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Background : The Schizonepeta which is characterized by short growth period is used for the pedicel as a medicinal plant. Its main ingredients are essential oil, monoterpenoid, and flavonoid. Major effects include fever, pain, anti-inflammation, and anti-allergy. There are no varieties developed so far, and it is necessary to develop standard varieties to supply domestically good varieties. In this study, the growth and yield characteristics of the genetic resources collected for cultivating good-quality varieties were tested. Three strains were classified into early, medium, and late life. Methods and Results : The research was carried out in the test packaging of the Medicinal Resources Research Institute (Hamyang) in Gyeongnam province. It was harvested in late May, early June, and mid June by flowering season. The harvest time was mid June, late June, mid July, late July, mid August, and late August. Flowering, growth characteristics and yield were investigated. Growth characteristics showed a tendency to increase with the delay of flowering and harvesting time, such as plant height, leaf length etc. As the flowering time and harvesting time were delayed, the number of trees increased. The selected early line showed 89.4 ㎝ in plant length, 38.3 g grain weight, medium line 69.5 ㎝, 61.0 g, late line 136.4 ㎝, 111.2 g. Conclusion : When the cultivars are selected for the selected strains, it is expected that the cultivars with high physiological activity characteristics will be able to develop the cultivars as high quality varieties and high yield varieties.
Background The coexistence of t(9;22)(q34;q11.2) and inv(16)(p13q22) chromosomal abnormalities is extremely uncommon, and only a small number of such cases have been reported. Here, we characterized 7 cases of hematologic malignancy exhibiting t(9;22) and inv(16) coexistence. Methods We reviewed the cytogenetic data for hematologic malignancies treated at the Catholic Blood and Marrow Transplantation Center between January 2004 and June 2013. We identified 7 cases exhibiting t(9;22) and inv(16) coexistence. In addition, we analyzed mutations in the IKZF1, NPM1, FLT3, N-RAS, K-RAS, c-KIT, and TP53 genes. Results Four cases of chronic myelogenous leukemia (CML; 1 chronic phase, 2 accelerated phase, and 1 blast phase) and 3 cases of acute myeloid leukemia (AML; 1 de novo and 2 therapy-related) were identified. The percentages of circulating blasts and bone marrow eosinophils were higher in AML cases than in CML cases (53% vs. 5% and 30% vs. 5.5%, respectively). The proportions of each chromosomal abnormality were used along with follow-up karyotyping results to identify secondary changes. In BCR/ABL, a p210 fusion transcript was associated with CML, whereas a p190 fusion transcript was associated with AML. One patient with AML harbored 2 mutations: c-KIT D816V and TP53 E11Q. All patients except 1 with CML blast phase sustained clinical remission after treatment, which included an imatinib mesylate regimen. Conclusion This study shows that observations of bone marrow morphology, initial and follow-up cytogenetic studies, and karyotyping of BCR/ABL1 and CBFB/MYH11 provide valuable information for characterizing hematologic malignancies exhibiting t(9;22) and inv(16) coexistence.
The purpose of this study is to report and share an adoption on using learning portfolios in a university setting and writing through portfolio writing samples including personal drafts, peer feedback, teacher feedback, and personal reflections. By adopting the idea of using Learning Portfolio system, this study tries to report that it can be an applicable teaching/learning tool for English language learners (ELLs)in an English as a Foreign Language (EFL) context to facilitate their writing skills through using portfolio system. Participants were given a Learning Portfolio workshop which indicated how to make an appropriate portfolio and asked to collect their writing drafts, peer feedback, teacher feedback, and personal reflections. Both qualitative and interpretive analyses were conducted for 70 students' portfolio samples throughout two different semesters. The study revealed that the students' writing anxiety was reduced as they can check their progress through the collection of their portfolio. Errors of basic sentence structure, subject-verb relationship, and the tense were noticed by the peer feedback and teacher feedback. This study suggests that educators could be aware of, and consider adopting, the Learning Portfolio system in writing class so as to facilitate students'writing development.
Ascorbic acid (AsA) is a strong antioxidant/ reducing agent that can be converted to dehydroascorbate (DHA) by oxidation in plants. DHA, a very short-lived chemical, is recycled to AsA by dehydroascorbate reductase (DHAR). Previously, DHAR cDNA was isolated from the hairy roots of the sesame plant, and DHAR-overexpressing transgenic potato plants were generated under the control of the CaMV35S promoter (CaMV35S::DHAR). An increase in transgene expression and ascorbate levels were observed in the transgenic plants. In the present study, proteomic analysis revealed that transgenic plants not only accumulated DHAR in their cells, but also induced several other antioxidant enzyme-related proteins during plant growth. These results suggest that DHAR is important for stress tolerance via induction of antioxidant proteins, and could improve stress tolerance in transgenic potato plants. 아스코르빈산(ascorbic acid, AsA)는 강력한 항산화 물질및 환원제로서 식물에서 산화형 AsA인 dehydroascorbate (DHA)를 활성형인 환원형 AsA로 변환시키는 효소인dehydroascorbate reductase (DHAR)에 의해 생성된다. 선행연구의 결과로서, 본 연구팀은 참깨의 모상근에서 분리한 DHAR 유전자를 이용하여 항시 발현하는 CaMV 35S 프로모터와 괴경 특이적으로 발현하는 patatin 프로모터의 조절하에 과발현 시킨 형질전환 감자를 개발하였다형질전환 감자 식물체들은 비형질전환체 보다 증가된DHAR 활성과 AsA 함량을 보인 바 있다. 본 연구에서는단백질체 분석을 통해서 형질전환 감자 식물체에서DHAR 과발현에 의해 조절되는 단백질들을 조사하였다. 단백질체 분석의 결과로서, 형질전환 감자에서 도입된DHAR 단백질과 다양한 항산화 관련 단백질들이 식물 생장시기 동안 증가 하였다. 본 연구의 결과로서, 도입된유전자인 DHAR이 항산화 단백질들의 발현 증가를 통해형질전환 식물체의 스트레스 내성 기작을 향상 시킬 수있을 것으로 생각된다.
