• Horticultural Science & Technology
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• v.31 no.3
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• pp.299-307
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• 2013

A radish (Raphanus sativus L.) polygalacturonase-inhibiting protein (PGIP) gene was cloned and compared to the PGIP gene (BrPGIP2) from Chinese cabbage (Brassica rapa ssp. pekinensis) in order to gain more information on controlling a disease and improving produce quality. To clone the radish PGIP gene, primers were designed based on conserved sequences of two PGIP genes (BnPGIP1 and BnPGIP2) from rape (B. napus L. ssp. oleifera), Chinese cabbage and Arabidopsis thaliana. PCR cloning was performed with cDNA from the stigma of radish 'Daejinyeoreum' as a template to confirm DNA fragments which were about 600 base pair in size. Sequence analysis revealed 84.1% homology with BrPGIP2 and 70.1% with BnPGIP1. DNA walking was conducted to confirm the open reading frame of 972 bp, and the gene was named RsPGIP1. RsPGIP1 consisting with 323 amino acids (aa) has a high leucine content (54/323) and contains 10 leucine-rich repeat domains, as do most BrPGIPs of Chinese cabbage. The gene expression of RsPGIP1 was induced by abiotic stresses and methyl jasmonate. It showed enrichment in the stigma and the primary root than a leaf. Cloning RsPGIP1 will aid to further apply practices on postharvest quality maintenance and disease control of the root.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.157-165
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• 2018

The purpose of this study is to investigate the effectiveness of general use of English literary works. It will be helpful for both general English learners and college students majoring English Education in ESL or EFL context. English literature is very useful pedagogical tool in the language class due to its unique valuable characteristics including authenticity, cultural and linguistic value, and personal enrichment, which impact on fostering English ability of EFL students. For this reason, it is unavoidable to develop a theory and practice regarding using English literature as an educational resource for college students in Korea. In this study several considerations will be discussed in terms of selection of the literary works to be applied for language learning purpose in the classrooms of universities in Korea. Such attentions will include fours skills of English such as reading, writing, listening and speaking. Finally, some effects and implications of using literary text as a pedagogical tool in the EFL language classrooms will be discussed.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.