Mechanism underlying 2n male and female gamete formation in lemon via cytological and molecular marker analysis

Kai‑Dong Xie,Qiang‑Ming Xia,Jun Peng,Xiao‑Meng Wu,Zong‑Zhou Xie,Chun‑Li Chen,Wen‑Wu Guo 한국식물생명공학회 2019 Plant biotechnology reports Vol.13 No.2

The unreduced (2n) gametes have long been used in triploid breeding of citrus. In lemon, the previously reported mechanisms for 2n megagametophyte formation were controversial, whereas that for 2n pollen production is still unknown. Herein, the frequency of and mechanism underlying 2n megagametophyte and 2n pollen formation in ‘Eureka’ lemon were investigated based on cytological observation and genotyping of the triploid hybrids between ‘Eureka’ lemon and ‘Early gold’ sweet orange. As a result, 4.79% of the viable pollens of ‘Eureka’ lemon were identified as the 2n pollen with a larger diameter (70.16 ± 3.92 μm). The 2n pollen might be resulted from the formation of parallel spindles at meiosis stage II. Among the 204 plantlets regenerated from embryo rescue following the sexual cross, 12 were triploids as identified by flow cytometry. According to the analysis of heterozygosity transmission using 13 pericentromeric single nucleotide polymorphism (SNP) markers and 20 randomly distributed simple sequence repeat (SSR) markers, 11 triploids were identified to be originated from the fertilization of 2n megagametophytes of ‘Eureka’ lemon, with a frequency of 5.39%. Among them, nine 2n megagametophytes were supposed to be arisen from the second division restitution (SDR), whereas the other two were from postmeiotic genome doubling (PMD). These results to understand the mechanism underlying 2n gamete formation in lemon are valuable for its efficient polyploid breeding.

선택적 함묵아의 놀이치료 사례연구 : A Case Study of Play Therapy for Selective Mutism Child

정계숙,이은하,이정희 부산대학교 영유아보육연구소 2002 영유아보육연구 Vol.8 No.-

The purpose of this study was to examine the effect of child-centered play therapy for a young child with selective mutism. The subject was a 4.10 year old girl who had interpersonal difficulties caused of selective mutism. The objects of the play therapy were to improve emotional expression and social communication and to change unadapted social behavior. The total number of play therapy sessions was 56. The ongoing parent interventions for child's mother was implemented once a week and the interview with kindergarten teacher were administered periodically. The changes of the child were described qualitatively through all sessions. During the early stage, the child showed severe mother separate anxiety and told to the therapist hardly. The feature of her play was to separate houses and cars which she built and placed with the traffic signals. Through the middle stage, she showed the depressions and the stress caused of conflicts between self and reality repeatedly, and then, changed a little in interpersonal relations, including her young sister. On the later stage, the aspects of her play sessions showed that she became a quiet adaptive child. She became to talk with strange peoples even in strange situations and to be generous to her young sister even when she made a scar in her own face. It was discussed about the effectiveness of the child-centered play therapy on improving emotional expression and social communication of a young child with selective mutism.

동화를 활용한 통합활동 중심의 사회적 유능성 증진 프로그램의 효과 연구 : 언어발달 지체 유아를 대상으로 An application of fairy tale integrate activities

정계숙,노진형 부산유아교육학회 2004 유아교육논총 Vol.13 No.-

본 연구는 동화를 활용한 통합활동 중심의 사회적 유능성 증진 프로그램이 언어적으로 지체된 유아의 사회적 유능성에 어떠한 변화를 가져오는지를 알아보고자 하였다. 연구대상은 부산대학교 어린이상담실에 의뢰된 6-7세 유아들로, 유아들의 발달적 요구와 3회까지 관찰된 유아의 행동 특성 및 초기 면담 결과를 근거로 유아의 중재목표행동이 선정되었다. 프로그램 내용 및 운영은 동화 듣기와 동극 하기, 작업활동, 음률활동, 게임, 신체 활동 등의 통합활동 중심으로 주 1회, 총 15회 동안 두 명의 중재교사, 관찰자 및 부모교육 담당자에 의해 수행되었다. 연구 결과 동화를 활용한 통합활동 중심의 사회적 능력 증진 프로그램은 유아에 따라 다소 차이는 있었으나 중재 목표 행동인 또래에게 상호작용 시도하기, 또래와의 문제상황에 대처하기 및 교사의 지시 따르기를 증진시키는 효과가 있었다. This study examined the effectiveness of a social competence program for language delayed children. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the social competence program. The activities of the program were consisted of fairy tale integrate activities, like dramatization, art and occupation activities, physical activities and game etc. Subjects were 3 boys aged 6-7 years, with language delays. The program ran for 15 sessions. Two intervention teachers, two observers and one parent group leader implemented each session for 90 minutes once a week cooperatively. The target behaviors of the subjects were to initiate interactions with others, cope with problem situations with peers and follow teacher's suggestions. Data on the frequencies of target behaviors and the behavior episodes related with target behaviors during each session were analyzed. Although there were some individual differences in the changes of target behaviors, most of children became to be more sociable. The implications for developing social competence programs for children with language delays were discussed.

