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박유진,금동호,이자명,황민영,손기훈 한국분자세포생물학회 2013 Molecules and cells Vol.35 No.1
We investigated the relationship between oct4 gene ex-pression patterns and CpG sites methylation profiles during ES cell differentiation into neurons, and identified relevant binding factor. The oct4 gene expression level gradually declined as ES cell differentiation progressed, and the CpG sites in the oct4 proximal enhancer (PE) and promoter regions were methylated in concert with ES cell differentiation. An electro-mobility shift assay (EMSA) showed that putative proteins bind to CpG sites in the oct4 PE/ promoter. We purified CpG binding proteins with DNA-binding purification method, and NonO was identified by liquid chromatography-mass spectrometry. EMSA with specific competitors revealed that NonO specifically binds to the conserved CCGGTGAC sequence in the oct4 promoter. Methylation at a specific cytosine residue (CC* GGTGAC) reduced the binding affinity of NonO for the recognition sequence. Chromatin immunoprecipitation analysis confirmed that NonO binds to the unmethylated oct4 promoter. There were no changes in the NonO mRNA and protein levels between ES cells and differentiated cells. The transcriptional role of NonO in oct4 gene expression was evaluated by luciferase assays and knockdown experiments. The luciferase activity significantly increased threefold when the NonO expression vector was co-transfected with the NonO recognition sequence, indicating that NonO has a transcription activator effect on oct4 gene expression. In accordance with this effect, when NonO expression was inhibited by siRNA treatment, oct4 expression was also significantly reduced. In summary, we purified NonO, a novel protein that binds to the CpG island of oct4 promoter, and positively regulates oct4 gene expression in ES cells.
내러티브 기반 게임 배경 디자인의 시공간 표현 -크로노토프를 중심으로-
박유진,백철호 한국게임학회 2022 한국게임학회 논문지 Vol.22 No.2
This paper paid attention to the use of chronotope, one of the narrative strategies, in expressing the background design of narrative-based game. In advance research, this study examines the singularity of time-space of game, then examines the history and significance of the existing chronotope, and explores how to use it in the field of games. In addition, devises a methodology for expressing this as a game background design. Next, in the research method, a narrative-based game 'DAISY' is designed, and a formative processing table is produced to design the chronotope of the game as a visible result based on advance research. In the results of the study, this paper worked on the background design of the game 'DAISY' and derived a convincing design in the narrative representation of the game. 본 논문은 내러티브 기반 게임의 배경 디자인을 표현하는 데 있어서, 서사 전략 중 하나인 크로노토프의 활용에 대해 주목했다. 선행 연구에서는 게임 시공간의 특이점에 대해 고찰하고, 기존에 크로노토프가 가지고 있던 역사와 의의를 살펴보며, 이를 게임이라는 분야에서 어떻게 활용할지에 대해 탐구하였다. 또한, 이를 게임 배경 디자인으로 표현하기 위한 방법론을 구상하였다. 이후, 연구 방법에서는, 선행 연구를 바탕으로 내러티브 중심 게임 ‘DAISY’를 기획하여, 게임의 크로노토프를 가시적인 결과물로써 디자인하기 위한 조형 가공도를 제작하였다. 연구 결과에서는 게임 ‘DAISY’의 배경 아트를 디자인하였으며, 해당 게임의 내러티브 표현에 있어 설득력 있는 디자인을 도출할 수 있었다.
체육고등학교 유도선수들의 지각된 코칭행동, 합숙 스트레스 및 학교생활 만족과의 관계
박유진,문주희 한국스포츠학회 2021 한국스포츠학회지 Vol.19 No.1
이 연구는 체육고등학교 유도선수들을 대상으로 선수들의 지각된 코칭행동과 합숙 스트레스 및 학교생활 만족과 의 관계를 살펴본 연구다. 이 연구의 목적을 위해 전국에 있는 체육고등학교 유도선수들을 전수조사 하였으며, 최종분석에 는 163명의 자료가 사용되었다. 수집된 자료는 SPSS 23을 이용하여 T-test, 변량분석, 회귀분석을 실시하였으며 다음 과 같은 결론을 얻었다. 첫째, 지각된 코칭행동의 사회적지지는 학교생활 만족의 하위요인인 교사관계, 학습활동에서 정적인 영향을 나타냈고, 긍정적보상은 교사관계, 학교생활에서 정적인 영향이 나타냈다. 둘째, 합숙 스트레스의 하위요 인인 신체-심리에서만이 학교생활 만족의 하위요인인 학교생활에서 부적인 영향을 미쳤다. This study examines the relationship between the perceived coaching behavior of athletes, camp stress, and satisfaction with school life, targeting judo athletes in physical education high school. For the purpose of this study, a total survey was conducted of judo athletes for physical education high school and lower schools nationwide, and data of 163 persons were used for the final analysis. The collected data was subjected to stepwise regression analysis using SPSS 23, and the following conclusions were obtained. First, companionship has a positive effect on positive rewards and negative effects on interpersonal relationships. Second, learning activities and school facilities had a positive effect on social support and negative effects on predicate behavior and camp stress. Third, social support and positive compensation had a positive effect on teacher relations, and a negative influence on interpersonal relations. Fourth, compliance with school rules and school life had a positive effect on perceived coaching behavior and negative effect on physical psychology. Fifth, school life satisfaction had a positive effect on social support and positive compensation, and a negative effect on camp stress.