• Fisheries and Aquatic Sciences
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• v.27 no.5
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• pp.314-328
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• 2024

The mechanism for the elimination of xenobiotics undergoes three different phases of reactions in organisms. Among these, glutathione S-transferases (GSTs) are classified as phase II detoxification enzymes, catalyzing the conjugation of electrophilic substrates to glutathione or reduced hydroperoxides. This study aimed to investigate the molecular characteristics, detoxification functions, and immune responses of GST omega (LhGSTO1) and kappa (LhGSTK1) in redlip mullet. The open reading frames of LhGSTO1 (720 bp) and LhGSTK1 (687 bp) encoded proteins of 239 and 228 amino acids, respectively. Sequence analysis revealed that LhGSTO1 and LhGSTK1 possessed GSH-binding sites in their N-terminal domains. Substrate-binding sites in the C-terminal domain were exclusively identified in LhGSTO1. In the tissue-specific transcription profile analysis, both LhGSTO1 and LhGSTK1 were ubiquitously expressed in all tissues of healthy mullets. Temporal expression analysis of LhGSTO1 and LhGSTK1 in the blood showed that their expression was significantly modulated by polyinosinic:polycytidylic (poly I:C), lipopolysaccharide (LPS), and Lactococcus garvieae. Different chemical and cellular assays were performed to assess the detoxification and cellular protective abilities of the two proteins. A substrate specificity test using the recombinant proteins revealed that both proteins possessed specific activity toward 1-chloro-2,4-dinitrobenzene (CDNB). In the disk diffusion assay, the smallest clearance zones were observed for LhGSTO1 and LGSTK1 against CdCl₂. In the cell protection assay, both LhGSTO1 and LhGSTK1 showed significant Cd detoxification ability compared to the control. Collectively, these results demonstrate that GST omega and kappa are involved in host defense against immune stimulants and xenobiotics in redlip mullet.

• Korean Journal of Social Welfare
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• v.66 no.3
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• pp.55-73
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• 2014

The purpose of this study was to develop and validate Korean version of Deaf Acculturation Scales(DAS). Pilot items were made a faithful translation of the Acculturation Scales of Maxwell-McCaw and Zea (2011) and were modified for Korean Deaf people. The Scale involves two dimensions, in order to measure the acculturation of Deaf people; Deaf acculturation and hearing acculturation. Using factor analysis, we developed a Korean version of DAS consisted of twenty-five items for Deaf acculturation dimension and twenty-five items for hearing acculturation dimension. These analysis supported the four factors of Deaf acculturation dimension and the five factors of hearing acculturation dimension. Reliability, assessed by Cronbach's ${\alpha}$, was .93 for Deaf acculturation and .93 for hearing acculturation, respectively, which confirm the Koran version of DAS. Construct validity was demonstrated through correlation with Deaf acculturation-related variables: age, age of Deafness, Degree of hearing loss, American Sign Language ability, and lip-reading ability. Criterion validity was supported by correlation with Collective Self-Esteem Scale. Limitation and implication of this study and direction for future research were discussed.

• Korean Journal of Microbiology
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• v.44 no.2
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• pp.93-97
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• 2008

RraA is a recently discovered protein inhibitor that regulates the enzymatic activity of RNase E, which plays a major role in the decay and processing of RNAs in Escherichia coli. It has also been shown to regulate the activity of RNase ES, a functional Streptomyces coelicolor ortholog of RNase E, which has 36% identity to the amino-terminal region of RNase E. There are two open reading frames in S. coelicolor genome that can potentially encode proteins having more than 35.4% similarity to the amino acid sequence of RraA. DNA fragment encoding one of these RraA orthologs, designated as RraAS2 here, was amplified and cloned in to E. coli vector to test whether it has ability to regulate RNase E activity in E. coli cells. Co-expression of RraAS2 partially rescued E. coli cells over-producing RNase E from growth arrest, although not as efficiently as RraA, induced by the increased ribonucleolytic activity in the cells. The copy number of ColEl-type plasmid in these cells was also decreased by 14% compared to that in cells over-producing RNase E only, indicating the ability of RraAS2 to inhibit RNase E action on RNA I. We observed that the expression level of RraAS2 was lower than that of RraA by 4.2 folds under the same culture condition, suggesting that because of inefficient expression of RraAS2 in E. coli cells, co-expression of RraAS2 was not efficiently able to inhibit RNase E activity to the level for proper processing and decay of all RNA species that is required to restore normal cellular growth to the cells over-producing RNase E.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.398-411
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• 2018

The purpose of this study is to investigate the effects of research project activities using the science writing heuristic on science inquiry abilities and attitudes toward science in high school students. For this purpose, we conducted the research project activities using the science writing heuristic consisting of questioning, experimental design, observation, argument and evidence, reading, and reflection steps for 73 students of the second year of science core course in high school in Jeonnam. In order to analyze the effects of the program, we surveyed the scientific inquiry ability and attitude toward science, investigated the perception of the research project class applying science writing heuristic, and conducted interviews when there was difficulty in interpreting the results. And the results of this study are as follows. First, among the science inquiry abilities, the score of Reasoning, Hypothesis setting, Finding variables, Operational definition, Experimental design, Graphing and data interpretation, Generalization was significantly improved statistically (p<.05), but the score of Expectation was not statistically significant (p>.05). Second, among the attitudes toward science, the score of 'Leisure interest in science', 'Enjoyment of science lessons', 'Career interest in science' was significantly improved statistically (p<.05). And the score of 'Attitude to scientific inquiry' decreased but it's not significant statistically. The high school research project applying science writing heuristic had a positive effect on scientific inquiry ability and scientific attitude but it could be burden to students because it is led by students in a form different from general science class for a long time. And so continuous study on research project that minimize these disadvantages and maximize their merits is needed.

