Recombinant canstatin inhibits angiopoietin‐1‐induced angiogenesis and lymphangiogenesis

Hwang‐,Bo, Jeon,Yoo, Ki Hyun,Park, Jong‐,Hwa,Jeong, Han‐,Sin,Chung, In Sik Wiley Subscription Services, Inc., A Wiley Company 2012 International journal of cancer: Journal internati Vol.131 No.2

<P><B>Abstract</B></P><P>We describe the effect of recombinant canstatin, the NC1 domain of the α2 chain of Type IV collagen, on suppression of angiogenesis and lymphangiogenesis both <I>in vitro</I> and <I>in vivo</I>. Recombinant canstatin produced from stably transformed <I>Drosophila</I> S2 cells reduced the expression of angiopoietin‐1 in hypoxia mimetic agent, CoCl<SUB>2</SUB>‐treated CT‐26 cells. Recombinant canstatin inhibited proliferation, tube formation and migration of human angiopoietin‐1 (rhAngpt‐1)‐treated human umbilical vein endothelial cells (HUVEC) and lymphatic endothelial cells (LEC). Recombinant canstatin suppressed the expression of Tie‐2 and vascular endothelial growth factor‐3 (VEGFR‐3) transcripts in rhAngpt‐1‐treated HUVEC and LEC, respectively. The inhibitory effect of recombinant canstatin on tumor growth was also investigated using a heterotopic CT‐26 colon carcinoma animal (BALB/c mice) model. Recombinant canstatin reduced the final volume and weight of tumors, and blood and lymphatic vessel densities of tumors, which were evaluated by CD‐31 and LYVE‐1 immunostaining. Immunohistochemical analysis showed that recombinant canstatin dramatically reduced the expression of angiopoietin‐1 in CT‐26 colon carcinoma‐induced tumor, but not the expression of VEGF‐C. Tie‐2 and VEGFR‐3 expressions were also reduced in recombinant canstatin‐treated tumors. These results indicate that recombinant canstatin has anti‐tumoral activities against CT‐26 colon carcinoma cells. Recombinant canstatin reduces the expression of angiopoietin‐1 in hypoxia‐induced CT‐26 cells and inhibits the angiogenic and lymphangiogenic signaling induced by angiopoietin‐1. Recombinant canstatin probably inhibits angiogenesis and lymphangiogenesis <I>via</I> suppression of the integrin‐dependent FAK signaling induced by angiopoietin‐1/Tie‐2 and/or VEGFR‐3.</P>

공주지역사회 체육의 진흥방안

황보연 공주교육대학교 초등연구원 1974 公州敎大論叢 Vol.11 No.-

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공주군내 일부국민학교 아동의 학교 및 가정사고에 대한 조사

황보연 공주교육대학교 초등연구원 1977 公州敎大論叢 Vol.13 No.2

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대구 유니버시아드대회 자원봉사활동에 대한 만족도 연구

황성동,성희자,고강호,전보경,권현수 慶北大學校 社會科學大學 2003 社會科學 Vol.15 No.-

고대영어의 관계사 (Ⅰ)

황보근 대구대학교 외국어교육연구소 1986 외국어교육연구 Vol.1 No.-

영어 교과서에 기술된 문법구조 유형 비교 연구 : 중학교 3학년 교과서를 중심으로

황보근,김정연 大邱大學校 師範大學 附設 敎育硏究所 2010 學校敎育硏究 Vol.5 No.2

The purpose of this study is to analyse the grammatical contents in middle school English textbooks for finding an effective way of grammar instruction to improve communicative ability. For this purpose, five sets of middle school English textbooks, which are authorized by the Ministry of Education according to the 7th Curriculum, were analysed. The results of this analysis are as follows : First, grammar items were presented in separate parts in three sets of textbooks and in the other textbooks, they were presented in various activities to improve communicative competence such as reading, writing, speaking, and listening skill. Second, three sets of textbooks, which grammar items were presented systematically, did not show them in situations or contexts but in simple pattern practices. So, this may lead the learners to concentrate upon mechanical learning of grammatical rules. In two sets of textbooks, grammar items were not presented systematically but, grammar learning can be made meaningful by language form being embedded in contexts. Third, the presentational method of these textbook's language forms is deductive. Currently, the inductive method, which gives students a chance to discover within a context, is preferred, and has proven to be more successful. The fundamental purpose of language is communication and, English education also aims to this. If what we said is ungrammatical, though we can speak English fluently, it's not sufficient to accurate communication. Communicative competence means the ability to speak in target language both fluently and accurately. Grammar is important, if not absolutely essential for improving communicative competence. Therefore, as one competent of communicative competence, grammar is no longer taught in isolation but in relation to reading, listening, writing in one lesson. Communicative activities suitable for a Korean classroom environment should be developed and teachers should provide students with an effective and meaningful grammar instruction. 진정한 의미의 의사소통 능력이란 정확성과 유창성을 겸하는 것이어야 한다. 따라서 언어 교육은 유 창성과 정확성 중 어느 하나만을 선택하여 획득하는 것이 아니라 둘 다를 목표로 하여야 한다. 유창성 과 정확성을 동시에 겸한 진정한 의미의 의사소통 능력을 위해서 문법 능력은 필수라는 것이 많은 연구를 통해 증명되면서 의사소통 능력 향상을 위한 효과적인 문법 교육이 영어 교육의 중요한 이슈가 되었다. 이제는 문법을 가르쳐야 하는가 아닌가 하는 문제가 아니라 의사소통 중심 영어 수업에서 문법 의 역할은 무엇인가, 좀 더 구체적으로 우리나라 교육 현실에 맞추어 어떻게 무엇을 얼마나 가르쳐야 하는가가 논의의 대상이 된 것이다. 이에 본 연구는 의사소통 능력을 향상시키기 위한 효과적인 문법 교육의 방향을 알아보기 위하여 영어 교육의 가장 기본적인 언어 자료인 영어 교과서에서 문법이 차지하는 비중과 문법 내용, 그리고 문법내용의 제시 방법에 대해 연구하고자 한다.

