제품광고를 위한 3D AR System

맹정은(Jung-Eun Maeng),박동규(Dong-Kyu Park),박지숙(Ji-Sook Park),정종인(Jong-In Jung),김일민(Ilmin Kim),조세홍(Sae-Hong Cho) 한국멀티미디어학회 2010 한국멀티미디어학회 학술발표논문집 Vol.2010 No.1

본 연구에서는 증강현실 기술을 인쇄 매체 중의 한 분야인 제품 광고에 접목을 하여, 광고를 보는 이가 단순히 광고주의 일방적인 정보를 전달받는 것으로 그치는 것이 아닌 3D로 구현된 제품을 보며 제품의 외형 및 작동 모습까지 확인할 수 있게 하였다. 마커만을 사용하여 만들어진 광고는 인쇄의 낭비를 줄일 수 있기 때문에 제품 데이터베이스 관리 시스템을 모듈화 시켜 다른 제품광고에 사용할 경우 시간과 비용을 단축할 수 있을 것이다.

교사들의 학습공간과 지식공유 활동에 관한 사례 연구

맹재숙 ( Jae Sook Maeng ),박수정 ( Soo Jung Park ) 부산대학교 과학교육연구소 2015 교사교육연구 Vol.54 No.1

이 연구의 목적은 교사들의 학습공간과 그 안에서 이루어지는 지식공유 활동의 특성을 탐색하는 것이다. 이를 위해 5개의 교사학습모임을 대상으로 사례연구를 수행하였다. 주요 연구결과는 다음과 같다. 첫째, 교사학습모임은 학교 안과 밖의 다양한 공간을 학습의 장으로 이용하고 있었고, ‘베이스캠프(base camp)’ 역할을 하는 공간에서는 주로 정기모임과 전문성 함양을 위한 학습이 이루어졌다. 둘째, 교사학습모임은 여러 학교 교사로 이루어진 모임과 같은 학교 교사로 이루어진 모임으로 나뉘는데, 두 유형모두 한 공간 안에 모여 학습하게 된 계기는 한 명의 리더 교사에 의해 마련되었다. 셋째, 결성 당시에는 ‘같은 학교 교사학습모임’이었으나 교사 전보로 인해 ‘여러 학교 교사들로 이루어진 학습모임’으로 변하게 된 경우, 학습공간 마련에 어려움을 겪었다. 넷째, 교사들이 업무공간 안에서 일상적으로 학습모임 활동을 한 경우, 수업개선, 학생지도, 교육과정운영 등에 관한 지식이 생산·공유되고 교육현장에 적용 되었다. 이러한 연구결과를 근거로 교사의 학습공간과 지식공유에 관한 논의와 함의를 제시하였다. This paper analyzed the learning spaces and the knowledge sharing activities in teacher learning communities. Results were compiled via qualitative data obtained through direct observation, interviews, and an analysis of materials involved in the sampled five teacher learning communities. The main findings are as follows. First, teacher learning communities conducted their activities in many different spaces but regular meetings and professional development workshops were held in a special space, which is similar to a ‘base-camp’. Second, teacher learning communities were divided into two types; teachers working at the same school and teachers from different schools. However, a leader played an important role in the original formation of both types of communities. Third, communities that consisted of teachers from different schools, which had originally consisted of teachers working at the same school, had difficulty in getting their own learning space. Fourth, in the case of teacher learning communities that shared knowledge between colleagues in their daily occurrences, there was an effect on knowledge creating, knowledge sharing and application of teaching, guiding students, curriculum implementation. A discussion of the results and their implications on teacher’s learning space and knowledge sharing is included in this paper.

Interleukin-33 induces angiogenesis and vascular permeability through ST2/TRAF6-mediated endothelial nitric oxide production

Choi, Yeon-Sook,Choi, Hyun-Jung,Min, Jeong-Ki,Pyun, Bo-Jeong,Maeng, Yong-Sun,Park, Hongryeol,Kim, Jihye,Kim, Young-Myeong,Kwon, Young-Guen American Society of Hematology 2009 Blood Vol.114 No.14

