• Proceedings of the Korean Society of Applied Entomolohy Conference
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• 2002.11a
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• pp.70-70
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• 2002

• Proceedings of the Korean Society of Applied Entomolohy Conference
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• 2003.10a
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• pp.138-138
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• 2003

• Reproductive and Developmental Biology
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• v.34 no.3
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• pp.263-270
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• 2010

Luteal cells produce progesterone that supports pregnancy. Steroidogenesis requires coordination of the anabolic and catabolic pathways of lipid metabolism. In the present study, the corpus luteum (CL) in early pregnancy established from luteal phase and pregnant phase was analyzed. The first study determined progesterone changes in the bovine CL at day 19 (early maternal recognition period) and day 90 in mid-pregnancy and compared them to the CL from day 12 of the estrous cycle. CL alternation was tested using two-dimensional polyacrylamide gel electrophoresis (2-DE) and matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF). Comparing CL from luteal phase to those from pregnant phase counterparts, significant changes in expression level were found in 23 proteins. Of these proteins 17 were not expressed in pregnant phase CL but expressed in luteal phase counterpart, whereas, the expression of the other 6 proteins was limited only in pregnant phase CL. Among these proteins, vimentin is considered to be involved in regulation of post-implantation development. In particular, vimentin may be used as marker for CL development during pregnancy because the expression level changed considerably in pregnant phase CL tissue compared with its luteal phase counterpart. Data from 2-DE suggest that protein expression was disorientated in mid pregnancy from luteal phase, but these changes was regulated with progression of pregnancy. These findings demonstrate CL development during mid-pregnancy from luteal phase and suggest that alternations of specific CL protein expression may be involved in maintenance of pregnancy.

• Proceedings of the Korean Society of Applied Entomolohy Conference
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• 2003.10a
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• pp.151-151
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• 2003

• Biomedical Science Letters
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• v.16 no.4
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• pp.213-220
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• 2010

Although an adequete intake of calcium (Ca) is recommended for the treatment and prevention of osteoporosis, the intake of Ca should be restricted because of its low rate of intestinal absorption. The purpose of this experiment was to identity the effect of the combined administration of Aquamin F (AQF) (a calcium agent) and lactic acid bacteria (LAB) on osteoporosis. Thirty ovariectomized (OVX) rats and six control rats were assigned to the following six groups, with six animals per group: sham Ca-deficient diet (Ca-D), OVX, LAB, AQF, and LAB-AQF. During the experiment, the body weight was measured; and after the experiment was completed, the serum biochemical analysis, the alkaline phosphatase, calcium, and inorganic phosphorus leves were measured. The tissue of the femur was stained and then scanned via CT. The body weight of the OVX group increased more significantly than that of the control group. The results of the bone mineral content (BMC), Bone mineral density (BMD), serum biochemical analysis and histological test on the femur epiphysis showed no difference between the OVX group and the LAB group, whereas the results of the AQF group were more significant than those of the OVX group. In particular, the LAB+AQF group showed more significant increases in the aforementioned results than the AQF group. This experiment showed that the combined administration of AQF and LAB in ovariectomized rats more significantly increased bone density than did a single administration of either AQF or LAB.

• Asian-Australasian Journal of Animal Sciences
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• v.12 no.1
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• pp.28-35
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• 1999

The effects of addition of celulases (A cremonium cellulolyticus and Trichoderma viride, CE), a commercial inoculum containing lactic acid bacteria (Lactobacillus casei, LAB), fermented green juice (macerated napier grass with water was incubated anaerobically with 2% glucose for 1 day, FGJ) and glucose (G), and regional difference of ensiling on napier grass (Pennisetum purpureum Schum.) silage were studied by using 900 ml laboratory glass bottle silos under 30 and $40^{\circ}C$ storage conditions in 1995 and 1996. Experiment 1 was carried out to compare the addition of CE, LAB, FGJ and the combinations. Silages were stored for 45 days after ensiling. Experiment 2 studied the effects of applications of CE, LAB, FGJ and G. Experiment 3 was carried out using the similar additives as experiment 2 except for LAB. Silages were stored for 60 days in the experiments 2 and 3. Experiments 1 and 2 were done in Nagoya, and experiment 3 in Okinawa. Sugar addition through CE or G improved the fermentation quality in all the experiments, which resulted in a greater decrease in the pH value and an increased level of lactic acid, while butyric acid contents increased under $30^{\circ}C$ storage condition in CE addition. LAB and FGJ additions hardly affected the silage fermentation quality without additional fermentable carbohydrate. But the combination of LAB, FGJ and glucidic addition (CE and G) improved the fermentation quality. The effect of the regional difference of ensiling between temperate (Nagoya; $35^{\circ}$ N) and subtropical (Okinawa; $26.5^{\circ}$ N) zones on silage fermentation quality was not shown in the present study.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Proceedings of the CALSEC Conference
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• 2001.08a
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• pp.637-649
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• 2001

ㆍ Research Method - Experimental Design ㆍWhen Entity Bean is deployed and Client request to inquire a specific information of Doctor Table, we experiment Total Time for Query Execution according to Time Measurement Operation in Client code. ㆍWe can apply the statistics for the experiment to the design of Entity Beans.(omitted)

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.988-1001
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• 2010

The purpose of this research was to investigate how the peer review activity of lab report in the problem-solving experiment effected on the description ability and the quality improvement. The students who were taking the general chemistry experiment course were the subjects for this study. They finished lab reports and received peer review from their peers more than two times. The students who got feedback answered on peer review, revised their reports, and subsequently, completed final reports. The result showed that peer review affected the qualitative improvement of the lab report, specially in the process of 'designing experiment' and 'drawing conclusion and evaluation'. Students could organize their thoughts through writing lab reports. During this process, peer review activities provided the opportunity of self-examination and the way for viewing as objective standpoint. Moreover, the activities established communication fields for exchanging mutual opinions and learning.

• Agribusiness and Information Management
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• v.7 no.2
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• pp.1-11
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• 2015

This study has performed a comparative analysis between groups based on Time To First Fixation, Fixation Duration, Fixation Count and Total Visit Duration, which are eye-tracking analysis indicators on what visual attention is shown compared to the e-magazine produced as regular images related to e-magazines in which experiment subjects have applied cinemagraph images as eye tracking research on the e-magazine produced with cinemagraph images and e-magazines produced with regular images. The experiment sample used e-magazines composed of nine pages while AOI (area of interest) has been set up on each page by classifying image and text regions. A combined 30 people took part in the experiment, which was performed by randomly assigning 15 to the experiment group and 15 to the control group. According to the results of the analysis, the experiment group recorded a shorter time than the control group on the e-magazine produced with cinemagraph images through Time To First Fixation. Though no significant difference was found between the experiment and control groups in Fixation Duration, a substantial difference did appear between Fixation Duration and Total Visit Duration.