• Bulletin of the Korean Chemical Society
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• v.6 no.4
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• pp.210-214
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• 1985

Urokinase, a plasminogen activator, was conjugated with dextran by the cyanogen bromide activation-coupling method. The resulting water-soluble conjugate was purified by gel permeation chromatography on Sephadex G-200. The maximal activity was obtained when the ratio of urokinase/dextran was 1/20 for the coupling. The final preparation showed 5 CTA units/mg conjugate, 300 CTA units/mg protein, 8.4 % activity retention, and 47 % protein retention. The urokinase-dextran conjugate had good thermal, pH and storage stabilities. In addition, it showed greater resistance to the inhibitory effect of human plasma than native urokinase. Also in vitro biological half-life of urokinase increased 40 times by this conjugation. In view of activity, excellent stability and increased half-life, the conjugate can be a potential fibrinolytic agent in an injectable form.

• Korean Journal of Food Science and Technology
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• v.11 no.4
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• pp.283-290
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• 1979

Partially purified ${\beta}-fructosidase$ (inulase) from Kluyveromyces fragilis was immobilized on Tygon tube and aminoethyl-cellulose, respectively and both preparations were characterized. Silanization of Tygon tube in chloroform at $65^{\circ}C$ and treatment with 10 % glutaraldehyde were critical for the immobilization of inulase on Tygon tube, while 2 % glutaraldehyde was effective for the immobilization on aminoethyl-cellulose. The derivative of Tygon tube showed 11.5 units of inulase activity per g of dried matrix with retention of 22.5 % of original activity against inulin, whereas one of aminoethyl-cellulose showed 39.3 units per g of dired matrix with 53.4 % of retention. Studies of enzyme stability, pH and temperature dependences, and $K_m$ values are presented for inulase and invertase activities of both immobilized enzymes.

• Journal of Korean Biological Nursing Science
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• v.16 no.4
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• pp.267-275
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• 2014

Purpose: The practice of enteral nutrition with gastric residual volumes (GRVs) as a clinical indicator is poorly standardized in intensive care units. This study aims to summarize the results from studies that evaluated the clinical outcomes related to the GRVs. Methods: This systematic review study analyzed 11 studies consisting of four randomized controlled trials, one non-randomized controlled trial, and six observational studies. Results: No consistent relationship between GRV thresholds and clinical outcomes was observed. Higher GRVs were not consistently correlated with clinical outcomes such as higher gastrointestinal complications, aspiration pneumonia, or mortality. Higher GRVs significantly generate complications more often. Findings show that a single GRV more than 200 mL or two consecutive GRVs more than 150 mL should raise concern about negative consequences. Conclusion: Critical care nurses need to monitor GRVs closely during their practice of enteral nutrition. For critically ill patients receiving enteral nutrition, a GRV threshold of 200 ml would be a desirable limit to provide safe and adequate nutrition with a conservative approach.

• Applied Biological Chemistry
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• v.29 no.1
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• pp.44-50
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• 1986

Two fractions of ${\beta}-glucanase$(CMCase), two fractions of filter paper degradation enzyme (FPase) and one ${\beta}-glucanase$ fraction were partially purified from Fusarium moniliforme and applied to recovery process of red bean starch. Red bean were incubated with the fractions of CMCase and FPase at $50^{\circ}C$ for 2 hours and the starch granules are separated. Maximal sedimentation rate of red bean starch granules was obtained with treatment of the mixture solution of 0.004 units/ml of FPase and 0.3 units/ml of CMCase. In the enzyme treated process percent recovery of red bean starch granule increased about 7% and suspended solid in waste water was reduced about 40%, compared with those of control. The results indicated that red bean cell treated with cellulase fractions absorbed water more rapidly and specific gravity of starch granule increased.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.203-213
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• 2005

In this study, the biological units of elementary school science were classified to the lower categories of Dimensions of Learning out of the 1 st to the 7th National Curriculum using the Dimensions of Learning Project developed by ASCD in USA. Also they were investigated which lower categories of Dimensions of Learning were used to the Curriculum. The results were as follows; First, the average percentages of using the lower categories of Dimensions of learning increased gradually from lower to higher grade regardless of any versions of Curriculum. For example, the percentages of using the lower categories according to grade 3 to 6 were increased by $56.1\%,\;61.4\%.\;67.1\%,\;86.8\%$ in the 7th Curriculum (r = .942). Second, as a result of investigating the percentages of using lower categories of Dimensions of Learning according to the change of curriculum, the average percentages appeared to be $37.9\%,\;42.9\%,\;41.1\%,\;47.6\%,\;47.6\%,\;50.5\%,\;67.9\%$ from the 1st to the 7th National Curriculum, respectively. In addition, the average percentages were increased gradually from the 1st to the 7th National Curriculum (r = .878). Third, the average percentages of using the lower categories of Dimensions of Learning decreased approximately from 1 st to 5th Dimension. The results are considered to be a desirable organization considering the physiological, cognitive development of elementary students.