<P>Interleukin-33 (IL-33), a member of the IL-1 cytokine family, is emerging as a new regulator of immune responses and inflammatory vascular diseases. Although IL-33 and its cognate receptor ST2 appear to be expressed in vascular cells, the precise role of IL-33 in the vasculature has not been determined. In this study, we report a novel role of IL-33 as a potent endothelial activator, promoting both angiogenesis and vascular permeability. IL-33 increased proliferation, migration, and morphologic differentiation of human endothelial cells, consistently with increased angiogenesis in vivo. IL-33 also increased endothelial permeability with reduced vascular endothelial-cadherin-facilitated cell-cell junctions in vitro and induced vascular leakage in mouse skin. These effects of IL-33 were blocked by knockdown of ST2. Ligation of IL-33 with ST2 rapidly increased endothelial nitric oxide (NO) production through TRAF6-mediated activation of phosphoinoside-3-kinase, Akt, and endothelial NO synthase. Moreover, pharmacologic or genetic blockage of endothelial NO generation resulted in the inhibition of angiogenesis and vascular hyperpermeability induced by IL-33. These data demonstrate that IL-33 promotes angiogenesis and vascular leakage by stimulating endothelial NO production via the ST2/TRAF6-Akt-eNOS signaling pathway. These findings open new perspectives for the role of IL-33 in the pathogenesis of angiogenesis-dependent and inflammatory vascular diseases.</P>

연구논문: 문헌에 수록된 전약(煎藥)에 관한 연구

강유정 ( Yoo Jung Kang ),정현숙 ( Hyun Sook Jung ),유맹자 ( Maeng Ja Yoo ) 한국식생활문화학회 2011 韓國食生活文化學會誌 Vol.26 No.6

This study was aimed at research on Jeonyak (煎藥) appearing in the bibliography. It was during the Goryeo Dynasty that Jeonyak was first mentioned in literature. At this time, Jeonyak was served for consumption during Palgwanhoe. The ingredients and recipes of Jeonyak were listed for the first time in Suunjapbang, a book written by Kim Yu during the Joseon Dynasty. Since then, they have been found in various books and materials. During the Joseon Dynasty, Jeonyak was made in Neuiwon, a medical administrative organization in the palace, and administered as a seasonal food on Dongji Day in the winter. The king gave various to his guests or subjects as special gifts. As a result, Jeonyak became well known to many people and even to those in foreign countries. Jeonyak is a Korean traditional medicated diet food made from decocted beef-feet, bone stock, and other spices, including jujube paste, honey, ginger, pepper, clove, and cinnamon. Jeonyak has a long 800-year history, and its ingredients and recipes have changed only gradually. Milk was a major ingredient of Jeonyak during the Goryeo Dynasty, but glue and gelatin were added in the Joseon Dynasty. Since then, recipes have mainly used gelatin made from beef-feet, skin, beef-bone, and so on. In conclusion, Jeonyak has an 800-year history as a special medicated diet food (藥膳) served seasonally on Dongji Day in the winter.

교육연구논총 : 아시아계 외국인 학생의 학습 경험 연구

맹재숙 ( Jae Sook Maeng ),박수정 ( Soo Jung Park ) 충남대학교 교육연구소 2014 교육연구논총 Vol.35 No.2

이 연구의 목적은 아버지의 파견 근무로 인해 한국에 오게 된 아시아계 외국인 초등학생의 학습 경험의 특성을 분석하는 것이다. 참여관찰, 면담, 자료 분석을 통해 Rajawali와 Tunisuba의 한국 학교에서의 학습 경험을 분석한 결과는 크게 교과 학습 경험과 교과 외 학습 경험으로 범주화 되었다. 주요 연구 결과는 다음과 같다. 첫째, 외국인 학생들의 특별학급 한국어 학습은 일반학급에서의 교과 학습 수행을 지원해주지 못하였고, 그 결과 학습에서 소외되는 현상이 나타났다. 둘째, 외국인 학생들은 교과서를 학습에 활용하지 못함에 따라 학습내용 이해, 다른 학습자와의 상호작용, 자기주도적 학습에 어려움을 겪고 있었다. 셋째, 한국인 학생들과의 놀이 경험 공유는 그들 사이에 존재했던 벽을 허물고 학습을 돕는 친구 관계를 형성하는 기회가 되었다. 넷째, 탐구, 체험, 공유 중심의 동아리 활동은 외국인 학생들에게 ‘재미있어요’라는 반응을 이끌어 냈고, 학교 생활에 대한 즐거움을 갖게 하였다. 이러한 내용을 근거로 외국인 학생들의 학습을 지원하는 방안을 제시하였다. This paper analyzed the learning experiences of two Asian students in a Korean public school. The results were compiled via qualitative data obtained through direct observation, interviews, and an analysis of materials involved in the students’ school activities and the results were divided into two main categories. The Research reveals four major characteristics of the foreign students’ learning experiences. One: Foreign students, despite being placed in multicultural classes, feel alienated from their classmates due to a lack of Korean communication skills. Two: The main textbook offered limited resources in terms of course content, teacher-student and student-classroom interactions, and self-directed learning objectives. Three: There is a positive correlation between the foreign and Korean students’ relationships and their play experiences. Four: The foreign students enjoyed their club activities based on exploratory experience and commented positively on it, saying “Jaeme itseoyo” (“I had so much fun”). Also, the club activities helped foreign students overcome learning difficulties. A discussion of the results and their implications follows.

