Protein Kinase CKII Interacts with and Phosphorylates CKBBP2

Soo-Hyun Yoon,Nang-Soo Oh,Won-Kyu Lee,Young-Seuk Bae 한국생명과학회 2006 한국생명과학회 심포지움 Vol.46 No.-

Generation of Expression Clone Set for Functional Proteomics of Human Gastric and Liver Cancers

Oh, Nang-Soo,Park, Ji-Seon,Jeon, Yeo-Jin,Oh, Jung-Hwa,Jeong, So-Young,Yang, Jin-Ok,Park, Yong-Won,Yoo, Hyang-Sook,Kim, Nam-Soon SAGE Publications 2009 Experimental biology and medicine Vol.234 No.10

<P>Two thousand sixty-eight multi-purpose expression clones for the 326 candidate genes related to gastric or liver cancers were constructed using the Gateway system. These clones can be expressed as His, Glutathione-S-transferase (GST) or Enhanced version of the green fluorescent protein (EGFP) fusion proteins in E. coli, insect cells or mammalian cells. For the 246 E. coli expression clones, the GST fusion proteins had greater expression efficiency and solubility than the His fusion proteins. Approximately 20% of the expressed proteins had unexpected molecular weights. A detailed sequence analysis of these clones revealed frameshift mutations resulting from insertion, deletion or substitution of nucleotides. The results indicate that these changes in the candidate genes may affect the occurrence of gastric or liver cancers. In addition, when 105 proteins, which were expressed in E. coli at very low or undetectable levels, were expressed in insect cells, 76% of the proteins were expressed very well and most were soluble. We also found that most of the 30 proteins prepared using EGFP mammalian expression clones were localized to cellular compartments expected by Gene ontology (GO) and this localization was unaffected if the EGFP-fusion was at the N-terminal or C-terminal region of the protein. Antibody production and subcellular localization analysis of the candidate genes as well as a screen of genes involved in carcinogenesis pathways are currently in progress using these expression clones. These studies provide a valuable resource for developing a better understanding of the molecular mechanism of carcinogenesis in both gastric and liver cancer and would be very helpful in diagnosis and therapeutic predictions.</P>

Induction of inflammatory cytokines and toll-like receptors in chickens infected with avian H9N2 influenza virus

Nang, Nguyen Tai,Lee, Joo Sub,Song, Byung Min,Kang, Young Myong,Kim, Hyun Soo,Seo, Sang Heui BioMed Central 2011 VETERINARY RESEARCH Vol.42 No.-

<P>H9N2 influenza virus is endemic in many Asian countries and is regarded as a candidate for the next human pandemic. Knowledge of the induction of inflammatory responses and toll-like receptors (TLRs) in chickens infected with H9N2 is limited. Here, we show that H9N2 induces pro-inflammatory cytokines such as transforming growth factor-beta 3; tumor necrosis factor-alpha; interferon-alpha, -beta, and gamma; and TLR 1, 2, 3, 4, 5, 7, and 15 in trachea, lung, and intestine of infected chickens. In the lung, TLR-15 was dominantly induced. Taken together, it seems that H9N2 infections efficiently induce inflammatory cytokines and TLRs in trachea, lung and intestine of chickens.</P>

Additional Report of the Genus Asthena(Lepidoptera: Geometridae) from Korea

Nang-Hee Kim,Sei-Woong Choi,Sung-Soo Kim 한국동물분류학회 2018 Animal Systematics, Evolution and Diversity Vol.34 No.2

After the revision of the Korean species of Asthena Hübner, we additionally added one new species, Asthena koreana sp. nov. and two new records, Asthena hamadryas Inoue and Asthena sachalinensis (Matsumura) from Korea. Asthena koreana sp. nov. can be characterized by the white forewing with a costally bifurcated, loop-shaped antemedial line, black minute discoidal dot and single postmedial line and white hindwing with straight antemedial line and black discoidal dot. Asthena hamadryas Inoue can be distinguished by a white forewing with a costally loop-shaped antemedial line and undulating, double lines of the postmedial line, as well as a white hindwing with four light ochreous waved lines without discoidal dots. Asthena sachalinensis can be distinguished by their whitish forewing with thick light brownish postmedial lines and minute black discoidal dot on the costal loop of the antemedial line and whitish hindwing with light brownish medial lines with minute black discoidal dot. Currently, eight species of the genus are known in Korea. We provided a revised key to the Korean species of the genus.

