to wild type. On the other hand, forced overexpression of MstB caused the increased formation of sexual structure cleistothecia in 0.1% glucose condition where wild type showed almost no cleistothecia. This result implies that mstB is involved in transport of monosaccharide required for sexual differentiation.

• Journal of Life Science
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• v.13 no.4
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• pp.529-534
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• 2003

This study was done to investigated the phytosterol compositions of safflower (Carthamus tinctorius L.) seed. The phytoestrogen activity was also determined using CAT-ELISA Kit in ethanol extract of safflower seed. The phytosterol of safflower seeds was identified using gas chromatography-mass spectrometry after saponification of the oils. The phytosterol content and composition of safflower seed oils were 4% and identified stigmast-5-en-3-ol (3$\beta$, 24S)-form, ${\gamma}$-sitosterol (clionasterol) with Wiley MS spectrum library. The synergistic effect of human estrogen receptor (hER) has been investigated using a minimal chimeric promoters composed of the TATA region of the adenovirus-2 major late promoter (A22MLP) and two consensus perfectly polindromic Xenopus vitellogenin A2 gene estrogen responsive elements (XVEREl19). Transient transfection experiments in tile human breast adenocarcinoma cell line MCF-7, which is known to express the estrogen receptor endogenously, revealed that phytoestrogen from Carthamus tinctorius L. acts as estrogen. We have observed the transcriptional activities stimulated methanol and ethanol extract of safflower seed in MCF-7, were 0.43 and 0.37 respectively, compared to that by $\beta$-estradiol as 1.0. Our data showed that safflower seeds have estrogenic activity methanol and ethanol extracts and ethanol lower than that of $\beta$-estradiol. This result provides the first evidence that the beneficial effect of safflower seeds may be mediated, at least in part, by the stimulating effect of phytoestrogen ell bone-protecting.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.161-180
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• 2021

This study investigates ethical dilemmas of teacher-librarians in their professional practice. Within the framework of "Librarians' Statement of Ethics" by Korean Library Association, the study used the survey and semi-structured interview with teacher-librarians. 259 teacher-librarians responded the survey and 5 teacher-librarians participated the interview. The survey was analyzed using descriptive statistics to find how often teacher-librarians experience ethical dilemmas. The semi-structured interview was transcribed and analyzed to draw the individual cases of teacher-librarians' ethical dilemmas. The results indicate that teacher-librarians experience ethical dilemmas in relation to information access and intellectual freedom most often. It was difficult for teacher-librarians to relate their professional duties with their expertise and that they were not clear on how to avoid copyright issues and how to deal with the balance between users and copyright holders. This study had implications that individual dilemma cases are so context-dependent that teacher-librarians had to make decisions individually. They tried hard to find the balance between protecting students from harmful resources and library ethics. Researchers and practitioners need focus more on finding where the balance is and how teacher-librarians deal with their ethical dilemmas.

• Journal of Life Science
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• v.32 no.1
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• pp.23-28
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• 2022

CopA3 (LLCIALRKK), an antimicrobial peptide isolated from the Korean dung beetle, has been shown to suppress apoptosis in various cell types. CopA3 inhibits not only bacterial toxin-induced colonocyte apoptosis but also 6-hydroxy dopamine-induced neural cell apoptosis. Our recent study revealed that CopA3 directly binds to caspases (key regulators of apoptosis) and inhibits the proteolytic cleavage required for their activation. But molecular mechanisms underlying CopA3-mediated inhibition of apoptosis in multiple cell types remain unknown. Here we assessed possible effects of CopA3 on expression of survivin, which is known to inhibit apoptosis. In HT29 human colonocytes, CopA3 exposure markedly upregulated survivin expression in a concentration- and time-dependent manner. RT-PCR revealed that CopA3-mediated upregulation of survivin was attributable to increased gene transcription, and further showed that CopA3 also increased expression of Sp1, one of many transcription factors known to be involved in transcription of the survivin gene. Notably, blocking Sp1 by treatment with the Sp1 inhibitor, tolfenamic acid, significantly reduced CopA3-mediated upregulation of survivin. These results collectively suggest that CopA3 induces Sp1 expression, which in turn is involved in upregulation of survivin in human colonocytes. These novel findings establish another pathway for explaining the anti-apoptotic effects of CopA3 against various cellular apoptosis systems.

• Journal of Life Science
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• v.33 no.2
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• pp.208-215
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• 2023

In recent decades, the field of aging research has progressed from the genetic and cellular levels to in vivo models of blood exchange. Since genes capable of extending the lifespan in C. elegance have been reported, various potential target molecules have been discovered through genomics, proteomics, metabolomics, and transcriptomics. Accordingly, research on the interactions between target molecules has also been increasing. The parabiosis method, in which two experimental animals are surgically combined, was introduced, and a factor that could reverse the aging phenomenon was discovered using this method. The parabiosis method is used to find more accurate and effective aging-reversal factors that could exist in young blood. As more new evidence has been revealed, the parabiosis method has established a new paradigm for aging research. Moreover, a device capable of exchanging blood elaborately in laboratory animals was published in 2022 and presented new results necessary for aging reversal. Since GDF11, was reported, many other anti-aging candidates that are soluble factors in blood, such as β2m, TIMP2, VCAM1, Gpld1, and clusterin, have been discovered. In addition, mcicroglia cells and neuroinflammation have been directly proven to be aging factors. These latest research results were obtained by parabiosis, the newly designed device for plasmapheresis, and injecting young blood or conditioned blood methods. In this review, we discuss the latest research results using the device and young blood administration in old mice.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.645-662
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• 2007

The purpose of this study was to explore the manners in which models are used in secondary science classrooms. A total of thirteen video-recordings of science lessons dealing with the domains of atmospheric and oceanic earth sciences and their verbatim transcripts were analysed both quantitatively and qualitatively. Interviews with three inservice science teachers were also conducted. Six interrelated assertions were generated as the result of the study: 1) The most frequently used models in secondary earth science classrooms include two-dimensional pictorial, symbolic, iconic, and diagrammatic ones; 2) Science teachers employ models as a mode of representation to make the subject matter available to students; 3) In earth science classrooms, teachers use typical forms of models in intensive manners; 4) Students themselves deal with models on a few occasions, but they just follow similar procedures with the same models; 5) Teachers talk rarely about the nature of scientific models and provide few opportunities for students to think about it; and, 6) Teachers in practice think that the value of using models should be appraised in consideration of the pedagogical intentions of the teacher. Implications for science education and science education research were discussed.