교원양성기관 교직과목의 운영 실태 분석

박수정(Park, Soo Jung),맹재숙(Maeng, Jae Sook),우현정(Woo, Hyun Jung) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.8

The teaching profession course consists of three categories, which are the Educational Theory(ET), the Educational Competence(EC) and the Educational Practicum(EP). And the students should take more than 22 academic credits in the teaching profession course. This paper analyzes the characteristics revealed in the teaching profession course being offered in teacher preparation institutions, which consist of 46 teachers colleges, 13 national universities of education and a department of elementary education at 3 universities. Results were compiled via an analysis of materials obtained from online resources and written inquiries on the teaching profession course in the sampled institutions. The three major characteristics determined by the research are as follows. First, many similarities to the academic credits management between teacher preparation institutions and national standard were revealed. The characteristics revealed in management of the academic credits each institutions adopted were divided into 4 types, which are ‘applying standard’, ‘expanding EP’, ‘expanding ET’, ‘expanding ET & EC’. Second, there were no differences in the syllabus each institutions adopted because most of the institutions followed the national standard. A relatively small difference was shown in management of ‘additional educational theory’. Third, under the current teaching profession course system, students’ course-taking would be decided between two different methods, the way of students choosing their own course electives or students given subject clusters(compulsory). Secondary teacher preparation institutions were mostly adopting the former method while elementary teacher preparation institutions were mostly adopting the latter. A discussion on the characteristics of the teaching profession course and the related issues follows. 교직과목은 교사양성에서 필수적인 교육과정으로, 현재 교직이론, 교직소양, 교육 실습 영역으로 구분되어 총 22학점 이상 이수하여야 한다. 이 연구는 대표적인 초ㆍ중등교원양성기관인 46개 사범대학과 10개 교육대학 및 3개 초등교육과에서 개설한 교직과목의 운영 실태를 분석하는 것을 목적으로 하였다. 이를 위하여 2015년 5월에 각 대학의 교직과목 운영 담당자에 대한 서면 조사를 실시하고 대학 홈페이지에 게시된 자료를 보완적으로 활용하였다. 주요 연구 결과는 다음과 같다. 첫째, 초ㆍ중등 교원양성기관의 교직과목 영역별 학점 운영 특성을 살펴본 결과, 교원자격검정 기준과의 동질성이 매우 높았으며, 그 특징은 기준적용, 실습확대, 이론확대 그리고 이론ㆍ소양확대로 구분되었다. 둘째, 모든 교원양성기관이 교육부 고시에 따른 교직과목 영역별 교수요목과 동일한 과목을 개설하고 있으며, 교원양성기관 간의 다양성은 ‘기타 교직이론’에서 일부 드러나고 있었다. 셋째, 학습자의 수강 과목은 개설된 과목 중에서 자율적으로 선택하거나 필수과목군과 선택과목군 안에서 선택하는 방법으로 결정되었다. 전자는 주로 중등교원양성기관에서, 후자는 초등교원양성기관에서 교직과목 운영 방법으로 사용되었다. 이러한 연구결과를 토대로 교직과목의 운영 실태와 쟁점을 논의하고 시사점을 제시하였다.

초등학교 교사학습공동체 운영 사례 연구

김송자 ( Song Ja Kim ),맹재숙 ( Jae Sook Maeng ),박수정 ( Soo Jung Park ) 충남대학교 교육연구소 2013 교육연구논총 Vol.34 No.1

