• Microbiology and Biotechnology Letters
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• 제33권2호
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• pp.84-89
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• 2005

Phosphomannomutase (PMM) is a key enzyme in prokaryotes and eukaryotes, which catalyzes the conversion of ${\alpha}$-D-mannose 6-phosphate to ${\alpha}$-D-mannose 1-phosphate. The latter is the substrate for the synthesis of GDP-mannose, which serves as the mannosyl donor for many metabolic pathways in the cells. We report here on the isolation of a gene from a genomic library of Sphingomonas chungbukensis DJ77, the pmmC gene encoding phosphomannomutase. The gene was cloned into E. coli expression vector, and the sequence was analyzed. The ribosomal binding site GGAAG lays 5 bp upstream of the ORF of 750 bp, which is initiated by ATG codon and terminated by TAG. The predicted sequence of the enzyme consists of 249 amino acids with a molecular mass of 27.4 kDa and showed $86.9\%$ similarity to that of eukaryotic phosphomannomutase after bioinformatical analyses with the conserved domain search of NCBI. The purified gene product revealed the activity of phosphomannomutase. In conclusion, we confirmed that pmmC gene encodes phosphomannomutase actually.

• Journal of Christian Education in Korea
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• 제62권
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• pp.101-133
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• 2020

This study is an attempt to grasp the fundamental characteristics and core structures of Bibliodrama, which has recently received a lot of attention in various fields including Christian education. Bibliodrama is a guided form of process-oriented staging of biblical texts in groups with the aim of mutually opening up the text and the biography of the participants in the implementation of holistic encounters (H. Aldebert). In the background of the birth of Bibliodrama can be found the hermeneutical efforts of the biblical scholar Walter Wink who sentenced the bankruptcy of historical criticism. He laid the biblical interpretative foundation for Bibliodrama which combines Bible and body. German theologian Gerhard Marcel Martin had a new experience of seeing the Bible through body activity during his life in New York, and based on that experience he began to work on the Bibliodrama. And the New Testament scholar Tim Schramm, who focused on the TCI (themecentered interaction) movement, found the optimal methodology to embody the interaction of biblical studies in Bibliodrama. On the other hand, Peter Pitzele, who wanted to realize the Bibliodrama in the tradition of Midrash, has developed a new type of Bibliodrama (Bibliolog) that is different from the European Bibliodrama. When we put together the positions of the pioneers of Bibliodrama, it turns out that it has three fundamental characteristics: body, interaction, and the empty space of the Bible. The body refers to the personality of learners participating in the Bibliodrama. They are not passive participants, but voluntary and active participants. Interaction is realized through the dramatic way of Bibliodrama. Bibliodrama aims for a dynamic process in which hermeneutical interaction occurs. The empty space of the Bible, which Bibliodrama pays attention to, allows us to understand why the Bible is not a fixed word but a living word that is still heard today. In order to understand the Bible as the content of education, Bibliodrama liberates the text that is fixed in a literal way and gives life by paying attention to the empty space of the Bible and reading it slowly.

• Journal of Periodontal and Implant Science
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• 제38권sup2호
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• pp.317-324
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• 2008

Purpose: Aggregatibacter actinomycetemcomitans was associated with localized aggressive periodontitis, endocarditis, meningitis, and osteomyelitis. The cytolethal distending toxin (CDT) of A. actinomycetemcomitans was considered as a key factor of these diseases is composed of five open reading frames (ORFs). Among of them, An enzymatic subunit of the CDT, CdtB has been known to be internalized into the host cell in order to induce its genotoxic effect. However, CdtB can not be localized in host cytoplasm without the help of a heterodimeric complex consisting of CdtA and CdtC. So, some studies suggested that CdtC functions as a ligand to interact with GM3 ganglioside of host cell surface. The precise role of the CdtC protein in the mechanism of action of the holotoxin is unknown at the present time. The aim of this study was to generate recombinant CdtC proteins expression from A. actinomycetemcomitans, through gene cloning and protein used to investigate the function of Cdt C protein in the bacterial pathogenesis. Materials and Methods: The genomic DNA of A. actinomycetemcomitans Y4 (ATCC29522) was isolated using the genomic DNA extraction kit and used as template to yield cdtC genes by PCR. The amplifed cdtC genes were cloned into T-vector and cloned cdt C gene was then subcloned to pET28a expression vector. The pET28a-cdtC plasmid expressed in BL21 (DE3) Escherichia coli system. Diverse conditons were tested to opitimize the expression and purification of functional CdtC protein in E. coli. Results: In this study we reconstructed CdtC subunit of A. actinomycetemcomitans Y4 and comfirmed the recombinant CdtC expression by SDS-PAGE and Western Blotting. The expression level of the recombinant CdtC was about 2% of total bacterial proteins. Conclusion: The lab condition of procedure for the purification of functionally active recombinant CdtC protein is established. The active recombinant CdtC protein will serve to examine the role of CdtC proteins in the host recognition and enzyme activity of CDT and investigate the pathological process of A. actinomycetemcomitans in periodontal disease.

