• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.1013-1020
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• 2015

This study was aimed at analyzing the research trends and presenting the future research in fisheries and marine sciences education. This study analyzed 127 papers related with fisheries and marine sciences education among total 970 papers from 1988(Vol. 1(1)) to 2015(Vol. 27(3)) in 'The Journal of Fisheries and Marine Sciences Education'. The results were as follows. Firstly, researches related with fisheries and marine sciences education have been actively studied from 2013 to the resent. Secondly, career vocation education and subject matter education were the most in the contents on fisheries and marine sciences education. Thirdly, literature reviews and content analysis were used the most in the research method on fisheries and marine sciences education. Lastly, most researchers(82.68%) belonged to university, and from around 2008, multiple-author research began to increase quite a bit in comparison with single-author research.

• Journal of Animal Science and Technology
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• v.63 no.4
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• pp.934-953
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• 2021

Ciglitazone is a member of the thiazolidinedione family, and specifically binds to peroxisome proliferator-activated receptor-γ (PPARγ), thereby promoting adipocyte differentiation. We hypothesized that ciglitazone as a PPARγ ligand in the absence of an adipocyte differentiation cocktail would increase adiponectin and adipogenic gene expression in bovine satellite cells (BSC). Muscle-derived BSCs were isolated from six, 18-month-old Yanbian Yellow Cattle. The BSC were cultured for 96 h in differentiation medium containing 5 µM ciglitazone (CL), 10 µM ciglitazone (CM), or 20 µM ciglitazone (CH). Control (CON) BSC were cultured only in a differentiation medium (containing 2% horse serum). The presence of myogenin, desmin, and paired box 7 (Pax7) proteins was confirmed in the BSC by immunofluorescence staining. The CL, CM, and CH treatments produced higher concentrations of triacylglycerol and lipid droplet accumulation in myotubes than those of the CON treatment. Ciglitazone treatments significantly increased the relative expression of PPARγ, CCAAT/enhancer-binding protein alpha (C/EBPα), C/EBPβ, fatty acid synthase, stearoyl-CoA desaturase, and perilipin 2. Ciglitazone treatments increased gene expression of Pax3 and Pax7 and decreased expression of myogenic differentiation-1, myogenin, myogenic regulatory factor-5, and myogenin-4 (p < 0.01). Adiponectin concentration caused by ciglitazone treatments was significantly greater than CON (p < 0.01). RNA sequencing showed that 281 differentially expressed genes (DEGs) were found in the treatments of ciglitazone. DEGs gene ontology (GO) analysis showed that the top 10 GO enrichment significantly changed the biological processes such as protein trimerization, negative regulation of cell proliferation, adipocytes differentiation, and cellular response to external stimulus. Kyoto Encyclopedia of Genes and Genomes pathway analysis showed that DEGs were involved in the p53 signaling pathway, PPAR signaling pathway, biosynthesis of amino acids, tumor necrosis factor signaling pathway, non-alcoholic fatty liver disease, PI3K-Akt signaling pathway, and Wnt signaling pathway. These results indicate that ciglitazone acts as PPARγ agonist, effectively increases the adiponectin concentration and adipogenic gene expression, and stimulates the conversion of BSC to adipocyte-like cells in the absence of adipocyte differentiation cocktail.

• Publications of The Korean Astronomical Society
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• v.38 no.3
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• pp.125-145
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• 2023

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.

• Journal of Forest and Environmental Science
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• v.24 no.3
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• pp.175-179
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• 2008

Forestry education in vocational high schools is one of the fundamental keys for achieving sustainable forest management. However, support systems for forestry education have not been well developed in Japan. Forest research institutes, which have accumulated relevant information, should have sufficient ability to develop new educational programs in this field. This study examined the possibility of support systems for forestry technical education by a research institute. Educational programs for vocational high schools were developed, and the programs were examined for their practical applications through a workshop for these teachers. We set the following five requirements for the programs: They should 1) incorporate new contents related to sustainable forest management, 2) be based on forestry education textbooks, 3) meet recent demands of the schools and society, 4) allow participants to learn through actual practice and experience, and 5) utilize readily available teaching materials. With these criteria, we developed the following two educational programs: (a) Forest management program to teach advanced techniques, (b) A timber-program to teach about biomass resources. The workshop was held on July $28^{th}$, 2007 with ten teachers attending. The programs were very interesting, who gave them high average evaluation of 4.6 on a scale of 1 to 5. Only a few issues need to be resolved before classroom instruction can begin, such as making wood structure easier to understanding for some teachers, and obtaining base maps of school forests. In conclusion, forest research institutes can effectively support forestry education by providing and implementing programs based on scientific information.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of dental hygiene science
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• v.18 no.2
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• pp.113-123
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• 2018

