Antioxidant activity study for 23 Species medicinal plants

Gyeong Sun Kim(김경선),Young Min Goo(구영민),Seung Kyu Ahn(안승규),Kyeong Yeol Oh(오경열),Hyo Hyung Lee(이효형),Ji Yun Min(민지윤),Keon Hee Ko(고건희),Min Ji Kim(김민지),Dong Hwan Kim(김동환),Jun Young Kim(김준영) 한국약용작물학회 2013 한국약용작물학회 학술대회논문집 Vol.2013 No.2

추출용매에 따른 다릅나무 수피 추출물의 항산화 활성

김경선 ( Gyeong-sun Kim ),장준복 ( Jun-pok Chang ),도은수 ( Eun-soo Doh ),길기정 ( Ki-jung Kil ),유지현 ( Ji-hyun Yoo ) 대한본초학회 2016 大韓本草學會誌 Vol.31 No.3

Objectives : The objective of this research was to investigate the antioxidant activities of stem bark of Maackia amurensis extract. Methods : Stem bark of Maackia amurensis extract were prepared using 70% methanol. Methanol extracts were fractionated to hexane, chloroform, ethyl acetate, butyl alcohol, water fractions and investigated. The antioxidant activities of fractions was evaluated by four different assays as total polyphenol contents, total flavonoid contents, DPPH(1,1-diphenyl-2-picrylhydrazyl) free-radical scavenging activity and ABTS(2,2``-azino-bis (3-ethylbenzothiazoline-6-sulfonic acid) scavenging ability. Results : The yield of methanolic extracts from stem bark of Maackia amurensis was 10.16%, whereas those of its solvent fractions (hexane, chloroform, ethyl acetate, butyl alcohol, and water) were 5.45, 11.39, 13.88, 26.07, and 40.80%, respectively. The total polyphenol contents and electron donating ability of 70% methanol extracts from stem bark of Maackia amurensis were 15.44 mg/g and 194.15 μg/mL of its IC50, respectively. The 70% methanol extracts showed the highest antioxidant activity. The total polyphenol content and total flavonoid content of chloroform fractions were higher in each of 201.98 mg/g and 13.55 mg/g. The chloroform fraction showed the lowest levels of DPPH(IC50, 183.95 μg/mL) and ABTS scavenging activity(IC50, 10.0 μg/mL). The antioxidant activity was detected in methanol extract, chloroform fractions. Conclusions : These results indicate that 70% methanol extract and its fractions of stem bark of Maackia amurensis, especially chloroform fraction, have the properties of anti-oxidant suggesting stem bark of Maackia amurensis may be a candidate for natural and functional materials.

성인기를 위한 독서치료의 웍샾 사례 연구

강은주 ( Kang Eun Ju ),김계화 ( Kim Ghye Hwa ),서정숙 ( Seo Jeong Sook ),김경선 ( Kim Gyeong Sun ) 한국독서치료학회 2005 독서치료연구 Vol.2 No.1

본 연구는 성인기의 내담자를 대상으로 독서치료진행의 일반적 과정을 소개한 웍샾의 진행내용을 정리한 사례연구이다. 독서치료 웍샾의 한 회기를 샘플로 독서치료의 일반적 과정을 제시하였다. 독서치료사, 내담자, 그리고 청중의 구성원으로 이루어진 본웍샾 사례연구에서는 독서치료전문가가 치료대상의 발달적 특성과 문제에 대한 이론적 고찰, 그들을 위한 독서치료계획 시 제시되어야 할 문제해결의 목표의 진술, 자료선정 및 질문, 그리고 관련 활동들을 소개하였고, 그 과정에 참여한 내담자들의 평가를 제시함으로 그 과정이 내담자와 치료자에게 적절한 치료과정인지에 대한 내용이 포함되었다. This is a case study that introduces how therapists can lead an adult group in bibliotherapy by demonstrating a session out of nine at the Fall conference of Korean Society of Bibiotherapy in the year of 2004. The group members were consisted of a therapist, 5-6 voluntary clients, and 20 observers. The session was conducted with a theoretical introduction on developmental characteristics and problems that adults face with, statements of problem behaviors and goals for “Understanding Myself”. Using appropriate reading materials such as poems and rewriting their own poems as activities after reading and sharing their feelings. After the session, all of the participants shared their reactions to the process, strategies for achieving the goal and relevance of the materials and activities.