효율적인 지도교육을 위한 아동 공간인지발달 연구

최낭수 한국 지리·환경 교육학회 1999 한국지리환경교육학회지 Vol.7 No.1

The map as a tool to improve spatial ability has been focused in geography education for better geography teaching. In the elementary school, the importance of maps in geography has been also emphasized by a few geography educators, although a role of maps in geography has been neglected for so many years. This study is concerned with the examination of a particular aspect of Piagetian theory, the childs conception of space, for more effective map education in geography. In particular, the underlying mechanism of childs spatial development is a focal point of interest. Improvements can be made once we understand how the child understands maps. Seven to twelve years of Korean children performed the three map-related tasks. The tasks used were the spatial ability task, map conceptualization task, and perspective task. These were devised to explain the underlying mechanism of childs development of spatial cognition. The main findings are: (1) There exists a positive correlation between spatial cognitive ability and intelligence quotient. (2) It was experimentally found that the conceptualization of maps was already formed in elementary school children. It implies that the appropriate map education in geography is in need for all age groups in the elementary school. (3) The spatial cognition on perspectives was also developed in most children regardless of their ages. However, the way they understand perspective problems differed distinctly between 2nd graders and 4th graders. 2nd graders were believed to be still in the stage of egocentrism as was described by Piaget. Thus, geography teachers need to properly teach them appropriate spatial terms that represent space such as orientation, scale, symbol, etc. It is therefore suggested that the underlying mechanism of childs spatial development be properly reflected on map teaching for elementary school children.

地圖敎育을 통해서 본 圖解力의 重要性

최낭수 한국 지리·환경 교육학회 1998 한국지리환경교육학회지 Vol.6 No.1

Graphic literacy is an important term that has come to refer to reading and drawing abilities about graphics, and is supposed to be developed by normal children. It is especially important to the elementary school children who are constantly developing the process of learning and understanding necessary information about the environment. A map, as a spatial representation, is regarded as a primary medium to explain graphicacy in geography, since it serves as a unique channel of communication, and conveys information of a spatial or geographic nature corresponding to its real world referents. However, it is apparent to educators that there exists a substantial level of geographic ignorance among elementary school children. A step toward elimination this ignorance is to examine children's understanding of maps. In general, geometric and graphic characteristics of maps play an essential role in exploring how children understand maps. First, viewing azimuths and viewing angles are regarded as two basic components in explaining the geometric representation of geographic space. Of these, studies on viewing azimuths are mainly concerned with the children's coordination or orientation of perspectives. The influence of viewing angles, however, on children's conceptual understanding of maps has not been well investigated Secondly, the graphic modes of spatial representation are also to be explored, together with the geometric domain. Here, the issue is to examine iconic vs. symbolic representation ability in the children's spatial developmental stages. In other words, it focuses in their developmental stage on a continuum where children's graphic representations transit from iconic or mimetic(concrete) to symbolic or arbitrary (abstract) ones. In this study, the geometrical domain of spatial representation is specifically explored by examining viewing angles, i.e., elevation, oblique, and planimetric views, whereas, the graphic domain of spatial representation is studied by examining iconic versus symbolic issues. Of importance would be to interrelate these two domains of spatial representations, and then, to explore children's spatial representational ability by means of map reading. In addition, psychological theories of development will be incorporated to better understand the nature of children's spatial representation ability. Piaget observed the transition from perception to mental representation of space in the children's successive developmental stages. Hence, the intellectual vs. visual realism issue comes into play to explain the development of map reading ability. To reiterate, an explanation as to whether children represent either what they know (intellectual realism) or what they see (visual realism), will be appropriate to comprehend the children's spatial representation of objects. Specifically, in order to look at their levels of spatial representation, it is essential to specify their canonical forms referred to as the most readily recognized and remembered view or cleaned-up version of some form or object.