The purpose of this study to review clinicians and educators on required communication education factors of dental hygienists using qualitative research by focus group interview. The participants were dentists, dental hygienists and professors. A questionnaire was developed on communication education to collect data. The collated data derived concepts related to communication education. After transferring the data, were analyzed by open coding and axial coding using computer-aided qualitative data analysis software. Focus group emphasized that higher education on communication should be preceded before they are put into the clinical field. However, the dental hygienist emphasized experiential education in the clinical field, the professor emphasized additional education for continuity of communication education even after graduation. Besides, focus group emphasized role play, and the professor required that the standardization of the dental communication training courses objectives and role play modules and the education environment infrastructure should be established to implement communication education efficiently. The categories of communication education stated in the focus group were time and method for the dental communication training courses, dental communication training courses standardization and educational environment, of evaluation of communication competency, of perception of the dental communication training courses. This study identified the communication education development to conform with the needs of the clinical field strengthen and cultivate communication competency dental hygienists based on factors of communication education emphasized in focus groups.

• Bulletin of the Korean Chemical Society
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• v.34 no.9
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• pp.2697-2701
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• 2013

The solvolysis rate constants of piperonyloyl chloride (1) in 27 different solvents are well correlated with the extended Grunwald-Winstein equation, using the $N_T$ solvent nucleophilicity scale, $Y_{Cl}$ solvent ionizing scale, and I aromatic ring parameter with sensitivity values of $0.30{\pm}0.05$, $0.71{\pm}0.02$, and $0.60{\pm}0.04$ for l, m, and h, respectively. The solvent kinetic isotope effect values (SKIE, $k_{MeOH}/k_{MeOD}$ and $k_{50%MeOD-50%D2O}$) of 1.16 and 1.12 were also in accord with the values for the $S_N1$ mechanism and/or the dissociative $S_N2$ mechanism. The product selectivity values (S) for solvolysis of 1 in alcohol/water mixtures were in the range of 0.5 to 1.9, which is also consistent with the proposed unimolecular ionization mechanism.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.51 no.2
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• pp.221-226
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• 2015

During the study periods, total 143 individuals of Lateolabrax japonicus were collected. Body length (BL) range was 2.0-11.8 cm. Empty stomach occurred in 8.4%. The most abundant prey was copepods. Among copepods, Tigriopus japonicus was the most abundant prey appeared 32.1 in %F. Next important prey was shrimps and mysids. The results of analysis in ontogenetic changes, main prey of two small size classes (2.0-3.9 cm, 4.0-5.9 cm) were copepods. Thereafter, copepods percentage was decreased, but shrimps, mysids, fishes percentage was increased by increasing body length from 8.0 cm< size class.

• Bulletin of the Korean Chemical Society
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• v.26 no.8
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• pp.1241-1245
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• 2005

Solvolyses of trifluoromethanesulfonyl chloride (TFMSC) in water and in aqueous binary mixtures of acetone, ethanol and methanol are investigated at 25, 35 and 45 ${^{\circ}C}$. The Grunwald-Winstein plot of first-order rate constants for the solvolytic reaction of TFMSC with YCl (based on 2-adamantyl chloride) shows marked dispersions into three separate curves for three aqueous mixtures. The extended Grunwald-Winstein plots for the solvolysis of TFMSC show better correlation. The large negative ${\Delta}S^{\neq}$ and relatively small positive ${\Delta}H^{\neq}$ reveals that the solvolytic reaction proceeds via a typical bimolecular reaction mechanism. The l and m values determined in various solvents are consistent with the proposed mechanism of the general base catalysis $S_AN/S_N2$reaction mechanism for TFMSC solvolyses based on mass law and stoichiometric solvation effect studies.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.724-742
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• 2007

The purpose of this study was to develop a scientific inquiry model that makes scientific inquiry accessible to science teachers as well as students. To develop a scientific inquiry model, we investigated the research process demonstrated by ten scientists who were working at academic research institutions or industrial research institutions. We collected data through scientists' journal articles, lab meetings and seminars, and observation of their inquiry process. After we analyzed the scientists' inquiry strategies and processes of inquiry, we finally developed the Scientist's Methodology of Investigation Process model named SMIP. The SMIP model consists of four domains, 15 stages, and link questions, such as "if, why", and "how". The SMIP model stressed that inquiry process is a selective process rather than a linear or a circular process. Overall, these findings can have implication science educators in their attempt to design instruction to improve the scientific inquiry process.