• Bulletin of the Korean Chemical Society
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• v.33 no.10
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• pp.3279-3284
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• 2012

Poly(benzimidazole-co-benzoxazole)s (PBI-co-PBO) are synthesized by polycondensation reaction with 3,3'-diaminobenzidine, terephthalic acid and 3,3'-dihydroxybenzidine or 4,6-diaminoresorcinol in polyphosphoric acid (PPA). All polymer membranes are prepared by the direct casting method (in-situ fabrication). The introduction of benzoxazole units (BO units) into a polymer backbone lowers the basic property and $H_3PO_4$ doping level of the copolymer membranes, resulting in the improvement of mechanical strength. The proton conductivity of $H_3PO_4$ doped PBI-co-PBO membranes decrease as a result of adding amounts of BO units. The maximum tensile strength reaches 4.1 MPa with a 10% molar ratio of BO units in the copolymer. As a result, the $H_3PO_4$ doped PBI-co-PBO membranes could be utilized as alternative proton exchange membranes in high temperature polymer electrolyte fuel cells.

• Journal of Microbiology and Biotechnology
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• v.11 no.6
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• pp.1077-1086
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• 2001

The sprA and sprB gene encoding chymotrypsin-like proteases Streptomyces griseus protease A (SGPA) and Streptomyces griseus protease B (SGPB) and the sprT gene that encodes Streptomyces griseus trypsin (SGT) were cloned from Streptomyces griseus ATCC10137 and overexpressed in Streptomyces lividans TK24 as a heterologous host. The chymotrypsin activity of tole culture broth measured with the artificial chromogenic substrate , N-succinyl-ala-ala-pro-phe-p-nitroanilide, was 10, 14 and 14 units/mg in the transformants haboring the sprA, sprB and sprD genes, respectively. The growth of S. lividans reached the maximum cell mass after 4 days of culture, yet SGPA and SGPD production started in the stationary phase of cell growth and kept increasing for up to 10 days of culture in an R2YE medium. The trypsin activity of the culture broth measured with the artificial chromogenic substrate , N-${\alpha}$-benzoyl-DL- arginine-p-nitroanilide , was 16 units/mg and SGT production started in the stationary phase of cell growth and kept increasing for up to 10 days of culture in an R2YE medium. The introduction of the sprA gene into S, lividans TK24 triggered the biosynthesis of pigmented antibiotics, actinorhodin and undecylprodigiosin, and induced significant morphological changes in the colonies in Benedict, R2YE, and R1R2 media. In addition, the introduction of the sprT gene also induced morphological changes in the colony shape without affecting the antibiotic production, thereby implying that certain proteases would appear to play very important and specific roles in secondary-metabolites formation and morphological differentiation in Streptomyces.

• Molecules and Cells
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• v.42 no.7
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• pp.512-522
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• 2019

Chromosomes located in the nucleus form discrete units of genetic material composed of DNA and protein complexes. The genetic information is encoded in linear DNA sequences, but its interpretation requires an understanding of three-dimensional (3D) structure of the chromosome, in which distant DNA sequences can be juxtaposed by highly condensed chromatin packing in the space of nucleus to precisely control gene expression. Recent technological innovations in exploring higher-order chromatin structure have uncovered organizational principles of the 3D genome and its various biological implications. Very recently, it has been reported that large-scale genomic variations may disrupt higher-order chromatin organization and as a consequence, greatly contribute to disease-specific gene regulation for a range of human diseases. Here, we review recent developments in studying the effect of structural variation in gene regulation, and the detection and the interpretation of structural variations in the context of 3D chromatin structure.

• Advances in environmental research
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• v.9 no.4
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• pp.233-249
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• 2020

To date, there is no central wastewater (WW) treatment plant in Erbil city, Kurdistan region, Iraq. Therefore, raw WW disposes to the environment and sometimes it used directly for irrigation in some areas of Erbil city. Disposal of the untreated WW to the natural environment and using for irrigation it causes problems for the people and the environment. The aims of the current work were to study the characteristics, design of primary and different secondary treatment units and reusing of produced WW. Raw WW samples from Ashty city-Erbil city were collected and analyzed for twenty three quality parameters such as Total Suspended Solids (TSS), total dissolved solids, total volatile and non-volatile solids, total acidity, total alkalinity, total hardness, five-day Biochemical Oxygen Demand (BOD5), Chemical Oxygen Demand (COD), biodegradability ratio (BOD5/COD), turbidity, etc. Results revealed that some parameters such as BOD5 and TSS were exceeded the standards for disposal of WW. Design and calculations for primary and secondary treatment (biological treatment) processes were presented. Primary treatment units such as screening, grit chamber, and flow equalization tank were designed and detailed calculation were illustrated. While, Conventional Activated Sludge (CAS), Sequencing Batch Reactor (SBR) and Moving Bed Biofilm Reactors (MBBR) were applied for the biological treatment of WW. Results revealed that MBBR was the best and economic technique for the biological treatment of WW. Treated WW is suitable for reusing and there is no restriction on use for irrigation of green areas inside Ashty city campus.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.