푸쉬코 메카니즘 언어학 : 원리,방법,적용에 관한 시론 le principe, la me'thode et des applications

황보순 慶北大學校 語學硏究所 1989 語文硏究 Vol.14 No.-

고대영어의 수동구조

黃保根 대구대학교 인문과학연구소 1986 人文科學硏究 Vol.4 No.-

A structural description of passive constructions in Old English is the primary purpose of this paper. In other words, it can fairy be said to be the preliminary stage for further studies on syntactic changes in English, since diachrony must be studied on the basis of patterned synchronic data. The structural description of passives in Old English, unlike that in Modern English, is not an easy task. Major obstacles are: passives in OE have few corresponding actives, and the analysis performed only on literature-written language-not on spoken one. However, the following can be classified, as the three major patterns of OE passive constructions, by the analysis of them in Anglo-Saxon Chronicles, Alfred’s Pastoral Care, and several primary OE texts available: 1. NP hatan NP beon/wesan NP 2. NP{ weorpan }+PP (Prep) {AP} (Prep+NP) beon/wesan 3. NP weorpan +PP NP (Prep +NP) Except for the Tppe 1, the passive auxiliaries used in OE are beon, wesan and weorpan, and their semantic functions are different in the early OE period. Later they came to be used interchangibly as the original meaning of weorpan disappeared. The identification of the semantic functions of prepositions in agentive adjuncts is grueling. The reason is the agentive adjuncts can be viewed as ‘principle agents’, ‘medium’, ‘means’, ‘cause’, ‘reason’, or ‘instrumentality’according to modern interpretation. The preposition used before agent NPs in Oe are : at, by/be, fram/from, mid, of, purh, etc.

영어 쓰기능력 함양을 위한 교수-학습 방법 제안 : 자기주도적 학습활동을 통하여

황보근,전병락 대구대학교 인문과학 예술문화연구소 2003 人文科學硏究 Vol.25 No.-

The ultimate object in English education is to cultivate the communicative competence. Spoken English has been put great emphasis on, while the writing skill of English has been mostly neglected. The purpose of this study is to help middle students develop and improve their English writing skill through self-directed learning activities by students themselves, presenting them various effective teaching and learning techniques. The analytical results of the hypotheses indicated the following conclusions: First, in improving writing skill in English, continuous writing activities by the self-directed learning method are more effective than the traditional one. Second, the experimental method has a positive transitional effect on improvement of the students' general English proficiency because it has beneficial effects upon other skills as well. Lastly, the continuous writing activities by the self-directed learning method made affirmative changes in the students' attitude towards and increased their interest in English more than by the traditional method.

"요구하기" 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명,강수균 한국언어치료학회 1997 言語治療硏究 Vol.6 No.1

The purpose of this study is to investigate how Social Language Intervention affect the spontaneous social language of language disordered children in the language tharapy room. For this purpose, three preschool children with language disorder were selected in the integrated preschool and nonintegrated preschool settings. Social Language Intervention of this study was limited to 'Request' among the categories of the pragmatic funtion of the social language. Using multiple baseline design accross subjects, the frequency of the spontaneou s 'Reguest' in response to the examiner's mand was measured. The frequency of the spontaneous 'Request' during free-play in the integrated and nonintegrated preschool settings was analyzed to see generalization of newly acquired social language. The results obtained from the present study are as follows: Firstly, the frequency of the spontaneous social language was increased through Social Language Intervention for children both in integrated and nonintegrated set tings. However, the generalization effect occurred significantly more often in children treated in the integrated setting. Secondly, Social Language Intervention increased the frequency of the spontaneous speech in 'Suggestion' and 'Action Request' among the subcategories of ' Request.' The other subcategories(i.e., 'Question' and 'Approval Request') stayed almost the same. In addition, children treated in the integrated setting showed better improvement in terms of frequency of spontaneous 'Suggestion' and 'Action Request.' Thirdly, Social Language Intervention increased the frequency of the spontaneou s 'Assertion' social language in children treated in the integrated setting than nonintegrated setting. Finally, Social Language Intervention increased the frequency of the spontaneou s 'Response' in children treated in the integrated setting than nonintegrated setting.