Mechanism underlying 2n male and female gamete formation in lemon via cytological and molecular marker analysis

Kai‑Dong Xie,Qiang‑Ming Xia,Jun Peng,Xiao‑Meng Wu,Zong‑Zhou Xie,Chun‑Li Chen,Wen‑Wu Guo 한국식물생명공학회 2019 Plant biotechnology reports Vol.13 No.2

The unreduced (2n) gametes have long been used in triploid breeding of citrus. In lemon, the previously reported mechanisms for 2n megagametophyte formation were controversial, whereas that for 2n pollen production is still unknown. Herein, the frequency of and mechanism underlying 2n megagametophyte and 2n pollen formation in ‘Eureka’ lemon were investigated based on cytological observation and genotyping of the triploid hybrids between ‘Eureka’ lemon and ‘Early gold’ sweet orange. As a result, 4.79% of the viable pollens of ‘Eureka’ lemon were identified as the 2n pollen with a larger diameter (70.16 ± 3.92 μm). The 2n pollen might be resulted from the formation of parallel spindles at meiosis stage II. Among the 204 plantlets regenerated from embryo rescue following the sexual cross, 12 were triploids as identified by flow cytometry. According to the analysis of heterozygosity transmission using 13 pericentromeric single nucleotide polymorphism (SNP) markers and 20 randomly distributed simple sequence repeat (SSR) markers, 11 triploids were identified to be originated from the fertilization of 2n megagametophytes of ‘Eureka’ lemon, with a frequency of 5.39%. Among them, nine 2n megagametophytes were supposed to be arisen from the second division restitution (SDR), whereas the other two were from postmeiotic genome doubling (PMD). These results to understand the mechanism underlying 2n gamete formation in lemon are valuable for its efficient polyploid breeding.

소세지 製造原料肉代替에 關한 硏究

宋啓源,金顯旭 서울大學校 農科大學 1977 서울대농학연구지 Vol.2 No.2

Extenders including wheat flour, defatted soy flour, skim milk powder, and demineralized whey powder were used in examining the value of partial substitution of pork in sausage making. Each of the substuting ingredients were tested at the level of 10%, 20% and 30% of pork. Cooked sausages of Frankfurter style were made by the conventional method and tested for their physico-chemical properties and the tissue structure was compared. Following results have been obtained: 1) As more extenders are added, moisture and protein content of sausages were increased, while the fat content was decreased. This is probably due to added ice water. 2) Moisture, protein, and fat constituted 85.13% of the sausages, which is still good as the standard grade. 3) As more extenders are added, ratio of protein : moisture (W/P) was increased from 5.17 to 5.65, which is still below 6.0 and acceptable. 4) Average free water content of sausages was 6.5%, which evidenced the average binding quality. The sausage containing defatted soy flour contained 4.97% of free water, the one containing skim milk powder had 5.13% free water, the one containing wheat flour had 7.23% free water, and the one containing whey powder had 8.87% free water. 5) Firmness, which was tested by penetration value, did not show much differences among the kinds of extenders, but firmness of the sausages was increased in the order of sausages containing wheat flour, skim milk powder, defatted soy flour, and whey powder. 6) Sausages containing 10% of extenders showed large fat globules well and widely distributed among the fine protein tissue structure, but as more extenders are added, the size of fat globules was decreased and the tissue structure became crude. 7) Considering the content of moisture, protein, and fat, protein : moisture ratio (W/P), binding properties, and firmness, the effectiveness of extenders in substituting pork was decreased in the order of defatted soy flover, skim milk powder, wheat flour and whey powder. Wheat flour and whey powder can be used at the level of 20% or below, and defatted soy flour and skim milk powder could be used up to 30% of the pork. 8) Pediococcus acidilactici was isolated and identified from meat scraps of meat chopper in order to make the fermented sausage. 9) The fermented sausage of the same formulation did mot evidence the spoilage up to 30 days at 20℃ and up to four months at refrigeration temperature. 10) Acceptability of fermented sausages was best with skim milk-containing sausages and decreased in the order of whey powder, wheat flour, and soyflour sausages.

대인간 기술(People Skills) 증진 프로그램의 효과 연구(Ⅰ)

정계숙,심미경 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

The study aimed at implementing the social enhancement program, named the People Skills Program for children with problems of social development and describing the effects of the program. As a group counseling program, the People Skills Program was focused on enhancement of children's self-understanding and social skills. Four children from four elementary schools were target children referred by their mother and teachers to the Counseling Depart of Child Educare Research Institutel, Pusan National University. Two boys were in the 3rd grade and two girls were in the 2nd grade. The K-ABC Intelligence Test and the Social Skill Rating Scale were applied to identify whether the developmental charcteristics of the referred children were suitable for the program and the development levels of social skills of the target children. With annecdotal records for 12 sessions, each of the sessions took 90 minutes, once a week, the behavioral changes of the target children were analyzed. Effects of the program were described and discussed.