• Informatization Policy
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• 제24권4호
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• pp.17-43
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• 2017

The purpose of this study is to investigate the directions of information and communication technology(ICT) education in K-12 based on the analysis of ICT accessibility and utilization levels of Korean students. To this end, we analyzed the trends of Korea and OECD countries by survey period, focusing on the OECD PISA 'ICT familiarity survey' conducted in 2009, 2012 and 2015. The surveyed subjects were 15 year-old students and the analysis method was calculated based on the sampling weights. The results of the analysis of Korean students are as follows: First, ICT accessibility at home increased from 2009 to 2015, but was consistently lower than the OECD average. Second, the overall Internet usage time was lower than the OECD average. The Internet usage time on weekdays increased from 2012 to 2015, but on weekends decreased. Third, the ICT accessibility in schools decreased from 2009 to 2012, and increased in 2015, but was lower than the OECD average in 2015. Fourth, the student age ratio of first time computer usage increased from 2012 to 2015 and the average age for computer usage began before age 6, but was below the OECD average. Lastly, student use of digital devices for items such as Internet searches for entertainment and SNS activity has increased from 2012 to 2015, but the level of everyday use such as e-mail, online chat, program downloading, and reading Internet news has decreased. Based on these results, this study suggested policy plans for the improvement of ICT education for elementary and secondary school students in Korea.

• Journal of Life Science
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• 제22권11호
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• pp.1545-1551
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• 2012

Authors report the glycoside hydrolase (GH) family 16 ${\beta}$-agarase from the strain of Agarivorans sp. JA-1, which authors previously stated as recombinant expression and characterization of GH-50 and GH-118 ${\beta}$-agarase. It comprised an open reading frame of 1,362 base pairs, which encodes a protein of 49,830 daltons consisting of 453 amino acid residues. Valuation of the total sequence showed that the enzyme has 98% nucleotide and 99% amino acid sequence similarities to those of GH-16 ${\beta}$-agarase from Pseudoalteromonas sp. CY24. The gene corresponding to a mature protein of 429 amino acids was recombinantly expressed in Escherichia coli, and the enzyme was purified to homogeneity by affinity chromatography. It showed maximal activity at $40^{\circ}C$ and pH 5.0, representing 67.6 units/mg. Thin layer chromatography revealed that mainly neoagarohexaose and neoagarotetraose were produced from agarose. The enzyme would be valuable for the industrial production of functional neoagarooligosaccharides.

• Journal of Plant Biotechnology
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• 제33권2호
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• pp.85-91
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• 2006

Flavanone 3$\beta$-hydroxylase (FHT) is an enzyme acting in the central part of the flavonoid biosynthesis pathway. FHT catalyses the hydroxylation of flavanone to dihydroflavonols in the anthocyanin pathway. In this paper we describe the cloning and expression of the genes encoding the flavonoid-biosynthetic enzyme FHT in Gypsophila paniculata L. A heterologous cDHA probe from Dianthus cavophyllus was used to isolate FHT-encoding cDHA clones from Gypsophila paniculata L.. Inspection of the 1471 bp long sequence revealed an open reading frame 1047 bp, including a 190 bp 5' leader region and 288 bp 3' untranslated region. Comparison of the coding region of this FHT cDHA sequence including the sequences of Arabidopsis thaliana, Citrus sinensis, Dianthus caryophyllus, Ipomoea batatas, Matthiola incana, Nierembergia sp, Petunia hybrida, Solanum tuberosum, Vitis vinifera reveals a identity higher than 69% at the nucleotide level. The function of this nucleotide sequences were verified by comparison with amino acid sequences of the amino-terminus and tryptic peptides from purified plant enzyme, by northern blotting with mRHA from wild type and mutant plants, by in vitro expression yielding and enzymatically active hydroxylase, as indicated by the small dihydrokaempferol peak. Genomic southern blot analysis showed the presence of only one gene for FHT in Gypsophila paniculata.