Antioxidative Activity and Component Analysis of Hypericum species Extracts

Kyeong Yel Oh(오경열),Young Min Goo(구영민),Gyeong Sun Kim(김경선),Seong Hun Jeong(정성훈),Hyuk-Hwan Song(송혁환),Hyung Won Ryu(류형원),Sei-Ryang Oh(오세량),Jun Young Kim(김준영) 한국약용작물학회 2013 한국약용작물학회 학술대회논문집 Vol.2013 No.2

초·중·고등학교 가족생활 교육내용의 위계에 관한 연구

김경선,이남기 한국 가정과 교육 학회 1990 한국가정과교육학회지 Vol.2 No.-

The Sequence of the Curriculum and the Contents of Textbooks on Family Life Field of Home Economics Subject in Primary, Middle and High School. The purpose of this study is to investigate the sequence of curriculum and the contents of textbooks in primary, middle and high school. The problems of this study are as follows. 1. Are the educational contents of Family Life field in primary, middle and high school specified in the contents of textbooks? 2. What are the sequence of curriculum and the contents of textbooks on Family Life Field of Home Economics subject in primary, middle and high school? The study results given by the research on the educational contents on Family Life field and the sequence of the contents of textbooks of Home Economics subject in primary, middle and high school can be summarized as follows. 1. Are the educational contents on Family Life field in the primary, middle and high school specified in the contents of the textbooks? The results are as follows. 1) Considering the sequence of educational contents on Family Life field in primary school, we can find out that the subject aims have relevance to those of the forth and fifth grade in primary school, and those of the forth grade in primary school are specified in the contents of curriculum of the forth grade and the contents of curriculum of the forth grade are specified in the textbooks for the forth grade in primary school. The subject aims of the fifth grade are specified in the contents of curriculum of the fifth grade and the contents of curriculum of the fifth grade are specified in the textbooks for the fifth grade. 2) Considering the sequence of educational contents on Family Life field in middle school, we can find out that the subject aims have relevance to those of the first and second grade in middle school, and those of the first grade in middle school are specified in the contents of curriculum of the first grade and the contents of curriculum of the first grade are specified in the textbooks for the first grade in middle school. The subject aims of the second grade are specified in the contents of curriculum of the second grade and the contents of curriculum of the second grade are specified in the textbooks for the second grade. 3) Considering the sequence of educational contents of Family Life field in high school, the school grade aims are relevant to the contents of curriculum and the contents of curriculum are specified in the contents of textbooks. 2. What are the sequence of curriculum and the Contents of textbooks on Family life field of Home Economics subject in primary, middle and high school? The results are as follows 1) The sequence of the subject aims : The subject aims in primary school are designed to make students familiar with the simple home affairs and in middle school to make them have the cooperative attitude of living as a member of family and society, and in high school to make them contribute to the development of society. Therefore, the sequence of subject aims is organized to achieve the subject aims of middle school on the basis of those of primary school and achieve the subject aims of high school on the basis of those of primary and middle school. 2) The sequence of school grade aims : The aims of the forth and fifth grade in primary school are relevant to those of the first grade in middle school, the first grade of middle school to the aims of high school grades, and the aims of the second grade in middle school which have no relevance to those of the forth and fifth grade in primary school, to the aims of high school grades. Accordingly, the school grade aims are organized with relevancy to those of primary, middle and high school. 3) The sequence of the contents and the contents of curriculum : The contents of curriculum for the forth grade in primary school are relevant to those of curriculum for the fifth grade in primary school. The contents of curriculum for the first grade in middle school are irrelevant contents of curriculum for the second grade in middle school and the contents of curriculum for the forth and fifth grade in primary school to those for the first and second grade in middle school, but the contents of curriculum for the first and second grade in middle school are relevant to those for the high school. While the subject aims in primary, middle and high school were relevant to each other, the contents of curriculum for primary school are organized with relevance to those of curriculum for middle school and the contents of curriculum for middle school are organized with relevance to those of curriculum for high school. 4) The sequence of contents of textbooks : The contents of textbooks for the primary school are not relevant to those for the middle school, while the contents of textbooks for the middle school are relevant to those for the high school.