• 생물정신의학
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• 제24권3호
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• pp.83-94
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• 2017

Caregiving for the children seems to be one of the most challenging tasks for the parents who should devote themselves totally despite endangering them. From the evolutionary perspective, this human behavior must have been the advantage in the survival of the species and rooted in ethological origin. John Bowlby, a child psychiatrist, psychoanalyst, and great developmental researcher, had formulated the attachment theory linking psychoanalysis and ethology through evolutionary biology. His and later following researchers' outcomes have provided enormous influence on viewing parental caregiving and the insight of human relationships and interventions. This article overviews the attachment theory in terms of the goal oriented cybernetic system to gain the survival advantage of the offspring and investigates the evolutionary origin of the caregiving and attachment from the retiles of the Mesozoic era to the mammalian revolution and finally to the human being. Deeper understanding of the nurturance and adult relationships from the standpoint of evolution can provide clinical utility of awareness of clients' lives.

• 한국균학회지
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• 제23권4호통권75호
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• pp.318-324
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• 1995

Trichoderma속과 관련군의 진화학적 유연관계를 18S 리보좀 RNA 부분염기배열 (1419-1623)에 의하여 결정하였다. 계통수는 3개로 대별되었다 (Saccharomyces cerevisiae-Geotrichum klebahnii-Alternaria mali group, Neurospora crassa-Aspergillus-Penicillium-Chrysosporium pannorum-Scopulariopsis sp. group, Trichoderma group). Trichoderma속은 계통적으로 오래전에 Saccharomyces cerevisiae, Aspergillus, Penicillium groups과 분화되어 독자적인 진화경로를 거쳐온 것으로 믿어진다.

• 한국과학교육학회지
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• 제34권8호
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• pp.767-778
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• 2014

많은 생물학자들은 진화론이 생물학에서 중심적이고 가장 강력한 이론임을 주장해 왔다. 이에 본 연구는 진화론의 생물학을 통합하는 역할에 대한 인식을 향상시키기 위한 교사교육프로그램을 개발하고 그 효과를 확인하였다. 교사교육프로그램의 내용 요소는 '진화 수용 향상', '진화 개념 강화', '진화의 통합성 인식 및 실천'의 3단계로 구성하였고, 방법 요소는 교육현장 실천성, 체험 및 활동, 자기성찰과 동료평가, 팀별과제 해결, 원활한 질문과 피드백으로 하여 총 6주(18시간)용 프로그램을 개발하였다. 개발한 프로그램의 효과를 검정하기 위해 H대학교 대학원생인 현직 생물교사 6인과 예비 생물교사 7인을 대상으로 교사교육을 진행하였고, 단일 집단 사전 사후 검사 설계 방법을 사용해 효과를 검정하였다. 그 결과 개발된 교사교육프로그램은 진화의 가치를 반영한 생명과학 수업이 진행되기 위한 발판인 교사의 인식변화에 효과적임을 알 수 있었다. 프로그램을 경험한 교사들은 진화의 과학적 타당성에 대한 의심을 버리게 됐고, 진화를 과학 지식으로서 수용하였다. 또한 과학적으로 진화 기작을 설명할 수 있는 능력을 갖추게 되었으며, 전반적인 진화 지식의 향상 및 진화에 대한 관심 증가는 교사가 진화 지식에 대한 자신감을 가질 수 있게 하였다. 교사들은 진화가 갖는 생물학에서의 중요성과 통합적 역할에 대해 분명하게 인지하고, 이러한 관점으로 생명과학 수업을 진행하는 것이 학생들의 흥미와 이해를 돕는 방식이라는 것에 동의하게 되었다. 교사교육프로그램을 통해 진화의 통합적 역할을 인지하고 이를 수업에 반영하겠다는 실천의지를 보인 교사들이 실제로 학교 현장에 돌아갔을 때, 이를 효과적으로 반영하고 있는지에 대한 연구가 후속될 필요가 있다.

• 한국동물학회:학술대회논문집
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• 한국동물학회 2000년도 한국생물과학협회 학술발표대회
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• pp.267.3-268
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• 2000

No Abstract, See Full Text

• Reproductive and Developmental Biology
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• 제39권4호
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• pp.105-115
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• 2015

Toll-like receptor 7 (TLR7) is critical for the triggering of innate immune response by recognizing the conserved molecular patterns of single-stranded RNA (ssRNA) viruses and mediated antigenic adaptive immunity. To understand how TLR7 distinguish pathogen-derived molecular patterns from the host self, it is essential to be able to identify TLR7 receptor interaction interfaces, such as active sites or R848-agonist binding sites. The functional interfaces of TLR7 can serve as targets for structure-based drug design in studying the TLR7 receptor's structure-function relationship. In contrast to mammalian TLR7, chicken TLR7 (chTLR7) is unknown for its important biological function. Therefore, it has been targeted to mediate contrasting evolutionary patterns of positive selection into non-synonymous SNPs across eleven species using TLR7 conservation patterns (evolutionary conserved and class-specific trace residues), where protein sequence differences to the TLR7 receptors of interest record mutation that have passed positive section across the species. In this study, we characterized the Lys609 residue on chTLR7-ECD homodimer interfaces to reflect the current tendency of evolving positive selection to be transfer into a stabilization direction of the R848-agonist/chTLR7-ECDs complex under the phylogenetically variable position across species and we suggest a potential indicator for contrasting evolutionary patterns of both the species TLR-ECDs.

• 한국양식학회:학술대회논문집
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• 한국양식학회 2006년도 수산관련학회 공동학술대회 발표요지집
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• pp.235-236
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• 2006

• ALGAE
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• 제20권4호
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• pp.271-278
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• 2005

Evidence is presented to demonstrate that the type of Delesseria kurilensis Ruprecht belongs to Congregatocarpus rather than Tokidadendron (both genera of the red algal family Delesseriaceae), and the new combination of Congregatocarpus kurilensis (Ruprecht) M.J. Wynne is proposed.

• 한국동물학회:학술대회논문집
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• 한국동물학회 2003년도 한국생물과학협회 학술발표대회
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• pp.113.3-113
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• 2003

No Abstract, See Full Text

• ALGAE
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• 제25권1호
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• pp.37-44
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• 2010

A tide-simulating apparatus was developed for culturing marine macroalgae. The objective of this study was to introduce a novel tide-simulating apparatus that can simulate a diurnal or semi-diurnal tidal cycle in the laboratory. In this apparatus, the seaweeds are move up and down and the water level remains the same during the simulated tidal cycle. The apparatus consists of 18 cylindrical culture tanks (3 blocks $\times$ 6 culture tanks) with 12 cm diameter and 24.5 cm long containing up to 2.5 L of seawater. There is a horizontal plate which covered all 18 culture tanks, and it is raised and lowered by a programmable motor that can regulate exposure time. In one application, seaweeds are attached to braided twine hung on Plexiglas air-tubing. The air-tubing is attached to a lid that is set on a horizontal plate. This apparatus is made of colorless Plexiglas to maximize light transmittance. This apparatus is easily disassembled and transportable to any indoor laboratory, wet laboratory, greenhouse, etc. This apparatus also offers considerable flexibility in terms of design. The size of culture tank can be redesigned by either increasing the height of cylinder or/and using a different diameter of cylindrical Plexiglas, therefore, larger/taller thalli can be cultivated. Growth rates of three eulittoral Porphyra species from different tidal elevations have been compared using this device.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.336-347
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• 2016

The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.