• Hwankyungkyoyuk
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• 제5권1호
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• pp.34-46
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• 1993

The international environmental activity and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. The Environmental Curriculum was regarded as one of the most important part in the Sixth National Curriculum in Korea. Environment-related reference texts of Elementary school were already developed. Soon, 'Environment' of middle school and 'Environmental Science' of high school will be developed. The purpose of this study were to analyse environment-related texts in the Fifth National Curriculum and to measure how much environmental education has achieved. As a environmental text for regular class, selected the environmental part in 'Science Part 1' and as environment-related reference text, 'Survival and Environment'. The environmental part of 'Science Part 1' was unit [Life and Environment]. According to the analysis of objectives, most of unit objectives were not stated in a detailed and precise manner. When the goals of environmental education were divided into four fields as follows, knowledge and information, skill, thinking and attitude, behavior and participation, unit objectives were mostly emphasized on knowledge and information of environment, exactly 44.5% of unit objectives and 89.6% of subunit objectives. The degree of relationship between unit objectives and contents was low. All the Check up-problems were about knowledge and information of environment. Environment-related reference text, 'Survival and Environment' was the only reference text for high school students in Korea and was organized in the form of the regular curriculum text. It was developed in Korean Education Development, Center with support of Korean Environmental Ministry in 1990. According to the analysis of 'Survival and Environment', the objectives of units and subunits were less stressed on knowledge and information than those of unit [Life and Environment] in the environmental part of 'Science Part 1' On the other hand, they were a little more stressed on skill, thinking and attitude, behavior and participation. And fifteen of all the seventy subunit objectives were not related with contents. In organization, this text included Thinking problems, Experiments and Inquiries, Reading, Developed studies and Check up-problem etc. It was remarkable that Inquiries leaded to individual activities and Developed studies to group discussions or individual inquiries. And as Check-up problems were presented as a form of activities, students could achieve many various objectives at the same time by solving one problem. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Scores in subtest 'behavior and participation' and subtest 'thinking and attitudes' were 13.19 and 18.18, respectively. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, but many of them actually did not take actions to solve environmental problems and to protect environment. Scores in subtest 'knowledge and information' and subtest 'skill' were 10.76 and 10.81, respectively. The higher the score students got in 'knowledge and information', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environment has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem.

• Microbiology and Biotechnology Letters
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• 제30권1호
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• pp.1-7
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• 2002

Phytase from Escherichia coli WC7 was purified from cell extracts and its molecular mass was estimated to be 45 kDa by SDS-PAGE. Its optimum temperature and pH for phytate hydrolysis was 6$0^{\circ}C$ and pH 5.0, respectively. The enzyme was stable up to 6$0^{\circ}C$ and over broad pH range (pH 2-12). The enzyme had higher affinity for sodium phytate than p-nitrophenylphosphate (pNPP). That is, the apparent Km value for sodium phytate and pNPP were $0.15\pm$0.02 mM and 2.82$\pm$0.05 mM, respectively. The gene encoding the phytase was cloned in E. coli XL1-Blue. Sequence analysis showed an open reading frame of 1241 Up encoding a signal peptide (22 aa) and a mature enzyme (410 aa). WC7 phytase was expressed up to 17.5 U/ml in the transformed E. coli XL1-Blue/pUEP, which was 23-fold higher than the activity from wild strain.

• Journal of Life Science
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• 제26권2호
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• pp.164-173
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• 2016

Isotocin (IT), a nonapeptide homolog of oxytocin in mammals, has been suggested to be involved in physiological processes including social behaviors, stress responses, and osmoregulation in teleost fish. To study its structure and function, the gene encoding the IT precursor was cloned from the genomic DNA and brain cDNA of the cinnamon clownfish, Amphiprion melanopus. The IT precursor gene consists of three exons separated by two introns, and encodes an open reading frame of 156 amino acid (aa) residues, comprising a putative signal peptide of 19 aa, a mature IT protein of 9 aa, a proteolytic processing site of 3 aa, and 125 aa of neurophysin. Tissue-specific analysis of the IT precursor transcript indicated its expression in the brain and gonads of A. melanopus. To examine its osmoregulatory effects, the salinity of the seawater (34 ppt) used for rearing A. melanopus was lowered to 15 ppt. Histological analysis of the gills indicated the apparent disappearance of an apical crypt on the surface of the gill lamella of A. melanopus, as pavement cells covered the surface upon acclimation to the lower salinity. The level of Na⁺/K^+-ATPase activity in the gills was increased during the initial stage of acclimation, followed by a decrease to its normal level, suggesting its involvement in osmoregulation and homeostasis. The only slight increase in the level of IT precursor transcript in the A. melanopus brain upon low-salinity acclimation suggested that IT played a minor role, if any, in the process of osmoregulation.

• Journal of Korean Elementary Science Education
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• 제37권4호
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• pp.402-415
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• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.