소세지 製造原料肉代替에 關한 硏究

宋啓源,金顯旭 서울大學校 農科大學 1977 서울대농학연구지 Vol.2 No.2

Extenders including wheat flour, defatted soy flour, skim milk powder, and demineralized whey powder were used in examining the value of partial substitution of pork in sausage making. Each of the substuting ingredients were tested at the level of 10%, 20% and 30% of pork. Cooked sausages of Frankfurter style were made by the conventional method and tested for their physico-chemical properties and the tissue structure was compared. Following results have been obtained: 1) As more extenders are added, moisture and protein content of sausages were increased, while the fat content was decreased. This is probably due to added ice water. 2) Moisture, protein, and fat constituted 85.13% of the sausages, which is still good as the standard grade. 3) As more extenders are added, ratio of protein : moisture (W/P) was increased from 5.17 to 5.65, which is still below 6.0 and acceptable. 4) Average free water content of sausages was 6.5%, which evidenced the average binding quality. The sausage containing defatted soy flour contained 4.97% of free water, the one containing skim milk powder had 5.13% free water, the one containing wheat flour had 7.23% free water, and the one containing whey powder had 8.87% free water. 5) Firmness, which was tested by penetration value, did not show much differences among the kinds of extenders, but firmness of the sausages was increased in the order of sausages containing wheat flour, skim milk powder, defatted soy flour, and whey powder. 6) Sausages containing 10% of extenders showed large fat globules well and widely distributed among the fine protein tissue structure, but as more extenders are added, the size of fat globules was decreased and the tissue structure became crude. 7) Considering the content of moisture, protein, and fat, protein : moisture ratio (W/P), binding properties, and firmness, the effectiveness of extenders in substituting pork was decreased in the order of defatted soy flover, skim milk powder, wheat flour and whey powder. Wheat flour and whey powder can be used at the level of 20% or below, and defatted soy flour and skim milk powder could be used up to 30% of the pork. 8) Pediococcus acidilactici was isolated and identified from meat scraps of meat chopper in order to make the fermented sausage. 9) The fermented sausage of the same formulation did mot evidence the spoilage up to 30 days at 20℃ and up to four months at refrigeration temperature. 10) Acceptability of fermented sausages was best with skim milk-containing sausages and decreased in the order of whey powder, wheat flour, and soyflour sausages.

교육연극을 적용한 집단상담프로그램이 유아의 친사회적 행동 증진에 미치는 영향 : 또래관계 형성이 어려운 유아를 중심으로

정계숙,김미정,김정은 부산대학교 영유아보육연구소 2002 영유아보육연구 Vol.8 No.-

This study examined the applicability of creative drama to group intervention for poorly accepted elementary school children. The study was one of the planned variations study series for identifying the effectiveness of the social and emotional difficulties or developmental delays by the Child Counselling and Intervention Center Child Educare Research Institute, PNU since 1998. The goal of the program was to improve prosocial behavior through creative drama on emotion regulation and social skill. The subjects were 6 children, age 10∼13, with poorly accepted elementary school children. The program was composed of total 16 sessions for 16 weeks. Each session was implemented for 90 minutes by intervenient. Every child was observed and recorded on 3∼4 target behaviors after the 4th session. The behavior episodes of each of children were described through all sessions by the assigned observers for each child. The effects of the program were described with qualitative analysis and the behavior episodes related each child's target behaviors. The changes of target behaviors and other related prosocial behaviors of children were different to children. It was concluded that the group intervention program intended to improve prosocial behavior through the creative drama was generally effective for poorly accepted children.

경증 지적 지체유아 통합학급에서의 교육연극 활용 연구

정계숙 釜山大學校 師範大學 2003 교사교육연구 Vol.42 No.-

This study aimed to examine applicability of creative drama to the inclusive classrooms for changing attitudes of general children toward mentally retarded peers and promoting social interactions between them, and suggest an example of administration of a creative drama activity program. Most of inclusive teachers have difficulties for managing their classrooms because they didn't have informations enough about children with disabilities and teaching strategies. Social interaction between children with and without disabilities is a most important benefit of inclusion. Thus, inclusive teachers need the natural intervention strategies for promoting positive relationship between children. Children, even mildly mentally retarded ones, enjoy imagination and dramatic play. Creative drama has various educational and developmental meanings. It is a educational process of making a drama by collaboration and a process of self-development for all children through various experiences with emotional regulation, socially maturational behaviors and free verbal and non-verbal self-expression. Most of all, it doesn't need for inclusive teachers to be trained about the structured intervention strategies based on behavioral learning theories, distancing from developmentally appropriate practices in early childhood education. By these points creative drama can be used as a natural routine activity of a preschool daily schedule successfully. It concluded that creative drama could be a effective strategy for changing negative attitudes of general young children toward peers with mild mental retardation and establishing positive relationship between children with and without disabilities.

