http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Anti-Cancer Effects of Phytochemical A against B16F10 Melanoma Cells
Minjoo Han,Seong-Ah Shin,Gyoungah Ryu,Huiji Kim,Jangeun An,Chang Sup Lee 한국식품영양과학회 2021 한국식품영양과학회 학술대회발표집 Vol.2021 No.10
Melanoma is one of the most common cancer worldwide and is an aggressive form that accounts for most of the deaths of patients with skin cancers. If the invasion of melanoma has occurred, it is hard to be cured and can be life-threatening. Phytochemicals are the metabolic compounds that were found in plants. It has already been known to prevent various chronic diseases including cancer. The chemical “A” is the phytochemical which is one of the isoflavones that are known to inhibit tumor growth and limit the production of cancer-related hormones. We focused on the anti-cancer effects of the phytochemical A that play important roles in B16F10 melanoma cells. The phytochemical A reduced cell viability and cell numbers. We also found that these effects are because of the inhibition of proliferation rather than cytotoxicity. In addition, the phytochemical A induced cell cycle arrest at the G0/G1 phase and inhibited the migration of melanoma cells. Taken together, these results suggest that phytochemical A could exert its effect against metastasis and the cell cycle in melanoma cells. Therefore, it implies that it could work as a chemotherapeutic agent for cancer treatment.
한민주 이화여자대학교 교과교육연구소 1998 교과교육학연구 Vol.2 No.1
Le but principal de l’apprentissage d’une langue étrangère est d’acquérir une bonne compétence communicative dans cette langue. Parmi les conditions qui déterminent cette capacité, "la culture" s’avère de plus en plus importante. Avec l’introduction du concept de ‘compétence culturelle" dans le domaine, les didacticiens d’aujourd’hui se préoccupent davantage de définir le contenu de l’enseignement de la culture et d’en valider l’approche qu’ils ont élaborée. Par cette étude brève, nous avons comme le but ultérieur, à l’aide de quelques concepts théoriques, d’examiner des problèmes qui se posent et qul vont se poser réelement et auxquels on doit réfléchir lors de l’enseignement de la culture étrangère. Pour cela, nous avons posé dès le début de cet article, trios questions essentielles concernant cet enseignement: quell contenu? comment l’aborder? et par qui l’enseigner? Pour développer notre propos, nous avons d’abord étudié le concept de compétence cultuelle et ses composantes. Deuxièment, les approaches pour l’enseignement de la culture, notamment l’approche interculturelle sont examinées. Troisièmement, nous avons abordé un autre enjeu : l’enseignant. Nous sommes ainsi arrivé comme conclusions à deux points suivants : En vue d’un meilleur avenir de l’enseignement du français en Corée concernant le domaine de la culture étrangère, il faudrait d’abord, porter beaucoup plus d’attentions sur la formation de futures enseignants de français pour qu’ils acquérissent une bonne compétence culturelle. Il faudrait également élaborer de bons matériaux pédagogiques riches et utiles pour aider les enseignants et pour qu’ils puissant mieux préparer et mener leur classe de culture érangère.
