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구한나,Kanitsak Boonanantanasarn,강문규,김익휘,우경미,류현모,백정화 한국식품영양과학회 2018 Journal of medicinal food Vol.21 No.1
Morinda citrifolia (Noni) leaf is an herbal medicine with application in the domestic treatment of a broad range of conditions, including bone fracture and luxation. However, the basic mechanism underlying the stimulation of osteogenic differentiation by Noni leaf extract remains poorly understood. This study aimed to examine the effect of this extract on osteogenic differentiation and the mechanism by which Noni leaf extract enhances osteogenic differentiation. Aqueous extract of Noni leaves was prepared, and rutin and kaempferol-3-O-rutinoside were identified to be two of its major components. C2C12 and human periodontal ligament (hPDL) cells were used to study the effect of Noni. Noni did not show cytotoxicity at a concentration range of 0.015%–1.0% (w/v%) and significantly enhanced the activity of alkaline phosphatase (ALP) and expression levels of osteoblast differentiation markers, including Runx2, ALP, osterix, and osteocalcin, bone morphogenetic protein 2, Wnt3a, and β-catenin. In addition, Noni enhanced the matrix mineralization of hPDL cells. In the signaling pathways, Noni increased the phosphorylation levels of Akt and GSK3β and nuclear translocation and transcriptional activity of β-catenin, which were attenuated by the addition of Dkk-1, a Wnt inhibitor, or LY294002, a PI3K inhibitor. These results suggest that Noni leaf extract enhances osteogenic differentiation through the PI3K/Akt-dependent activation of Wnt/β-catenin signaling. Noni leaf extract might be a novel alternative medicine for bone and periodontal regeneration in patients with periodontal diseases.
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구한나,박인경,박하영,성초아,장다엘,홍은민 이화여자대학교 간호과학대학 2012 이화간호학회지 Vol.- No.46
Purpose: This study was to grasp women’s knowledge about Breast Self-examination. Methods: We collected data from 317 women who lives in certain city, Korea using structured questionnaire from 5th, August to 20th, September. The collected data was analyzed by SPSS 19.0. Results: The average score of women’ Breast Self-examination knowledge was 6.79±3.68 (of 17). There are three categories in knowledge about Breast Self-examination. Average score of category is 2.31 ± 0.71(of 4) for knowledge of breast cancer, 2.11 ± 0.57(of 5) for knowledge of breast cancer symptom, 2.37 ± 0.45(of 8) for knowledge of Breast Self-examination. Knowledge about Breast Self-examination according to general characteristics varied significantly for different age, marital status, education, and history of breast disease. Knowledge about Breast Self-examination according to characteristics related Breast examination was higher for women who received Breast Self-examination education, received Breast Self-examination education by lecture, performed Breast Self-examination, and who received Clinical Breast Examination Conclusion: People who are teenager and over sixties, their knowledge of Breast Self-examination was low. Therefore, effective Breast Self-examination education program should be provided for women who are teenager and over sixties to promote their Breast Self-examination practice regularly.
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구한나리 대한지방행정공제회 2013 地方行政 Vol.62 No.718
앞으로 나아간다는 것은 벽을 깨는 일이다. 그 벽 속에는 자신의 한계와 편견과 세상의 무지와 힘겨움이 모두 담겨져 있는 일이기도 하다. 그래서 앞으로 나아가는 일은 늘 힘겹고 어렵지만, 세상에 살고 있는 동안 마음을 다지고 꼭 해야 하는 일이기도 하다.
