• Journal of Microbiology and Biotechnology
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• v.12 no.4
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• pp.592-597
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• 2002

The Rkp1/CPC2, a receptor for activated protein kinase C of Schizosaccharomyces pombe, contains seven WD motifs found in the G-protein $\beta$-subunit. A 110-kDa protein was identified to interact with Rkp1/CPC2 by immunoprecipitation and following in vitro binding assay. To examine its kinase activity and binding ability to Rkp1, the $pck1^+$, a PKC homolog of S. pombe, was cloned. Pckl phosphorylated myelin basic protein (MBP) and histone Hl in a phospholipid-dependent and $Ca^{2+}$-independent manner. It was demonstrated that the N-terminal region of Pck1 was responsible for the binding to Rkp1 , thus suggesting that Rkp1 interacted with Pckl to regulate Pckl-mediated signaling in S. pombe.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Molecules and Cells
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• v.45 no.4
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• pp.180-192
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• 2022

Nuclear receptor coactivator 6 (NCOA6) is a transcriptional coactivator of nuclear receptors and other transcription factors. A general Ncoa6 knockout mouse was previously shown to be embryonic lethal, but we here generated liver-specific Ncoa6 knockout (Ncoa6 LKO) mice to investigate the metabolic function of NCOA6 in the liver. These Ncoa6 LKO mice exhibited similar blood glucose and insulin levels to wild type but showed improvements in glucose tolerance, insulin sensitivity, and pyruvate tolerance. The decrease in glucose production from pyruvate in these LKO mice was consistent with the abrogation of the fasting-stimulated induction of gluconeogenic genes, phosphoenolpyruvate carboxykinase 1 (Pck1) and glucose-6-phosphatase (G6pc). The forskolin-stimulated inductions of Pck1 and G6pc were also dramatically reduced in primary hepatocytes isolated from Ncoa6 LKO mice, whereas the expression levels of other gluconeogenic gene regulators, including cAMP response element binding protein (Creb), forkhead box protein O1 and peroxisome proliferator-activated receptor γ coactivator 1α, were unaltered in the LKO mouse livers. CREB phosphorylation via fasting or forskolin stimulation was normal in the livers and primary hepatocytes of the LKO mice. Notably, it was observed that CREB interacts with NCOA6. The transcriptional activity of CREB was found to be enhanced by NCOA6 in the context of Pck1 and G6pc promoters. NCOA6-dependent augmentation was abolished in cAMP response element (CRE) mutant promoters of the Pck1 and G6pc genes. Our present results suggest that NCOA6 regulates hepatic gluconeogenesis by modulating glucagon/cAMP-dependent gluconeogenic gene transcription through an interaction with CREB.

• Textile Coloration and Finishing
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• v.30 no.3
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• pp.159-167
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• 2018

Here we designed and synthesized new zinc phthalocyanines and structures were fully confirmed by spectral and elemental analysis. All phthalocyanines have a very good solubility in industrial solvents like chloroform, dichloromethane, dimethyl sulfoxide, N,N-dimethyl formamide, propylene glycol monomethyl ether acetate (PGMEA), acetone, tetrahydrofuran and acetonitrile. UV-Visible absorption and transmittance in PGMEA showed that these dyes have suitable spectral properties for LCD color filters. By Triton X surfactant study, we confirmed that these dyes are not showing any aggregation in PGMEA. We dissolved the all phthalocyanines in LCD fabricating solvent (PGMEA), and all phthalocyanines showed more than 8 wt% of solubility. Finally, all of these results concluded that PCK1, PCK2 and PCK3 are fit for LCD green color filter.

• Journal of Animal Science and Technology
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• v.48 no.3
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• pp.375-382
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• 2006

This study was conducted to investigate the effects of dietary herbal plant mixture on growth performance, blood immunological parameters, fecal VFA and NH3-N concentrations in growing pigs. The dietary treatments were 1) NC (negative control; antibiotics-free diet), 2) PC (positive control; NC diet added 0.16% antibiotic), 3) NCK0.2 (NC diet added 0.2% herbal plant mixture (koppuul??)) and 4) PCK0.1 (PC diet added 0.1% herbal plant mixture (koppuul??)). Eighty crossbred (Landrace×Yorkshire×Duroc) pigs (16.35±0.05kg average initial body weight) were used for 42 days. The pigs were assigned to the treatments according to body weight and each treatment had 5 replicates of 4 pigs per pen in a randomized complete block design. During the whole experimental period, PCK0.1 and PC treatments had significantly higher ADG than NC treatment (P<0.05). Gain/feed of pigs fed PC diet was higher than that of pigs fed NC diet (P<0.05). For blood immunological parameters investigations, white blood cells (WBC) counts and IgG level increased in the pigs fed PC, NCK0.2 and PCK0.1 diets compared to pigs fed NC diet. In addition, higher (P<0.05) serum lymphocyte concentration was found in PCK0.1 treatment compared to NC treatment. NH3-N concentration in pigs fed NCK0.2% diet was lower than that in pigs fed PC and NC diets. There were no significant differences in DM and N digestibilities among the treatments. In conclusion, the results suggested that the dietary additions of herbal plant mixture or antibiotics increase ADG, the concentrations of WBC counts and IgG, lymphocyte, while decrease NH3-N concentration in feces.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.239-259
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• 2024

In this study, a qualitative meta-analysis was conducted on research papers on earth science education to derive knowledge of students' understanding of specific science topics-greenhouse effect, global warming, and climate change-within the context of collective Pedagogical Content Knowledge (PCK). Twenty-two research papers addressing students' alternative conceptions (misconceptions) about these topics were selected and analyzed for their respective definitions, causes (mechanisms), and impacts. Semantic network analysis and a mental model framework were applied to synthesize the findings. The meta-analysis revealed several key insights: (1) Regarding the greenhouse effect, students often used the terms "greenhouse effect" and "global warming" interchangeably, lacked knowledge about the types of greenhouse gases, and misunderstood their roles. They commonly associated the greenhouse effect with environmental pollution or changes in the ozone layer, failing to recognize its relation to the heat balance between the surface and atmosphere. (2) Concerning global warming, students confused it with sea level rise and linked it to pollution, ozone layer changes, and glacier melting. They understood global warming as a disruption of the heat balance between the surface and atmosphere but had misconceptions about its environmental impacts. (3) In terms of climate change, students used the term interchangeably with global warming, weather change, and climate anomalies. They associated climate change with atmospheric pollution and ozone layer depletion but misunderstood its environmental impacts. As result, three mental models-categorical, mechanistic, and hierarchical misconceptions-were identified as collective PCK. The implications for enhancing earth science teachers' PCK were discussed based on these findings.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.73-88
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• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.