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Nam Sook Park,Han Seok Kang,Seon Ku Kim,Yong Gyun Kim,Byung Uuk Cho,Teak Soon Shin,Keun Ki Kim,Hyun Chul Park,Hong Joo Son,Hong Gu Lee,Sang Mong Lee 한국응용곤충학회 2010 한국응용곤충학회 학술대회논문집 Vol.2010 No.05
Fungi belonging to the Paecilomyces spp. have recently been used as food and herbal medicines in Korea and are greatly popular as commercially available powdered supplement or dried fruiting body. Despite this acceptance and its use, little is known of the genes related to its reactive agents. Presently, We have constructed an olig-d(T) primed directional cDNA library from the silkworm Dongchunghacho, an entomopathogenic fungus, of which species is belonging to Paecilomyces spp. based on the previous identification of ITS1 and ITS2 at the molecular level and collected from Jocheon Miryang, Korea. To isolate and screen genes in the fungus, 626 expressed sequence tags(ESTs) were generated by a partial sequencing from the cDNA library. cDNA encoding the glyceraldehyde-3-phosphate dehydrogenase(Pt-GAPDH) of Paecilomyces tenuipes- Jocheon was cloned from the above cDNA library. The complete cDNA sequence of Pt-GAPDH is comprised of 1,014bp encoding 338 amino acid residues. The deduced protein sequence of Pt-GAPDH showed higher homology with Beauberia bassiana-GAPDH(93% amino acid identity). Hydropathy analysis revealed that Pt-GAPDH protein is hydrophilic. The major three amino acids in its composition of amino acid residues were alanine(11.54%), valine(9.47%) and glycine(8.88%). The Pt-GAPDH gene of Paecilomyces tenuipes entomopathogenic fungus consisted of three exons and two introns coding for 338 amino acid residues, and the genomic DNA length of the gene spans 1302bp. The accession number of the gene in GenBank are GU997099 for Pt-GAPDH cDNA and GU997102 for Pt-GAPDH genomic DNA. More investigation works including gene expression, immunological analysis etc. will be carried continuously without hesitation after this presentation.
Nam Sook Park,Han Seok Kang,Seon Ku Kim,Yong Gyun Kim,Byung Uuk Cho,Teak Soon Shin,Keun Ki Kim,Hyun Chul Park,Hong Joo Son,Hong Gu Lee,Sang Mong Lee 한국응용곤충학회 2011 한국응용곤충학회 학술대회논문집 Vol.2011 No.05
Presently, We have constructed an olig-d(T) primed directional cDNA library from the silkworm Dongchunghacho, an entomopathogenic fungus, of which species is belonging to Paecilomyces tenuipes Jocheon-1. To isolate and screen genes in the fungus, 626 expressed sequence tags(ESTs) were generated by a partial sequencing from the cDNA library. Paecilomyces tenuipes Jocheon-1 cDNA encoding the glyceraldehyde-3-phosphate dehydrogenase(Pt-GAPDH) of Paecilomyces tenuipes Jocheon-1 was cloned from the above cDNA library. The complete cDNA sequence of Pt-GAPDHis comprised of 1,014bp encoding 338 amino acid residues. The deduced protein sequence of Pt-GAPDH showed higher homology with Beauberia bassiana-GAPDH(93% amino acid identity). Hydropathy analysis revealed that Pt-GAPDH protein is hydrophilic. The major three amino acids in its composition of amino acid residues were alanine(11.54%), valine(9.47%) and glycine(8.88%). The cDNA encoding Pt-GAPDH was expressed as a 37 kDa polypeptide in baculovirus-infected insect Sf9 cells. The Pt-GAPDH gene of Paecilomyces tenuipes entomopathogenic fungus consisted of three exons and two introns coding for 338 amino acid residues, and the genomic DNA length of the gene spans 1302bp. The accession number of the gene in GenBank are GU997099 for Pt-GAPDH cDNA and GU997102 for Pt-GAPDH genomic DNA.