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구한나 ( Han Na Gu ),현은자 ( En Ja Hyun ),유정아 ( Jung Ah Yoo ) 한국어린이문학교육학회 2010 어린이문학교육연구 Vol.11 No.1
그림책은 어린이들이 처음 접하는 책으로서 쉽고 간단한 내용으로 이루어진 어린이용 책이라는 인식이 일반적이다. 그러나 최근 출간되고 있는 그림책들에는 성인들을 대상으로 하는 문학기법인 메타픽션 기법이 활용되고 있다. 메타픽션은 작품은 만들어진 것이라는 인위성을 강조한다. 이 연구에서는 이와 같은 문학 기법을 그림책에 도입한 메타픽션 그림책에 대한 7세와 9세 아동들의 반응을 알아보았다. 연구 결과, 메타픽션 그림책에 대한 7세와 9세의 아동의 반응의 차이를 발견할 수 있었다. 9세 아동에 비해 7세 아동은 이야기에 대한 이해도가 낮게 나타났는데, 이는 7세 아동들의 인지적 성숙도가 9세 아동들에 비해 낮기 때문인 것으로 보인다. 이 연구를 바탕으로 추후에도 다양한 연령을 대상으로 한 반응 연구 및 메타 픽션에 대한 아동들의 순수한 반응 연구가 요구된다. This Study investigates the analysis on the Metafictive Devices in Picture books and Children`s Response on the Metafiction Picture books. This study tried to observe how 30 2nd grade elementary school students and 30 4th grade elementary school students understand and respond to picture book with metafictive devices. As a result of this study, 7 years and 9-year-old child`s response was different to metafiction picture books. Major factor in the metafiction ``intertextuality`` and ``parody`` about the age difference was the response. I believe this is because 7-year-old cognitive maturity is lower than the 9 years of age. In this study, based on the future of a study of the response of various ages are needed.
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온라인 강의에서 내용제시유형이 인지적 실재감과 학습효과에 미치는 영향
강명희 ( Myung Hee Kang ),구한나 ( Han Na Gu ),문소영 ( So Young Moon ),정지윤 ( Ji Yoon Jung ),김지심 ( Ji Sim Kim ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2007 교육정보미디어연구 Vol.13 No.4
본 연구는 온라인 강의의 효과적인 설계 전략을 제시하기 위하여, 내용제시 유형을 동영상, 나레이션 그리고 텍스트로 제공하여 이에 따른 인지적 실재감과 학습효과의 차이를 규명하고자 하였다. 온라인 강의를 6주 동안 수강한 94명의 성인학습자를 대상으로 내용제시유형에 따른 인지적 실재감과 성취도, 만족도로 나타난 학습효과의 차이를 분석한 결과, 내용제시유형에 따라 인지적 실재감은 학습활동과 학습관리 측면에서 유의미한 차이가 있는 것으로 나타났으며, 동영상 유형이 가장 높은 인지적 실재감을 창출한 것으로 분석되었다. 또한, 지각된 성취도와 학업성취도로 측정된 성취도는 내용제시유형의 영향을 받는 것으로 분석되었으며, 나레이션 유형이 지각된 성취도에서 가장 높은 점수를, 텍스트 유형이 학업성취도에서 가장 낮은 점수를 낸 것으로 분석되었다. 마지막으로, 만족도 역시 제시유형에 따라 유의미한 차이를 보였고, 만족도 점수는 동영상이 가장 높았으며, 다음으로 나레이션, 텍스트 순이었다. The purpose of this study is to investigate learning effects by tutor delivery modes in online lectures for effective design strategies using multimedia. In order to examine he learning effects depending on tutor delivery modes, three types of web-based contents were designed and developed. The participants of this study were 94 undergraduates who was enrolled in an online course. They were randomly assigned to three groups and each group was given with different delivery modes of learning content. For six weeks, the delivery modes of each group were changed after every other two weeks. To prevent order effect caused by repeated measurements, latin square design was employed. Learning effects by tutor delivery modes was analyzed using analysis of variance (ANOVA). The results indicate that participants in video-based tutor mode demonstrated highest cognitive presence and satisfaction, followed by the narration-based tutor mode, and the character-based tutor mode; participants in the narration-based tutor mode showed higher perceived achievement than those in other modes; participants in the character-based tutor mode showed higher academic achievement than those in other modes. In conclusion, this study will contribute to provide more certain answers about the correlation between multimedia design strategies and its effectiveness. Furthermore, in an online learning environment, cognitive presence has an influence on deep learning, facilitating engagement to learning. In addition, the results of this study suggest design strategies to enhance cognitive presence. Further research is at stake to examine the effect of multimedia design strategies regarding its relationship with other factors in the entire learning process.
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