A full genomic DNA microarray technique was employed to investigate the effects of Dongchunghacho on aortal and hepatic gene expression in apolipoprotein E knockout mice fed a high-fat/high-cholesterol diet. Male 8- week - old ApoE-/- mice were randomly divided into two groups, control(high cholesterol group; HC) and supplementation of Dongchunghacho (SD). All of the mice were fed a high-fet/high cholesterol diet with or without Dongchunghacho supplemented by 1% for 6 weeks. At first, lipid profile of the Dongchunghacho was measured by biochemical analysis. No differences were observed in serum triglyceride and total cholesterol levels between the two groups. Antigenotoxic effect of the Dongchunghacho was measured by the single cell gel electrophoresis assay (Comet assay) and quantified as % fluorescence in tail. Dongchunghacho supplementation decreased significantly leukocytic DNA damage and also there was a tendency of reduction in hepatic DNA damage in Dongchunghacho group compared with the control group. In up regulated genes in liver and aorta of the mice, genes with 0 to 2- fold difference in expression level between the two group (HD and SD) was very much more in liver than in aorta, on the contrary, those with 2-fold to 16-flod difference increased greatly rather in aorta than in liver. Also, almost the same results were observed in down regulated genes in liver and aorta between the two groups. These results suggested that supplementation of Dongchunghacho might be helpful in preventing leukocytic DNA damage induced by high fat diet, and has a more crucial roles in aortal gene expression.

With the emergence of sociolinguistic approach in second language learning, instructors have begun to acknowledge the native language (L1) as a legitimate tool with the potential to facilitate second language (L2) learning mainly in output-based tasks. This study focuses on how the use of L1 by L2 learners affects their task achievement. Two communicative tasks were used, and tasks were carried out by 32 high school students in L2 only, or in L1 and L2 during group test sessions held on different days. Tape-recorded transcripts of learners when performing the tasks, interviews, and questionnaires were collected and analysed to investigate effect on the use of L1. The findings suggest that during performing the tasks, learners used their L1 to complete their tasks for a variety of functions. Through the L1, they explained and negotiated the task each other, or checked their understanding or compared answers to the task against their peers. To allow the learners to use of their L1 was even more effective than to urge them to use L2 only in a foreign language class using task. Further investigation indicates that, if one of goals of output-based introduction is considered as the successful completion of the task, the learners’ use of L1 may be beneficial to attain the goal when performing completely in L2 is impossible or beyond the learners’ linguistic ability.