Time-evolving genetic networks reveal a NAC troika that negatively regulates leaf senescence in <i>Arabidopsis</i>

Kim, Hyo Jung,Park, Ji-Hwan,Kim, Jingil,Kim, Jung Ju,Hong, Sunghyun,Kim, Jeongsik,Kim, Jin Hee,Woo, Hye Ryun,Hyeon, Changbong,Lim, Pyung Ok,Nam, Hong Gil,Hwang, Daehee National Academy of Sciences 2018 PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF Vol.115 No.21

<▼1><P><B>Significance</B></P><P>Leaf senescence is regulated in a complex manner, involving time-dependent interactions with developmental and environmental signals. Genetic screens have identified key regulators of senescence, particularly late-stage senescence regulators. Recently, time-course gene-expression and network analyses, mostly analyses of static networks, have predicted many senescence regulators. However, senescence is defined by time-evolving networks, involving the temporal transition of interactions among senescence regulators. Here, we present time-evolving networks of NAM/ATAF/CUC (NAC) transcription factors, central regulators of leaf senescence in <I>Arabidopsis</I>, via time-course gene-expression analysis of NACs in their mutants. These time-evolving networks revealed a unique regulatory module of NACs that controls the timely induction of senescence-promoting processes at a presenescent stage of leaf aging.</P></▼1><▼2><P>Senescence is controlled by time-evolving networks that describe the temporal transition of interactions among senescence regulators. Here, we present time-evolving networks for NAM/ATAF/CUC (NAC) transcription factors in <I>Arabidopsis</I> during leaf aging. The most evident characteristic of these time-dependent networks was a shift from positive to negative regulation among NACs at a presenescent stage. ANAC017, ANAC082, and ANAC090, referred to as a “NAC troika,” govern the positive-to-negative regulatory shift. Knockout of the NAC troika accelerated senescence and the induction of other <I>NAC</I>s, whereas overexpression of the NAC troika had the opposite effects. Transcriptome and molecular analyses revealed shared suppression of senescence-promoting processes by the NAC troika, including salicylic acid (SA) and reactive oxygen species (ROS) responses, but with predominant regulation of SA and ROS responses by ANAC090 and ANAC017, respectively. Our time-evolving networks provide a unique regulatory module of presenescent repressors that direct the timely induction of senescence-promoting processes at the presenescent stage of leaf aging.</P></▼2>

국가수준의 과학에 관련된 정의적 특성의 평가체제 개발

김효남,정완호,정진우 한국교원대학교 과학교육연구소 1998 청람과학교육연구논총 Vol.8 No.1

학생들의 과학적 소양을 기르는데에는 과학과 관련된 정의적 특성이 중요한 역할을 한다. 과학적 태도, 자연과 과학에 대한 가치, 호기심과 관심 등의 과학과 관련된 정의적 특성이 대부분의 과학교육 목표에 포함되고 있다. 이 연구에서는 과학과 관련된 정의적 특성의 평가체제와 문항을 개발하였다. 인식, 흥미와 과학적 태도의 세 개의 주범주와 16개의 소범주로 평가체제가 구성되었다. 평가체제의 타당도는 10명의 과학교육학자들에 의하여 검증되었다. 48개의 평가 문항을 문항반응분석과 문항· 검사 상관계수를 고려하여 총 64 문항 중에서 선정하였다. 크론바하 알파계수는 인식과 흥미에서 0.83이고, 과학적 태도에서는 0.86이었다. 검사의 결과는 다음과 같다. 첫째, 과학과 관련된 정의적 특성에서 남학생이 여학생 보다 더 높은 점수를 나타내었다. 둘째, 초등학생이 중등학생보다 더 높은 과학과 관련된 특성 점수를 나타내었다. 마지막으로 도시지역의 학생이 시골지역의 학생보다 더 높은 과학과 관련된 특성 점수를 보여 주었다. Science-related affective domain is considered as a very important domain for achieving students' scientific literacy. Most science educational objectives include some objectives about affective domain such as scientific attitudes, values, curiosity, interests and concerns about nature and science. In this research, the evaluation framework and items of science-related affective domain were developed. The evaluation framework consists of three main categories such as cognition, interest and scientific attitudes and 16 subcategories. The validity of the evaluation framework is tested by ten science educators. Forty-eight items are selected among item pool by considering item response analysis and item-test correlation coefficient. The Cronbach α of the tests is 0.83(cognition and interest) and 0.86(scientific attitudes). The results of the test are as follows. First, boys got higher scores than girls. Second, elementary students got higher scores than secondary students. Finally, students in urban areas showed higher scores than those in rural areas.