어머니의 발달지체유아에 대한 유관적 상호작용 행동 중재 효과 연구

정계숙,윤갑정 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

The purpose of this study was to investigate changes in contingent interaction behaviors of mothers with developmentally delayed young children through the intervention program for better mother-child interactions. The subjects were four children with developmental delays and their mothers who not received parent education program ever. The intervention program was consisted of 16 sessions and each session had intervention activities which were selected to improve negative and non-contingent interaction behaviors between mothers and their young children with developmental delays. The effects of the mother-child interaction program were presented by analyzing the changes in the frequencies of contingent interaction behaviors, each of attempts and responses behaviors, between children and their mothers and describing the characteristic behaviors which explained the changes of their contingent interaction behaviors through the analysis of the play behavior episodes between each dyads. The effects of the program were as follows. First, the frequencies of contingent attempt and response behaviors of the mothers increased through the mother-child interaction intervention program. Second, the contingent attempt and response behaviors of the mothers were improved qualitatively through the mother-child interaction intervention program. The results were discussed on the point of developing the better intervention program practices for mothers with young children with developmental delays and suggested some implications for it.

통합교육을 위한 부모교육 프로그램 개발의 기초 연구

정계숙 釜山大學校 師範大學 1999 교사교육연구 Vol.37 No.-

집단 미술치료 중재 프로그램을 통한 유아의 사회,정서 행동 문제 개선 효과 연구

정계숙,구정희 부산유아교육학회 2004 유아교육논총 Vol.13 No.-

본 연구는 사회 ·정서행동 문제를 가진 유아를 대상으로 집단미술치료 중재 프로그램을 실시하고 집단미술치료 중재프로그램이 유아의 사회 정서행동 문제의 개선에 효과가 있는가를 검토해 보았다. 4, 5세 아동 4명을 대상으로 회기 당 90뿐씩 총 16회기 동안 프로그램을 실시한 후, 각 유아별로 사회 정서행동 문제에 대하여 관찰기록과 비디오 녹화, 교사와 부모와의 면담결과를 중심으로 그 변화틀 질적으로 분석하였다. 연구 결과, 집단미술치료 중재 프로그램은 유아의 행동문제의 유형에 따라 개인차는 있으나 유아의 다양한 사회·정서적 행동문제의 개선에 효과적이었다. The study aimed to examine the effects of a group art therapy intervention program for young children with social and emotional problem behaviors on improving the problem behaviors. The program developed on the basis of natural intervention approach was consisted of group art therapy activity, free play and interaction time including snack time, hello time and evaluation time. It run for 90 minutes once a week through conjecutive 16 weeks. The data from observation sheet of social and emotional problem behaviors and interviewing sheet for mothers and teachers was analyzed for each child. With some individual differences each child's problem behaviors were remarkably improved. The result were discussed on the point of developing group art therapy intervention program for young children with social and emotional difficulties.

어머니의 거부적 양육태도로 인한 반항적/적대적 행동문제 유아의 놀이치료 사례연구

정계숙,이은하 부산유아교육학회 2003 유아교육논총 Vol.12 No.-

본 연구논 어머니의 거부적 양육으로 인한 반항적이고 적대적인 행동 문제로 일상생황에 부적응을 나타내는 만3세 5개월 된 유아를 대상으로 아동 중심 놀이치료를 실시한 결과에 대한 보고이다. 치료 과정을 탐색단계, 보호의 시험단계, 실험적 치료단계, 그리고 종결단계로 나누고, 그 단계별로 유아-치료자간의 관계와 놀이에 나타난 유아의 정서를 중심으로 유아의 변화를 펴보았다. 그리고 어머니와의 면담과 전화상담을 통한 모자 관계의 변화도 함께 기술하였다. 그 결과, 유아는 놀이치료 과정을 통하여 자신의 내면화된 갈등과 억압을 객관화함으로써 감정을 조절할 수 있게 되었고 자기상(self-image)이 긍정적으로 변화되어 문제행동이 크게 감소되었다. 또한 어머니의 양육태도와 행동의 변화로 모자관계가 바람직한 방향으로 변화되었다. This study aimed to report the effect of child-centered play therapy for a young child with oppositional/defiant behavior problems caused by rejective parenting of mother. The subject was a 3.5 year old girl. According to the 4 stages of play therapy process such as the exploratory stage, the testing for protection stage, the realistic healing stage, and the terminal stage, the changes of child were described qualitatively on the standards of analysis, the child-therapist relationship and the emotion of child expressed in play activities. The changes of mother-child relationship were analyzed on the basis of data from weekly direct interviews and telephone counseling with mother. The results showed that the child could externalize her own internalized conflicts and constraints resulting from inappropriate and rejective parenting and make her emotion objective through the process of play therapy, therefore the problem behaviors were reduced a lot. Having the regular interviews and counseling with therapist, mother could understand the development of her daughter and change her perception of child’s problem behaviors, and these changes made the mother-child relationship positive. It concluded that not with the child’s own changes, but the changes of mother helped her child to develop a positive self-image, and to reduce oppositional/defiant behaviors.