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The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.
인체내에서 소화불량 및 알레르기 반응을 일으킴으로써 콩의 품질을 저하시키는 물질인 Kunitz trypsin inhibitor(KTI) 단백질이 결핍되고, P34 단백질을 적게 함유하는 콩 계통을 선발하기 위해서, 현재까지 보고되지 않은 KTI 단백질의 유무와 P34 단백질 함량간의 유전관계에 대한 정보를 얻기 위하여 본 연구에서 얻어진 결과는 다음과 같다. 1. 07B1과 PI567476의 교배를 통해 얻어진 479개의 F2 종자를 대상으로 SDS-PAGE를 이용한 KTI 단백질의 유무를 확인한 결과, KTI 단백질이 존재하는 종자의 수는 353개, 결핍된 종자는 126개로 3 : 1로 분리하였다. 2 Western blot을 이용한 P34 단백질의 함량을 확인 한 결과, P34 단백질 함량이 보통 또는 높은 종자가 363개, 함량이 낮은 종자는 116개로 P34 단백질 함량에 대한 유전분리비는 3 : 1로 나타났다. 3. 전체 F2 종자 479개 중에서 KTI 단백질이 존재하며, P34 단백질 함량이 보통 또는 높은 종자가 266개, KTI 단백질이 존재하고 P34 단백질 함량이 낮은 종자가 88개, KTI 단백질이 결핍이고 P34 단백질함량이 보통 또는 높은 종자가 102개, KTI 단백질이 결핍이며 P34 단백질 함량이 적은 종자가 23개로 9:3:3:1의 분리비에 적합하여 KTI 단백질 유무와 P34 단백질 함량간에는 독립유전을 하였다. Soybean [Glycine max (L.) Merr.] protein is a high quality source for food and feed. But, antinutritional factors in the raw mature soybean are exist. Kunitz trypsin inhibitor (KTI) protein is a main antinutritional factor in soybean seed. Also, P34 protein, referred as Gly m Bd 30K, has been identified as a predominant immunodominant allergen. Genetic relationship between KTI protein and P34 protein could be useful in soybean breeding program for the genetic elimination or reduction of these factors. The objective of this study was to determine the independent inheritance or linkage between KTI protein and P34 protein in soybean seed. A total of 479 F2 seeds were obtained from the cross of 07B1 and PI567476 parents. KTI protein and relative amount of P34 protein were analysed from F2 seeds harvested from the F1 plants by using SDS-PAGE and Western blot analysis. The segregation ratios of 3 : 1 for KTI protein (353 KTI protein present : 126 KTI protein absent) and relative amount of P34 protein (363 normal amount of P34 protein : 116 low amount of P34 protein). The segregation ratio of 3 : 1 suggested that KTI protein and relative amount of P34 protein in mature soybean seed were controlled by a single major gene. The segregation ratios of 9 : 3 : 3 : 1 (266 KTI protein present, normal amount of P34 protein: 88 KTI protein present, low amount of P34 protein: 102 KTI protein absent, normal amount of P34 protein: 23 KTI protein absent, low amount of P34 protein) and Chi-square value (~chi2 =3.31, P=0.346) were observed in F2 seeds. This data showed that KTI protein was inherited independently with relative amount of P34 protein in soybean. These results will be helpful in breeding program for selecting the line with lacking KTI protein and reduced amount of P34 protein in soybean.
This study explores a qualitative evaluation of a NEST's narrative of teaching experience from the mid-1970s to the early 2000s with Korean students. Narratives from one teacher who taught English in Korea were collected and analyzed. Data was gathered by oral and written narratives in the form of qualitative research. Narrative analysis was adapted, and events were analyzed inductively. Findings show that each decade has its uniqueness in terms of what teaching approaches applied, what roles a teacher and students had, how the class proceeded including the teacher's reflections. In the 1970s, it was an imitation stage of teaching from other teachers with more of a teacher-oriented class. The next decade showed the changes of the teacher's attitude and belief. The class became learner-oriented and created an enjoyable learning environment. During the 1990s an adjustment to the new teaching environment was required as the lab and co-teaching were introduced. The last decade of teaching brought a challenge to deal with computer usage in the class which also met with students being distracted by the computer. Study implications are provided with further study suggestion.
We found that a long period of in vitro culture is a critical factor on the low transformation rate for a specific potato genotype, Solanum tuberosum L. var. Atlantic when phosphinothricin (PPT) was added to select putative transformants in a solid media. The fresh explants of the newly produced plants from a micro-tuber was able to increase the transformation rate significantly while the old explants prepared from a plant maintained for longer than 6 months in vitro by sub-culturing every 3 ~ 4 weeks resulted in a very low transformation frequency. However, Jowon cultivar was not so much influenced by the period of in vitro culture with high transformation rate (higher than 10.0%). Further research need to be explored for the reason why a particular potato genotype, Atlantic is more vulnerable than the Jowon cultivar during the regeneration stage resulting in the low transformation frequency.