문화기술적 방법에 의한 초등학교 3학년 학생의 식물 관찰능력 조사

김진영,김효남 한국교원대학교 과학교육연구소 2003 청람과학교육연구논총 Vol.13 No.1

This study was examine the 3rd graders to observe plants. So to speak, it was a survey of how much their capacity was, how many the items of observations were, how the types of observations were, and what the wrong case and the good case were. The researcher took part in their activities, took notes, recorded the scenes on video tape, and allowed the students to produce the observation report which served as a method of collecting the research data. After that, the researcher analyzed the data collected including the interview data with some students. The following research conclusions were: First, the third grades have the capacity to find some characteristics of plants observed. They understood what they should observe from each suggested plant and subsequently made a few observations appropriate for their academic level. Second, at the average number of frequency in plant observation per student, nonoperational observations were 3.5, operational observations, measurements, and observations of difference and similarity were 0.5. And there were a few of good case and bad case in the consequence of analysis. Nonoperational observations were centered for shape, color, feel, and smell, and the number of them was 7 times of the other items of observations, so we can say that they used mostly the five senses. As a result of analyzing the contents of students' reports faulty data had many abstract expressions, where as reports containing more complete and better analyzed data included more concrete and detailed expressions. Therefore, we can conclude that the third grades need more practice drills in observation ability.

초·중·고 학생들의 과학 정의적 특성 추이 분석을 위한 종단적 연구

김효남,정완호,정진우,양일호,김영신 한국교원대학교 과학교육연구소 1999 청람과학교육연구논총 Vol.9 No.1

이 연구는 우리 나라 학생들의 과학의 정의적 특성의 성취 수준을 종단적으로 분석하여 국가 수준에서 과학교육 성과를 가늠해 봄으로써, 과학교육의 질을 향상시킬 수 있는 과학교육 정책의 기초자료를 제공하는데 그 목적이 있다. 이를 위하여 1997년 2월에 초중고학생 3603명, 1999년 3월에 초중고학생 4737명을 대상으로 과학의 정의적 특성을 조사하였다. 본 연구의 결과는 학교급별 과학의 정의적 특성의 성취 수준이 초등학교에서 중학교까지 통계적으로 유의미하게(p<.05) 하락 한 후 고등학교에서 상승하는 것으로 나타났다. 또한, 남학생이 여학생보다 통계적으로 유의미하게 높게 나타났다(p<.05). 남녀간의 성취수준의 차이는 학년이 올라갈수록 감소하는 것으로 나타났다. 지역별로는 소도시보다 대도시가 높게 나타났으며, 시간이 지날수록 그 차이가 커지는 것으로 나타났다. 1997년과 1999년의 성취 수준을 비교해보면 1999년의 성취수준이 통계적으로 유의미하게 낮게 나타났다. 또한, 국가수준의 과학에 대한 성취도를 분석할 수 있는 모니터 과정이 계속적으로 이루어지길 기대한다. The purpose of this study was to longitudinally analyze Korean students' trend on science-related affective characteristics and provide descriptive data for improving the quality of Korean science education. In this longitudinal study, 3603 students and 4737 students were sampled in elementary and secondary schools, respectively in January 1997 and March 1998. The result showed that students' affective characteristics were decreased with statistical significance(p<0.05) during elementary and junior high school periods, but students' affective characteristics were increased during high school period. Affective characteristics of male were significantly higher than those of females' (p<0.05). Difference on affective characteristics between female and male students was being decreased by increasing grades. Students' affective characteristics in metropolitan areas were significantly higher than those in regional areas and difference between them was increased in 1999 comparing to 1997. The students' affective characteristics in 1999 were lower than those in 1997 totally.

