• Title/Summary/Keyword: Science and Technology Environment

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Identification and Epigenetic Analysis of a Maternally Imprinted Gene Qpct

  • Guo, Jing;He, Hongjuan;Liu, Qi;Zhang, Fengwei;Lv, Jie;Zeng, Tiebo;Gu, Ning;Wu, Qiong
    • Molecules and Cells
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    • v.38 no.10
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    • pp.859-865
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    • 2015

  • Most imprinted genes are concerned with embryonic development, especially placental development. Here, we identified a placenta-specific imprinted gene Qpct. Our results show that Qpct is widely expressed during early embryonic development and can be detected in the telecephalon, midbrain, and rhombencephalon at E9.5-E11.5. Moreover, Qpct is strikingly expressed in the brain, lung and liver in E15.5. Expression signals for Qpct achieved a peak at E15.5 during placental development and were only detected in the labyrinth layer in E15.5 placenta. ChIP assay results suggest that the modification of histone H3K4me3 can result in maternal activating of Qpct.

  • https://doi.org/10.14348/molcells.2015.0098 인용 PDF KSCI

Isolation and Identification of an Anaerobic Dissimilatory Fe(III)-Reducing Bacterium, Shewanella putrefaciens IR-1

  • Hyun, Moon-Sik;Kim, Byung-Hong;Chang, In-Seop;Park, Hyung-Soo;Kim, Hyung-Joo;Kim, Gwang-Tae;Kim, Mi-a;Park, Doo-Hyun
    • Journal of Microbiology
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    • v.37 no.4
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    • pp.206-212
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    • 1999

  • In order to isolate a Fe(III)-reducer from the natural environment, soil samples were collected from various patty fields and enriched with ferric citrate as a source of Fe(III) under anaerobic condition. Since the enrichment culture was serially performed, the Fe(III)-reduction activity was serially diluted and cultivated on an agar plate containing lactate and ferric citrate in an anaerobic glove box. A Gram negative, motile, rod-shaped and facultative anaerobic Fe(III)-reducer was isolated based on its highest Fe(III)-reduction activity, Bacterial growth was coupled with oxidation of lactate to Fe(III)-reduction, but the isolate fermented pyruvate without Fe(III), The isolate reduced an insoluble ferric iron (FeOOH) as well as a soluble ferric iron (ferric citrate). Using the BBL crystal enteric/non-fermentor identification kit and 16S rDNA sequence analysis, the isolate was identified as Shewanella putrefaciens IR-1.

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The Effect of the 'General Science' Course on the Students' Views about Science-Technology-Society Relationship and Their Perceptions of Science Classroom Environment (학생들의 과학.기술과 사회의 관계에 대한 견해 및 과학 수업 환경 인식에 미치는 공통 과학 과목의 효과)

  • Noh, Tae-Hee;Kang, Suk-Jin
    • Journal of The Korean Association For Science Education
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    • v.17 no.4
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    • pp.395-403
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    • 1997

  • In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

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