• KSBB Journal
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• v.19 no.1
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• pp.42-49
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• 2004

A gene coding for epoxide hydrolase (EH) of Aspergillus niger LK, a fungus possessing the enantioselective hydrolysis activity for racemic epoxides, was characterized by phylogenetic analysis. The deduced protein of A. niger LK epoxide hydrolase shares significant sequence similarity with several bacterial EHs and mammalian microsomal EHs (mEH) and belongs to the a/${\beta}$ hydrolase fold family. EH from A. niger LK had 90.6% identity with 3D crystal structure of lqo7 in Protein Data Bank. Sequence comparison with other source EHs suggested that Asp$\^$l92/, Asp$\^$374/ and His$\^$374/ constituted the catalytic triad. Based on the multiple sequence comparison of the functional and structural domain sequence, the phylogenetic tree between relevant epoxide hydrolases from various species were reconstructed by using Neighbor-Joining method. Genetic distances were so far as 1.841-2.682 but characteristic oxyanion hole and catalytic triad were highly conserved, which means they have diverged from a common ancestor.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• The Science & Technology
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• v.16 no.6 s.169
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• pp.33-36
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• 1983

• Bioindustry News
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• v.12 no.1
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• pp.14-23
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• 1999

• Proceedings of the Zoological Society Korea Conference
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• 1998.10b
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• pp.85-86
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• 1998

• Proceedings of the Zoological Society Korea Conference
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• 1994.10a
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• pp.176.1-176
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• 1994

• Proceedings of the Zoological Society Korea Conference
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• 1995.10b
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• pp.174.1-174
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• 1995

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.217.3-217
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• 2003

• The Zoological Society Korea : Newsletter
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• v.16 no.2
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• pp.9-20
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• 1999

• Journal of the Korean Institute of Intelligent Systems
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• v.9 no.4
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• pp.389-395
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• 1999

최근 몇 년간 생물학적 발생에 대한 구조 및 둥작원리의 모델링에 대한 빠른 진전이 일어나고 있다. 세포자동자(cellular automata CA)와 린드마이어-시스템(L-system)은 다세포의 대표적인 발생/발달 모델이다. L-시스템은 식물의 그래픽 표현에 적용되어 오고 있으며 CA는 인고생명의 연구모델과 인공두뇌의 건축 등의 분야에 적용되어 오고 있다, 현재까지 CA와 L-시스템의 발생규칙은 설계자의 설계에 의존하고 있다. 그러나 진화연사방법을 도입하면 CA와 L-시스템을 자동으로 설계할수 있다. 발생규칙의 진화를 위해서는염색체의 코트화가 필요하다. DNA 코딩방법은 유전자의 중복과 여분을 가지고 있으며 규칙의 표현에 적합한 코딩방법이다. 본 논문에서는 CA와 L-시스템의 규칙을 진화시키기 위한 DNA 코딩 방법을 제안한다.