Minjoo Lee,Hana Lee,Donghyun Hwang,Seungkwan Cho,Han Sung Kim 한국실험동물학회 2021 한국실험동물학회 학술발표대회 논문집 Vol.2021 No.7
Osteoarthritis (OA) is characterized by degradation of articular cartilage and chronic degenerative joint disorder. OA is an age-related chronic joint disease and as the age of the population with degenerative osteoarthritis decreases, it is emerging as a social problem. Micro-current stimulation (MCS) is known to promote pain relief, increase joint range of motion, and inhibit chondrocyte destruction through physiological mechanisms. As one of the non-surgical treatments, this study aimed to present micro-current stimulation as a way to promote cartilage regeneration in osteoarthritis. 8-week old C57BL/6J male mice were assigned to the normal (NOR) group and Monosodium iodoacetate (MIA) induced mice were equally assigned to three groups: MIA induced mouse (OA) group, MIA induced with 25 μA micro-current stimulation (OA+25μA) group, and MIA induced with 50μA micro-current stimulation (OA+50μA) group. MIA model of OA mouse was injected MIA (0.75mg/10μL) through the infrapatellar ligament into the right knee capsule. After 7days, mouse received daily MCS (30 min/day, 5 days/week) for 4 weeks. Morphological analysis of subchondral plate and tibia in 4 groups were measured respectively as follows; bone volume fraction (BV/ TV), cross-sectional thickness (Cs.Th), trabecular thickness (Tb.Th), trabecular number (Tb. N), and trabecular separation (Tb.Sp). Morphological analysis of bone confirmed that the Cs.Th and Tb.Th increased on the subchondral plate in the OA+25μA group compared to the CON group and that the Tb.Th, Tb.N, and Tb.Sp increased in the tibia. These results suggest that MCS has shown beneficial effects on cartilage regeneration and suppressing cartilage destruction in osteoarthritis.
한민주 한국 프랑스어문교육학회 2003 프랑스어문교육 Vol.15 No.-
Face au constat de la faible compe´tence de la lecture en franc¸ais des apprenants core´ens, nous avons diagnostique´ la situation actuelle de cet enseignement en Core´e. Nous en avons de´gage´ quelques caracte´ristiques : un enseignement centre´ sur le texte de la litte´rature, la traduction et la compe´tence linguistique de l'apprenant. La participation de celui-ci y est tre`s passive. Pour ame´liorer cette situation, nous avons mis l'accent sur le ro^le de l'enseignant et nous proposons les points suivants : 1) Les connaissances linguistiques des apprenants core´ens sont tre`s limite´es. Elles sont pourtant l'e´le´ment essentiel de la lecture. Il est donc ne´cessaire d'encourager l'apprentissage des e´me´ments linguistiques mais les activite´s ne doivent pas centre´es sur la traduction. 2) Les apprenants devraient comprendre les types de textes varie´s et leurs structures spe´cifiques. 3) L'e´tude de la lisibilite´ du texte est essentielle. 4) Il faudrait encourager l'acquisition des connaissances ante´rieures (les sche`mes) des apprenants a` la fois en langue maternelle et en langue e´trange`re. 5) Il faudrait enseigner des strate´gies de lecture et encourager a` les utiliser. 6) Il faudrait encourager l'interaction entre l'apprenant, le texte et les connaissances ante´rieures.
박민주(Minjoo Park),유기연(Ki Yon Rhew),한용문(Yongmoon Han) 대한약학회 2012 약학회지 Vol.56 No.6
In this present study, we determined whether or not there is an immunoadjuvant effect of ochnaflavone, a biflavone isolated from Lonicera japonica. As an antigenic source, the cell wall (CACW) of Candida albicans, a fungal pathogen, was used. CACW consists of 95% carbohydrate (mannan). In the experiments, BALB/c mice were immunized with emersion forms of CACW combined with or without ochnaflavone (Och) in the presence of IFA containing mineral oil or CACW alone. Then, the amounts of antisera collected from these mice groups were measured by the ELISA method. Data from these experiments showed that CACW combined with Och (CACW/Och/IFA) provoked the production of antisera app. 2.2 or 5 times more than the corresponding CACW/IFA or CACW alone (CACW/DPBS), respectively, in mice (P<0.05). We further examined the immune response type induced by Och. Analysis of the values of the IgG1/IgG2a ratios obtained from IgG isotyping revealed that Och induced Th2-immunity more dominantly than Th1. This finding was confirmed by cytokine profile. CACW/Och/IFA formulation induced IL-4 (Th2-type cytokine) more than IFNγ (Th1-type cytokine) as compared with CACW/IFA and CACW/DPBS formulations (P<0.05). All data combined, Och appears to have an immunoadjuvant activity that may convert Th1 immunity into Th2 immunity.