이 연구의 목적은 교사학습공동체가 학교라는 내적·환경적 맥락 속에서 보여주는 운영 과정의 특성을 분석하는 것이다. 이 연구를 위하여 H교육청이 지원하는 교과연구회 ‘한마음연구회’로 활동하고 있는 6명의 초등학교 교사들을 대상으로 면담, 관찰, 관련자료 분석을 수행하였다. 연구결과 나타난 초등학교 교사학습공동체의 운영상의 특성은 다음과 같다. 첫째, 공동체 운영 지속에 대한 구성원들의 내적 동기는 연구회 활동을 경험하는 과정에서 형성되었다. 둘째, 구성원 간의 협력 전략은 학교 현실에 대응하여 ‘분업’과 ‘가상공간에서 만나기’라는 형태로 나타났다. 셋째, 구성원들은 연령, 학교 내 직위, 낯선 관계 등을 극복하고 수평적인 관계를 유지하며 활동하였다. 넷째, 연구 활동에서 나오는 아이디어와 연구결과물들의 공유 범위는 매우 한정적이었다. 다섯째, 의무적으로 제출하고 평가를 받아야하는 보고서 작성은 교사학습공동체의 활동을 결정짓는 주요 요인으로 작용하고 있었다. 이러한 위의 연구결과를 바탕으로 교사학습공동체가 성공적으로 형성·지속되고, 그들의 학습결과가 학교 현장에 의미 있게 적용될 수 있도록 하기 위한 방안을 제언하였다. The purpose of the paper is to analyze the teacher learning community`s characteristics revealed in their school context. This paper used a case study to illustrate how the community creates and continue. The data analyzed for the paper were collected through personal interviews of the six teachers of the community, observations of the meetings and documents from H Education Science Researching Institute. H Education Science Researching Institute supports teacher learning communities to encourage teachers to study autonomously, to enhances understanding of course content, improve the quality of classroom teaching, and renovate classroom teaching through creativity A review of research reveals five major characteristics of the teacher learning community: first, the implicit motivation to continue the teacher learning community was created while its members were participating in the activities of the community; second, the strategy to cooperate under the school circumstance was to take their roles and to work together in on-line community; third, despite the differences in their ages and positions, its members have the same opportunity to express their thoughts; fourth, the possibility to expand their learning and new ideas into the whole school was limited; last, the community is directed to summit the report to and be evaluated by the Institute rather than to apply their learning to their students. Based on the result of the study, suggestions were made to create and continue a successful teacher learning community, and to apply their learning to the students.

논문편 : 여자 중 , 고등학생의 의복생활 실태에 관한 조사연구 - 봄 , 여름 의복을 중심으로 -

남상우,맹정숙 ( Sang Woo Nam,Jung Sook Maeng ) 대한가정학회 1988 Family and Environment Research Vol.26 No.2

Design, synthesis and biological evaluation of glutamic acid derivatives as anti-oxidant and anti-inflammatory agents

Pagire, Suvarna H.,Lee, Eunhye,Pagire, Haushabhau S.,Bae, Eun Jung,Ryu, Soo Jung,Lee, Dahye,Kim, Min Hee,Kim, Geum Ran,Hwang, Kyu-Seok,Ahn, Sukyung,Maeng, Jin Hee,Song, Jin Sook,Bae, Myung Ae,Lee, Don Pergamon Press 2018 Bioorganic & medicinal chemistry letters Vol.28 No.3

<P><B>Abstract</B></P> <P>A series of glutamic acid derivatives was synthesized and evaluated for their antioxidant activity and stability. We found several potent and stable glutamic acid derivatives. Among them, compound <B>12b</B> exhibited good <I>in vitro</I> activity, chemical stability and cytotoxicity. A prototype compound <B>12b</B> showed an anti-inflammatory effect in LPS-stimulated RAW 264.7 cell lines and in a zebrafish model.</P> <P><B>Graphical abstract</B></P> <P>[DISPLAY OMISSION]</P>

Upregulation of FGFR1 expression is associated with parathyroid carcinogenesis in HPT-JT syndrome due to an HRPT2 splicing mutation.

Lee, Ji-Young,Kim, Su Yeon,Mo, Eun-Yeong,Kim, Eun-Sook,Han, Je-Ho,Maeng, Lee-So,Lee, An-Hee,Eun, Jung Woo,Nam, Suk Woo,Moon, Sung-Dae Lychnia 2014 International journal of oncology Vol.45 No.2

<P>Mutations of the HRPT2 gene, which are responsible for hyperparathyroidism-jaw tumor (HPT-JT) syndrome, have been implicated in the development of a high proportion of parathyroid carcinomas. The aim of this study was to investigate differences in expression of the most important genes connected with parathyroid carcinoma between HPT-JT syndrome due to an HRPT2 splicing mutation, normal parathyroid tissue and sporadic parathyroid adenoma. Total RNAs were extracted from parathyroid carcinoma in HPT-JT syndrome harbouring HRPT2 splicing mutation or sporadic parathyroid adenoma and normal parathyroid gland, and subjected to Illumina DASL-based gene expression assay. Unsupervised hierarchical clustering analysis was used to compare gene expression in HPT-JT syndrome, sporadic parathyroid adenoma and normal parathyroid glands. We identified differentially regulated genes in HPT-JT syndrome and sporadic parathyroid adenoma relative to normal parathyroid glands using a combination of Welch's t-test and fold-change analysis. Quantitative PCR, RT-PCR and IHC were used for validation. Sixteen genes differentially regulated in the parathyroid carcinoma were associated with signal pathways, MAPK, regulation of actin cytoskeleton, prostate cancer and apoptosis. FGFR1 expression was confirmed to be significantly upregulated by validation experiments. Our gene expression profiling experiments suggest that upregulated FGFR1 expression appears to be associated with parathyroid carcinoma in HPT-JT syndrome due to an HRPT2 splicing mutation.</P>