• Clinical and Experimental Reproductive Medicine
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• v.24 no.2
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• pp.153-165
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• 1997

In male reproducible health, fertility and IVF (in-vitro fertilization), semen analysis has been most important. Semen analysis can be divided into concentration, motional and morphological analysis of sperm. The existing method which was developed earlier to analyze semen concentrated on the sperm motility analysis. To provide more useful and precise solutions for clinical problems such as infertility, semen analysis must include sperm morphological analysis. But the traditional tools for semen analysis are subjective, imprecise, inaccurate, difficult to standardize, and difficult to reproduce. Therefore, with the help of development of microcomputers and image processing techniques, we developed a new sperm morphology analyzer to overcome these problems. In this study the agreement on percent normal morphology was studied between different observers and a computerized sperm morphology analyzer on a slide-by-slide basis using strict criteria. Slides from 30 different patients from the SNUH andrology laboratory were selected randomly. Microscopic fields and sperm cells were chosen randomly and percent normal morphology was recorded. The ability of sperm morphology analyzer to repeat the same reading for normal and abnormal cells was studied. The results showed that there was no significant bias between two experienced observers. The limits of agreement were 4.1%${\sim}$-3.8%. The Pearson correlation coefficient between readers was 0.79. Between the manual and sperm morphology analyzer, the same findings were reported. In this experiments the slides were stained by two different methods, PAP and Diff-Quik staining methods. The limits of agreement were 7.2%${\sim}$-5.7% and 6.0%${\sim}$-6.3%, respectively. The Pearson correlation coefficients ware 0.76 and 0.91, respectively. The limits of agreement was tighter below 20% normal forms. In the experiments of repeatability, 52 cells stained by PAP and Diff-Quik staining methods were analyzed three times in succession. Estimating pairwise agreement, the kappa statistic for the pairs were 0.76, 0.81, 0.86, and 0.75, 0.88, 0.88 respectively. In this study it was shown that there was good agreement between manual and computerized assessment of normal and abnormal cells. The repeatability and agreement per slide of computerized sperm morphology analyzer was excellent. The computer's ability to classify normal morphology per slide is promising. Based on results obtained, this system can be of clinical value both in andrology laboratories and IVF units.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• Journal of Ethics
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• no.72
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• pp.247-272
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• 2009

The purpose of this study is to suggest a direction, contents, and method of essay education in the elementary school. The value of essay is getting weaker and weaker as a evaluation item of a university entrance examination. But there is a lot of educational value of essay itself yet. The essay goes beyond merely writing, as long as it displays one's sense of values and viewpoint of world. It is the highest intelligent ability that not is formated easily in short time. Starting a essay education at elementary school age is better than middle or high school age. when the students in a elementary school, they have a little burden of studies. The elementary students can be educated to develop the power of philosophical thought focusing on the reading and discussing. The moral subject have to assign the essay education, because thinking faculty is very important ability in essay. This study consisted of three directions ; firstly, what is direction of elementary moral education for essay education? secondly, what is contents and method as a basis of essay education in the moral subject? thirdly, how does teach the concept analysis as a concrete essay education method? I suggested answers in the three aspects of moral education in the elementary school. The essay education is important as the result of moral education, philosophy education as contents, and discuss training as a method. And I applicated concretely contents of this study as a concept analysis method in class.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.203-217
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• 2018

The research objective of this study is to analyze the aspects of small group decision-making process based on reading news reports in the context of the socio-scientific issues (SSI) activity related to climate change. Twenty-two high school students from Gyeonggi Province, South Korea, were asked to read two news reports on the UN climate change conferences and take a stance on joining the Paris Agreement both as an individual and as a small group. The news reports were analyzed in terms of genre, discourse, and style adapting the critical discourse analysis (CDA) and the decision-making processes of the small groups were examined on recognizing a problem and evaluating alternatives and decisions. The results from analyzing the news reports denoted that the Paris agreement is not only related to finding ideal solutions to climate change, but rather, connected to political or economic interests and power relationship. In the stage of recognizing a problem, meanwhile, different frames which students recognize the Paris agreement and discourses in the foreground of the news reports were the critical causes in terms of identifying the problem. In the stage of evaluating alternatives and decisions, the equity and fairness were the criteria for the small group discussions. This study implies the necessity of the scientific literacy instruction to develop the ability to critical reading in the context of the SSI.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.197-208
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• 2003

Objective：In this study, we hypothesized that deficit in processing rapid linguistic stimuli is at the heart of Reading Disability(RD) and deficit in response inhibition is at the heart of Attention Deficit/Hyperactivity(ADHD). We conducted experiments to identify the core cognitive characteristics of children either with RD or with ADHD or with both, using attentional tasks and phoneme differential tests. Method：In the study 1, 28 children with ADHD, 16 children with RD+ADHD were individually administered visual/auditory performance tests. Then, the differences of performance on attentional tasks between two groups were compared while IQs of two groups were controlled. In the study 2, 13 children with RD+ADHD/RD, 13 children with ADHD, and 13 normal children were administered computerized phoneme differential tests. Result：Visual attentional tasks did not distinguish an ADHD group from a RD+ADHD group. With auditory attentional tasks, however, the comorbid group showed significantly more difficulties, causing a large variance in reaction time. RD, RD+ADHD, and ADHD groups showed more errors in phoneme differential tests than a normal control group, and each group showed distinctive performance patterns. Discussion：An ADHD group had difficulty in response inhibition and sustained attention, and children who also had RD along with ADHD magnified the auditory attentional difficulties. Even though children with RD had more trouble with responding correctly to target stimuli, their responses were not significantly different from those of children with ADHD.

• Korea Science and Art Forum
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• v.32
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• pp.319-334
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• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.