A. 高校 科學 (生物·地球科學) 및 數學科 探究學習의 評價模型 定立과 評價紙 開發
李相協,權炳奎,林在圭,孫文求,吳岱燮,楊洪準,梁承榮,姜用熙,林成圭,金正遠,金吉民,兪正在 경북대학교 과학교육연구소 1982 科學敎育硏究誌 Vol.6 No.-
Currently the evaluation of high school science and mathematics learning has been too much knowledge-centered without concerning the inquiring ability or scientific attitude. This study, therefore, was made for the purpose of establishing of evaluation model for high school science (biology and earth science) and mathematics learning and its evaluation items. In this paper, the research was done about three fields, biology, earth science and mathematics. 1. For the biology, the evaluation methods of inquiry learning were studied with the foreign references, and proper evaluation items were suggested. 2. For the earth science, after analizing 5 kinds of earth science textbook of current using in high school, essential 19 items were selected. 5 of them were tested in test group and control group, then, the results were analized. 3. For the mathematice, the teaching elements of「Set」and「Flow chart」in mathematics (Ⅰ) were selected and structured. Detailed teaching objects were established and evaluation items were introduced.
대화편 「메논」의 교육학적 해석: 참된 의견(alethes doxa)과 바른 의견(orthe doxa)을 중심으로
강홍구(Hong-Gu Kang) 한국도덕교육학회 2021 道德敎育硏究 Vol.33 No.1
이 글은 플라톤의 대화편 「메논」에서 소크라테스가 제시하는 ‘참된 의견’과 ‘바른 의견’을 바탕으로 소크라테스의 교육적 관점을 탐색하는 것을 연구의 목적으로 삼고 있다. 「메논」은 무엇보다 소크라테스가 대화 상대자 메논과 함께 교육적 대화를 공동으로 해나가고 있는 과정을 드러내고 있는 것이기에 한편의 교육상황을 예시하고 있다. 또한, 소크라테스는 대화를 통해 덕의 획득에 대한 자신의 입장을 명확하게 표현하고 있다. 특히, 대화편 중반부와 후반부에 걸쳐 등장하는 ‘참된 의견’(alethes doxa)과 ‘바른 의견’(orthe doxa)은 소크라테스의 입장을 표현하는 개념이라고 볼 수 있다. 소크라테스는 무엇에 대해 모르고 있건 간에, 그가 모르고 있는 것들에 대한 참된 의견이 그의 안에 이미 있었다는 점을 지적한다. 곧, 참된 의견은 의견을 가지고 있는 자라면 누구나 가지고 있다고 가정해야 하는 논리적 차원의 앎이다. 논리적 차원의 앎임에도 그것을 의견으로 표현하는 것은 누구나 가지고 있는 의견의 이면에 붙박여 있다는 점 그리고 끊임없는 교육을 통해서 구현될 수 있다는 점을 드러내기 위한 것이다. 그리고 바른 의견은 힘든 여정인 교육을 통해 무지를 자각함으로써 참된 의견에 고개를 돌리게 된 상태, 앎을 향한 갈망의 상태를 말하는 것으로 보아야 한다. 물론 이 바른 의견은 끊임없는 탐구(교육)를 통해 고삐 매어져야 한다. 결국, 소크라테스는 고정된 목적으로서의 앎(지식)이 아니라 교육의 과정과 분리불가능한 앎(지식)을 참된 의견과 바른 의견을 통해서 메논(혹은 독자)에게 전달하고 있는 것이다. The purpose of this study is to investigate Socrates s educational viewpoint based on the ‘true opinion’(alethes doxa) and ‘right opinion’(orthe doxa) in Plato s Menon. Socrates articulates his position on the acquisition of virtue. In particular, ‘true opinions’ and ‘right opinions’ appearing in the dialogue can be seen as a educational concept. First, Socrates points out that ‘true opinion’ is a logical dimension that everyone who has an opinion should assume. And right opinion should be seen as a state of desire for knowledge and a state of turning to ‘true opinions’ through awareness of ignorance. This ‘right opinion’, of course, must be reinforced through education in order to ultimately lead to a state of knowledge. After all, by presenting ‘true opinion’ and ‘right opinion’, Socrates is telling Menon(or readers) not knowledge as a fixed purpose, but knowledge that is inseparable from education.