국민학교 아동의 공간개념 형성에 관한 연구 : 축척과 지도화를 중심으로

최낭수 서울대학교 지리교육과 1983 지리학과 지리교육 Vol.13 No.1

Understanding of space in terms of geographic education is expected to have an important role in explaining geographical theory. Many scholars have tried to understand space in human experience and have made great contributions in this field. They studied psychological methods in order to explain the conception of space in geography. That is to say, they realized that human experience is related to perception, cognition and conception. In addition, the conceptual development of human beings able to understand various phenomena in space is differentiated by the degree of their experience. The purpose of this study is to outline the degree of elementary school student's understanding of space in geography through an experiment on maps to sale and mapping around their school. The degree of understanding is interpreted by Piaget's theory with a view toward enlarging the field of operation of thinking. Piaget claims that intellect is an operation which is a product of the interaction between an individual and his circumstance by the biological invariant function adaptation (accomodation, assimilation) , and organization. As geographic education must not be concerned not with $quot;transmission$quot; of ready-made geography but with the development of $quot;geographical thought patterns$quot;, Piaget's theories are pertinent. Results of this study through mapping and experiments of maps to scale may be summarized as follows: 1) The Period of Preoperational Thought (The 2nd and 3rd Grades): Children's thinking in this stage is essentially egocentric in the sense that all events are interpreted as being related to their needs or actions. Further, they find it difficult to understand the relationship between the parts of a whole and the whole. During this period, it is also relevant to geographical teaching to mention relative terms such as bigger than and smaller than. It is necessary for teachers to be concerned with children's emotions because their thinking is restricted to their experiences. 2) The Period of Concrete Operation (The 4th and 5th Grades) : During this period, 'operations' become purely mental operations in the sense that they are internalized. Children seem to understand the scale aspect of maps and to expand the scale of their cognition in mapping. More specifically, children who are reaching the end of the stage of concrete operations (The 5th Grades) learn to deal with hierarchies of classes. Not only are they able to form concepts, but they realize that certain concepts include others. That is to say, they begin to understand that the region around their school may be divided into blocks, and that each block contains a number of buildings. 3) The Period of Formal Operation (The 6th Grade) : Few children who are evolving towards the stage of formal operations become aware of the need arid importance of perception in defining concepts. Thus they search for uncertain facts in order to define an object or idea. According to Piaget, the concept of scale is formed during the period of concrete operations, but in reality it is: formed during the period of formal operation. In general, there is the distance-decay principle which means the drawning of maps in the region around the student's school. Also many factors drawn on the map are linked with their abundant experiences, not their ages. There is a limitation to generalizations because of sampling in the process of learning. But it is. necessary to enlarge the field of study in order to explain which, space is conceived more exactly. The ability of children to acquire knowledge in geographical education must be studied and the philosophy and methodology of geography and education must be studied systematically. A strong, need is felt for further investigation in this direction.

One new species and one new record of lymantriine moths (Lepidoptera: Erebidae: Lymantriinae) in Korea

Kim, Nang-Hee,Choi, Sei-Woong,Kim, Sung-Soo The National Institute of Biological Resources 2019 Journal of species research Vol.8 No.3

Herein, we report a new record of Arna bipunctapex (Hampson) and a new species, Euproctis fulvatus sp. nov. in Korea; both are Lymantriine moths. Arna bipunctapex is distinguished by a relatively large wingspan with two black dots and a small dot between these black dots in the apical region of a yellowish forewing. The male genitalia of A. bipunctapex can be distinguished by the lack of a process on the sacculus of valva while the female genitalia can be distinguished by an antrum that is basally flat with two lateral digitate arms. Euproctis fulvatus is distinguished by yellowish wings with a medially curved central fascia of the forewing. The male genitalia can be distinguished by the bifid, digitate uncus and the simple, square-shaped valva with a distal strong invaginated margin. The female genitalia can be distinguished by the long, medially twisted, ductus dursae with simple antrum posteriorly strongly sclerotized and ovate corpus bursae without signum. Larvae of E. fulvatus are distinguished by a black head with a pair of long, black, lateral tufts, dorsum with 10-11 white intersegmental dots and bright red setal warts on T2-A8, and bright red glands on A6 and A7.

