Field sequential 액정 디스플레이(FSLCD)는 컬러필터를 사용하지 않아 높은 투과율 특성을 보이고 광 원으로 LED를 사용함으로써 색재현성이 매우 우수하다. 하지만 FSLCD(60Hz 구동)를 실현하기 위해서는 액정의 응답속도가 5ms이하로 고속응답 특성을 보여야 한다. 따라서 본 논문에서는 고속응답 ECB(electrically controlled birefringence) 셀의 최적 구조를 연구하여 5ms 이하의 응답시간을 얻었다. 그리고 ECB 모드에서 높은 구동전압과 시야각을 개선하기 위해 필름 보상을 연구하였다. 판상형 액정필름(discotic film)과 TAC(triacetyl cellulose) 필름의 위상차 값을 최적화함으로써 구동전압을 5V로 낮추고 상하좌우에서 160° 이상(CR>10:1)의 시야각을 실현하였다.

This study was conducted to examine the mRNA expression of apoptosis-related and imprinted genes and methylation pattern of the differentially methylated region (DMR) of H19 gene in day 35 of SCNT pig fetuses. The day 35 of natural mating (control) or cloned (clone) pig fetuses were recovered from uterus. Endometrium from dam and liver from fetus were obtained, respectively. mRNA expression was evaluated by real-time PCR and methylation pattern was analyzed by bisulfite sequencing method. The Bcl-2 mRNA expression in clone was significantly lower than that of control (p<0.05). The mRNA expression of H19 gene in both endometrium and liver was significantly higher in clone than that of control, respectively (p<0.05). The level of IGF-2 mRNA in liver of clone was significantly lower than that of control (p<0.05), whereas the mRNA expression of IGF2-R gene in liver of clone was significantly higher than that of control (p<0.05). The DMR of H19 was lower methylation pattern in clone than that of control. These results suggest that the aberrant mRNA expression of apoptosis-related and imprinted genes and the lower DMR methylation pattern of imprinted gene may be closely related to the inadequate fetal development of cloned fetus.

This paper aims to examine theoretical foundations of and empirical evidence for collaborative ESL writing pedagogy and suggest it as an alternative model to traditional approaches in writing instruction. The history of research on collaborative tasks in teaching writing is relatively short and it received explicit attention in the mid 1980s (Doheny-Farina, 1986; Odell, 1985). The need for research in collaborative writing in ESL/EFL classroom is justifiable from philosophical, psycholinguistic, pedagogic, and psychological points of view. A brief history, types, and essential elements of collaborative ESL writing instruction are presented. In an attempt to investigate how these rationales and elements are realized in actual pedagogic processes, a case study was conducted based on an observation of a collaborative task-based ESL writing class at a US university. Classes for a full thematic unit, consisting of eight hours, were observed. A variety of carefully designed collaborative activities implemented in the ESL writing class illustrated clear benefits of collaborative writing pedagogy. Pedagogical implications for writing classes in EFL contexts are also discussed.