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RT-PCR법을 이용한 백합 바이러스 LSV, LMoV, CMV의 검출
임지현,배은혜,이용진,박성한,이규준,김새로미,정용태,Lim, Ji-Hyun,Bae, Eun-Hye,Lee, Yong-Jin,Park, Sung-Han,Lee, Kyu-Jun,Kim, Sae-Ro-Mi,Jung, Yong-Tae 한국미생물학회 2009 미생물학회지 Vol.45 No.3
2008~2009년에 강원, 충남, 제주 지역의 백합 재배 농가에서 바이러스 감염 증상을 보이는 백합의 잎과 구근을 채취하였으며 RT-PCR 방법으로 Lily mottle virus (LMoV), Lily symptomless virus (LSV), Cucumber mosaic virus (CMV) 등 3 종류의 바이러스를 검출 하였다. LSV 12주, LMoV 20주, CMV 1주가 검출 되었으며 LSV에 감염된 12개의 식물체 중 7개에서는 LMoV도 검출되어 복합 감염된 것을 확인하였다. LMoV와 LSV에 의한 복합 감염은 엽맥투명화, 잎말림, 반점, 모자이크, 황화 줄무늬 등 단독 감염보다 심각한 병징을 나타내었으며 좋지 않은 환경에서 저장된 구근에서도 복합 감염이 관찰되었다. 채집된 식물체는 LMoV 감염이 가장 많았으며 Lily virus X(LVX)에 의한 감염은 검출되지 않았다. 7개 분리주의(LMoV 4주, LSV 2주, CMV 1주) 외피 단백질 유전자를 증폭한 후 염기서열을 분석하여 국내에서 발표된 백합 바이러스 염기서열(LSV:AJ516059, CMV: AJ296154)과 비교 하였으며 LMoV는 국내에서 처음으로 염기서열을 결정하여 기존에 보고된 염기서열(AJ564636)과 비교하였다. 분리주는 기존에 보고된 바이러스와 95~99%의 뉴클레오티드 염기서열 유사성을 보였으며, 이들 분리주의 분자 생물학적 특성을 밝히고 신속하고 정확한 바이러스 진단을 위해서는 전체 염기 서열 분석이 필요한 것으로 판단되었다. Leaf samples and bulbs showing characteristic symptoms of virus infection were collected from Gang-won, Chung-nam, and Jeju Province of Korea in 2008-2009. Three viruses, Lily symptomless virus (LSV), Lily mottle virus (LMoV), and Cucumber mosaic virus (CMV) were detected by RT-PCR. Virus-infected plant samples were identified; 12 plants with LSV, 20 plants with LMoV, and 1 plant with CMV. Of the twelve LSV infected samples, seven samples were found to be mix-infected with LMoV and LSV. Symptoms of LMoV and LSV mixed infection were fairly severe, like as vein clearing, leaf curling, leaf mottling, leaf mosaic, and yellow streaking. Mixed infection with LMoV and LSV was also found in lily bulbs which have been stored under unfavorable environmental conditions. LMoV predominated in our tests, whereas spread of Lilyvirus X (LVX) was not found. The nucleotide sequences of coat protein (CP) region of seven isolates (4 LMoV, 2 LSV, and 1 CMV) were compared with the corresponding regions of LMoV (AJ564636), LSV (AJ516059) and CMV(AJ296154). The nucleotide sequence homologies between reference viruses and seven isolates were 95-99%. Complete sequencing of seven isolates is necessary to obtain more information on the molecular characteristics of these viruses as well as to increase sensitivity and rapidity of viral detection.
공감하고 실천하는 민주시민을 기르는 역사수업 - ‘정서적 감정이입(affective empathy)’을 적용한 수업 방안 모색 -
임지현 ( Lim Ji-hyun ) 역사교육학회 2021 역사교육논집 Vol.76 No.-
Recently, the newly perceived historical consciousness is related to the students' proper awareness of the historical facts of the past and their interest in the historical issues that have led to the present, and to foster the power to make the better future history on their own. Also, it is to have a citizen's consciousness to make a right decision on a given problem and to practice it at the same time, and to cultivate such a democratic citizen's historical consciousness may be a purpose of history education. involves students' interest in the historical issues that have led to the present, while fully aware of the historical facts of the past, and furthermore, I will develop the power to make the better future history on their own. Meanwhile, Barton and Levstik, who emphasized democratic citizenship education in that history education should contribute to promoting common good and participatory democracy, insisted that historical empathy is a useful principle of instruction for cultivating citizenship. In particular, criticizing the emphasis on only cognitive inquiry, they suggested that affective factors such as empathy and identification should be actively combined into historical empathy. Barton and Levstik's views have been developed by researchers at local and abroad into the discussion of the re-conceptualization to properly combine historical empathy with the cognitive inquiry processes and affective elements. It is clear that these discussions are possible logic when integrating concepts based on the studies of scholars and teaching strategies of teachers. In addition to the discussion of re-conceptualization of historical empathy and analysis of class cases using sympathy and emotion, this study specifically designed a teaching plan based on the hypothesis that historical empathy applying affective dimension can greatly contribute to the growth of students as democratic citizens, and tried to find the possibility. At the same time, through the class, this study tried finding that Barton and Levstik's ‘affective empathy’ called ‘caring’ embodies the driving force that students lead the knowledge and consciousness of history learned in classes to the practice of action as the core of the civic competency. In conclusion, historical empathy should be conceptualized as the principle of instruction that combines both tools of cognitive inquiry and affective elements. Especially, the application of ‘affective empathy’ called ‘caring’ is a factor that exerts more aggressive sympathy among students, and it could be used as a key teaching principle of democratic civic education in that it plays a role in promoting interest in the ‘common good’ such as human rights, peace, and coexistence.
임지현 ( Ji Hyun Lim ),최창우 ( Chang Woo Choi ) 한국수학교육학회 2016 初等 數學敎育 Vol.19 No.1
본 연구는 초등수학의 여러 영역 중 도형 학습에서 오류 찾기 활동을 통하여 학생들이 범하는 오류 유형이 어떤 것이 있는지를 알아보고 이러한 활동이 학생들의 수학학업 성취도와 추론 능력에 미치는 영향을 알아 보는데 있다. 연구 결과 학생들이 가장 많이 보이는 오류는 부정확한 개념과 정의에 의한 오류(55.8%)이며, 문제해결을 기피하는 오류(14.8%)를 제외하면, 시각적 자료를 부적절하게 사용하는 오류(11.4%), 문제 자료를 곡해하는 오류 (9.2%), 기술적인 오류(6.2%), 논리적으로 부적절한 추론으로 인한 오류(1.6%), 문제 자료를 불충분하다고 여기는 오류(1.0%) 순으로 나타났다. 오류 찾기 활동을 수업에 적용한 결과, 사전 및 사후 학업 성취도 검사와 추론 능력 검사에서 유의수준 5% 이내의 유의미한 차를 보였다. 이는 오류 찾기 활동이 수학 학업 성취도와 수학적 추론 능력향상에 도움을 주는 교수 방법 중 한 가지가 될 수 있음을 알 수 있었다. In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students`` errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application ``finding errors`` to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means ``finding errors`` is one of the teaching method that it develops the mathematical achievement and reasoning ability.