따뜻한 유아교육공동체 형성을 위한 구성원의 공통 핵심 역량 요소 탐색

정계숙,윤갑정,박희경 부산대학교 과학교육연구소 2016 교사교육연구 Vol.55 No.2

The purpose of the study was to examine the community members’ core competences for forming a ‘warm’ early childhood educational community as an ideal model of early childhood education. For this purpose, 6 people including parents, teacher, practician in the communal childcare cooperatives and 6 people including professors, directors teacher, school supervisor participated in the Focus Group Interview (FGI). The results were as follows: The first core competencies for developing a ‘warm’ early childhood educational community was sense of partnership which was characterized by; ‘understanding each other and warm hearted sympathy’, ‘a common purpose for children’s future’, ‘forgiveness and accepting each other’s differences’, and ‘meeting for building a positive relationship’. The second core competencies for developing a ‘warm’ early childhood educational community was sharing of key values between members which was characterized by; ‘establishment of self-identity and community identity’, ‘sharing perspectives and values on education’, ‘willingness for learning together in daily life’ and ‘democratic communication skill and decision-making ability’. Implications for the core competencies development and support toward building a warm early childhood educational community was discussed.

어머니의 발달지체유아에 대한 유관적 상호작용 행동 중재 효과 연구

정계숙,윤갑정 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

The purpose of this study was to investigate changes in contingent interaction behaviors of mothers with developmentally delayed young children through the intervention program for better mother-child interactions. The subjects were four children with developmental delays and their mothers who not received parent education program ever. The intervention program was consisted of 16 sessions and each session had intervention activities which were selected to improve negative and non-contingent interaction behaviors between mothers and their young children with developmental delays. The effects of the mother-child interaction program were presented by analyzing the changes in the frequencies of contingent interaction behaviors, each of attempts and responses behaviors, between children and their mothers and describing the characteristic behaviors which explained the changes of their contingent interaction behaviors through the analysis of the play behavior episodes between each dyads. The effects of the program were as follows. First, the frequencies of contingent attempt and response behaviors of the mothers increased through the mother-child interaction intervention program. Second, the contingent attempt and response behaviors of the mothers were improved qualitatively through the mother-child interaction intervention program. The results were discussed on the point of developing the better intervention program practices for mothers with young children with developmental delays and suggested some implications for it.

信息技術發展與嚴播組織權利保護制度的重塑

胡開忠 東國大學校 比較法文化硏究所 2008 比較法硏究 Vol.8 No.2

Abstract: Owing to great development of contemporary information technology, it is easier to transmit broadcast programs illegally, thus the rights of broadcast organization are menaced to be violated seriously increasingly, however, the protection system of broadcast organization based on the Roman Convention does not meet the demands of information technology development gradually. So international intellectual property organization has managed and drew up new plan for broadcast organization rights protection and enlarged the rights of broadcast organization ,but the plan is also criticized by the governments and corporations in some developing countries and some developed countries. We should pay close attention to the newest trends of rights protection of international broadcast organization, make timely amendment on our Copyright Law, and pay attention to protection of the justified interests of the public while protecting broadcast organization rights.

놀이중심 사회적 능력 증진 프로그램의 효과 연구: 발달지체 유아를 대상으로

정계숙,노진형,박명화 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

This study purposed to examine the effects of the social competence program for improving the social competence of developmentally delayed young children referred to the Child Intervention and Counseling Center, Pusan National University. The subjects were four 3-4 year-old boys. Three of them were diagnosed as developmental delays or child with autistic behavioral characteristics by child psychiatric doctors. One boy was not diagnosed by the doctor, but was identified as developmental delays which may be caused from reactive attachment disorder in the process of the diagnostic assessment by the researchers. The social competence program was composed of 16 sessions which had some structured and unstructured play activities selected from several social competence related intervention programs for young children with social-emotional difficulties. The length of the program was one and half hours and the ratio of child vs adult was 2:1. At every after-session meetings for on-going monitoring to the children's behaviors, the intervention team members consisted of the researcher, intervention teachers, observers and parent meeting leaders exchanged the informations about the children each other and discussed about the better intervention practices of the next session. To analysis the effects of the social competence program, observation data obtained by 2 trained observers in the observation room at every sessions and the informations about child's behaviors and changes in home and other life settings gathered from mothers at every parent meetings were analyzed qualitatively in terms of each child's objective behaviors. In spite of some individual differences, the young children with developmental delays showed more positive and active social behaviors with their intervention teachers in the center and mothers and siblings in home generally than before the program. It suggested some implications for improving the practices of the social competence program for developmentally delayed young children with socal-emotional difficulties.