Additional Report of the Genus Asthena (Lepidoptera: Geometridae) from Korea

Kim, Nang-Hee,Choi, Sei-Woong,Kim, Sung-Soo The Korean Society of Systematic Zoology 2018 Animal Systematics, Evolution and Diversity Vol.34 No.2

After the revision of the Korean species of Asthena $H{\ddot{u}}bner$, we additionally added one new species, Asthena koreana sp. nov. and two new records, Asthena hamadryas Inoue and Asthena sachalinensis (Matsumura) from Korea. Asthena koreana sp. nov. can be characterized by the white forewing with a costally bifurcated, loop-shaped antemedial line, black minute discoidal dot and single postmedial line and white hindwing with straight antemedial line and black discoidal dot. Asthena hamadryas Inoue can be distinguished by a white forewing with a costally loop-shaped antemedial line and undulating, double lines of the postmedial line, as well as a white hindwing with four light ochreous waved lines without discoidal dots. Asthena sachalinensis can be distinguished by their whitish forewing with thick light brownish postmedial lines and minute black discoidal dot on the costal loop of the antemedial line and whitish hindwing with light brownish medial lines with minute black discoidal dot. Currently, eight species of the genus are known in Korea. We provided a revised key to the Korean species of the genus.

창조력과 구조주의

최낭수 서울대학교 지리교육과 1988 地理敎育論集 Vol.19 No.1

地理 敎育的 측면에서 知識 體系에 대한 敎育은 構造的 접근을 통해서 가능하다는 주장이 여러 학자들에 의해 논의되고 있고, 그 妥當性 與否도 試行錯誤를 거쳐 어느 정도 敎育過程에 反映되고 있다. 이 글 역시, 부분적으로 構造的 接近에 대한 省察을 通해 지식 체계의 교육이라는 創意力 産出의 교육으로 진일보할 수 있는 틀을 假定하고 있다. 心理學的 접근에 바탕을 두고 쓴 이 글은, 우선 삐아제의 認識論的 構造主義(Constructivism)와 創造力 사이의 過程(process)의 유사점을 强調한다. 주로 發達이라는 측면에서의 發達 過程을 중심으로 展開되어지는 삐아제의 構造主義는, 새로운 思考를 계속 摸索해 나가는 創造力의 過程에 比較될 수 있다. 나아가 이러한 비교는 다음의 例들을 통하여 具體化 되어진다. 이 글에서는, 첫째, 人間의 先天性(nature) 내지는 後天的 特性(nurture) 자체만을 강조한다기 보다는 人間과 環境간의 相互作用을 통한 發達을 創造力의 과정으로 보고 있다. 둘째, 이 과정 자체가 어떤 論理的 連續性(logical sequence)을 갖고 있음을 가정하는데, 이러한 假定은 삐아제의 認知 發達 段階 理論의 4단계와 創造力의 3단계-內的 成熱期, 外的 成熱期, 自己 評價 期一등에 의해 구체화 되어진다. 특히, 成就 段階에서 그 다음 단계로의 變移(transformation)를 구조주의나 창조력 사이의 과정(process)의 共通된 특성으로 看做하고, 이러한 變移의 形成 原因과 成立 過程을 중심으로 論理的 連繫性을 證明하고자 하였다. 셋째로, 敎育에의 適用이라는 면을 考慮할 때, 발달 내지 창조력의 과정 자체에 대한 理解는, 실제 敎育 現場에서 兒童의 問題解決 能力(problem-solving ability)을 도울 수 있다고 여겨진다. 마지막으로, '敎育'이라는 主題의 ?大함으로 因해 계속적인 연구의 모색이 요구되며, 나아가 지리 교육에의 活用 問題도 계속 추구해야 할 課題로 남아있다.