자연과 수업에서 Vee Diagram 의 적용에 대한 연구

정진우,송보용,김효남 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

The purpose of this study is to analize the effect of Vee Diagram on the ability of scientific investigation, scientific attitude, cognitive ability in elementary school. For this study, 68 sixth grade students were selected and they were divided into two group: one is the experimenal group with Vee diagram instruction, the other is the control group with conventional instruction. Data were collected from the samples to know effect of Vee Diagram instruction and compared the experimental group with the control group. The result of analysis is as follows: 1. The vee diagram instruction is better than the conventional instruction for improving the scientific inquiry skills. 2. The vee diagram instruction does not show statistically meaningful difference to the conventional instruction for improving the scientific attitude. 3. The vee diagram instruction is better than conventional instuction for improving scientific knowledge. The results indicated that Vee diagram instruction is effective in learning strategy for improving scientific attitude.

악골에 발생한 중심성 골종(Central Osteoma)의 치험례

김일규,김효정,최진호,장금수,오남식 대한악안면성형재건외과학회 2002 Maxillofacial Plastic Reconstructive Surgery Vol.24 No.1

Two cases are described of Endosteal Osteoma which developed in the Jaw bone and were painful. The tumors were radiographically characterized by dense radiopaque lesion. The surface was smooth and overlying mucosa was normal in color. Tentative diagnosis was OSteoma. The tumors were treated surgically. Postoperatively the patients made uneventful recovery and the wound healed satisfactory. Postoperative radiograph showed that radiopaque mass had been completely removed. Histologically, biopsy was reported as Central Osteoma. Subsequent follow-up examinations show no recurrence of the lesion or the pain.

초등학교 학생들의 귀납연역적 추론 능력과 정신 용량 및 보석 오류와의 관계

김설한,정진우,김효남 한국교원대학교 과학교육연구소 1998 청람과학교육연구논총 Vol.8 No.1

The purpose of this study was to analyze the problem solving strategies of elementary school students and to find out correlations between the functional mental capacity, the perseveration error and the Creature Card Task solving ability. To study this purpose, four categories were selected through pilot test. The sample consisted of 231, the 4th grade students and the 5th grade students in Inchon, Korea and selected 32 students among them. Three instruments were used in this study, Creature Card Task, FIT(Figural Intersection Test) and WCST(Wisconsin Card Sorting Test). Researcher interviewed 32 students about Creature Card Task solving strategies and tests with FIT, WCST. Major findings of the study are as follows: 1. Creature Card Task solving strategies of the selected 4th & 5th grade students were different. Some students solved problems during individual interviews. 2. Creature Card Task solving abilities were significantly correlated with the functional mental capacity and the perseveration error.

맹출장애가 있는 하악대구치의 임상적 관리

손우성,이해경,남형진,강상욱,송효경,김성식 부산대학교 병원 암연구소 2009 부산대병원학술지 Vol.- No.25

당귀의 품질평가법에 관한 연구

조창희,김수정,이남윤,우영아,김효진 동덕여자대학교 종합약학연구소 2001 동덕약학연구지 Vol.5 No.-

Angelicae gigantis radix is the root of the perennial plant, which belongs to family Umbelliferae. However, this herbal drug has quite different chemical components according to its different geographical origin though other herbal drugs (i.e. Leonuri Herba, Xanthii Fructus and so on) show similar major constituents. In other word, the root of Angelica gigas containing the coumarin compounds is commonly used in Korea as Angelicae gigantis radix, while Angelica sinensis and Angelica acutiloba including phthalide compounds are used in China and Japan, respectively. In this paper, Near-Infrared spectroscopy was developed to determine Genus name of Angelica spp., especially Angelica gigas and Angelica sinensis which are generally misused in the herbal market. Also X-ray fluorescence spectrometry was evaluated to analyze the differences between Angelica gigas and Angelica sinensis with their specific properties.

과학수업모형의 비교 분석 및 내용과 활동 유형에 따른 적정 과학수업모형의 고안

정완호,권재술,최병순,정진우,김효남,허명 한국교원대학교 과학교육연구소 1996 청람과학교육연구논총 Vol.6 No.1

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching model, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching model and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.