선택적 함묵아의 놀이치료 사례연구 : A Case Study of Play Therapy for Selective Mutism Child

정계숙,이은하,이정희 부산대학교 영유아보육연구소 2002 영유아보육연구 Vol.8 No.-

The purpose of this study was to examine the effect of child-centered play therapy for a young child with selective mutism. The subject was a 4.10 year old girl who had interpersonal difficulties caused of selective mutism. The objects of the play therapy were to improve emotional expression and social communication and to change unadapted social behavior. The total number of play therapy sessions was 56. The ongoing parent interventions for child's mother was implemented once a week and the interview with kindergarten teacher were administered periodically. The changes of the child were described qualitatively through all sessions. During the early stage, the child showed severe mother separate anxiety and told to the therapist hardly. The feature of her play was to separate houses and cars which she built and placed with the traffic signals. Through the middle stage, she showed the depressions and the stress caused of conflicts between self and reality repeatedly, and then, changed a little in interpersonal relations, including her young sister. On the later stage, the aspects of her play sessions showed that she became a quiet adaptive child. She became to talk with strange peoples even in strange situations and to be generous to her young sister even when she made a scar in her own face. It was discussed about the effectiveness of the child-centered play therapy on improving emotional expression and social communication of a young child with selective mutism.

아동의 학습준비도의 성취동기, 가정 및 지역환경과의 관계(I)

정계숙 부산대학교 사범대학 1988 교사교육연구 Vol.17 No.-

The purpose of this study was to investigate the variables related with preschool children's learning readiness. Children's motivational factor, home environment factors(parent's achievement pressure, play materials of home) and community factors (achievement pressure of community, educational resources of community) were selected as independent variables on the basis of review previous researches. The subjects of the study were 105 kindergarten children (61boys, 44girls) and their mothers in city and rural area. 'School Readiness Test', 'Children's Achievement Test(Nalongyee)' and questionnaire about home and community environment were administered to them. The results of the study were as follows : 1. Preschool children's learning readiness correlated with their achievement motivation positively (r=.27) and r of urban children was higher than that of rural children. But between two areas was not significant. 2. Preschool children's learning readiness positively correlated with parent's achievement pressure and play materials of home (r=,19, .43). Correlation between rural children's readiness and play materials was higher than that of urban children, but not significant. 3. Preschool children's learning readiness have significant correlation with educational resource of community (r=.32), but not with achievement pressure of community. Only urban children have two significant correlation coefficients between learning readiness and community variables. In the case of achievement pressure of community the difference of correlation between two areas was significant. 4. There were some significant moderate relationships between independent variables. But degrees of those some correlations between them were significantly different in urban and rural subjects. 5. Dependent variable was explained 23% by 5 independent variables, especially play materials of home and children's achievement motivation were the most predictable variables. Degree of explanation were different in urban and rural children.

동화를 활용한 통합활동 중심의 사회적 유능성 증진 프로그램의 효과 연구 : 언어발달 지체 유아를 대상으로 An application of fairy tale integrate activities

정계숙,노진형 부산유아교육학회 2004 유아교육논총 Vol.13 No.-

본 연구는 동화를 활용한 통합활동 중심의 사회적 유능성 증진 프로그램이 언어적으로 지체된 유아의 사회적 유능성에 어떠한 변화를 가져오는지를 알아보고자 하였다. 연구대상은 부산대학교 어린이상담실에 의뢰된 6-7세 유아들로, 유아들의 발달적 요구와 3회까지 관찰된 유아의 행동 특성 및 초기 면담 결과를 근거로 유아의 중재목표행동이 선정되었다. 프로그램 내용 및 운영은 동화 듣기와 동극 하기, 작업활동, 음률활동, 게임, 신체 활동 등의 통합활동 중심으로 주 1회, 총 15회 동안 두 명의 중재교사, 관찰자 및 부모교육 담당자에 의해 수행되었다. 연구 결과 동화를 활용한 통합활동 중심의 사회적 능력 증진 프로그램은 유아에 따라 다소 차이는 있었으나 중재 목표 행동인 또래에게 상호작용 시도하기, 또래와의 문제상황에 대처하기 및 교사의 지시 따르기를 증진시키는 효과가 있었다. This study examined the effectiveness of a social competence program for language delayed children. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the social competence program. The activities of the program were consisted of fairy tale integrate activities, like dramatization, art and occupation activities, physical activities and game etc. Subjects were 3 boys aged 6-7 years, with language delays. The program ran for 15 sessions. Two intervention teachers, two observers and one parent group leader implemented each session for 90 minutes once a week cooperatively. The target behaviors of the subjects were to initiate interactions with others, cope with problem situations with peers and follow teacher's suggestions. Data on the frequencies of target behaviors and the behavior episodes related with target behaviors during each session were analyzed. Although there were some individual differences in the changes of target behaviors, most of children became to be more sociable. The implications for developing social competence programs for children with language delays were discussed.