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Cyclic Nona 및 Pentapeptide 유도체들의 합성과 단백질 분해 효소에 대한 저해활성 측정
강신원,허남원,신홍대 ( Shin Won Kang,Nam Won Huh,Hong Dae Shin ) 생화학분자생물학회 1989 BMB Reports Vol.22 No.4
Most of legume seeds contain serveral kinds of BBI-type inhibitors. They have similar amino acid residues around the reactive site. The P₁ site amino acid residue in reactive site generally corresponds to the specificity of the cognate enzyme. It has also been noted the importance of P₁ site amino acid residue in synthetic cyclic nonapeptide derivatives which were related to active site of BBI. To obtain further understanding of the role of amino acid residues near th reactive site, 3 cyclic nonapeptides which are substituted analogues of GBI-II were synthesized and the inhibition constants for some proteinases were calculated by Dixon method. Antielastic fragment in GBI-II (I_a) differ only P₂ Site with that of soybean isoinhibitor C-II, Ki of Ia for porcine pancreatic elastase was 48μM, Ki of antitryptic fragment in LBI (I_b) for trypsin was 3.7μM, and Tyr analogue (I_c) for chymotrypsin showed no inhibition but appeared low inhibitory activity for trypsin and elastase. To elucidate the relation between loop size and inhibitory activity, 3 cyclic pentapeptide analogues containing the each reactive site of Ala-Ser, Lys-Ser and Tyr-Ser were synthesized. These peptides possessed slight inhibitory activity toward proteinases, Ki of synthetic cyclic pentapeptides for elastase, trypsin, and chymotrypsin were 614μM, 278μM and 128μM, respectively.
Cyclic Nona 및 Pentapetide 유도체들의 합성과 단백질 분해 효소에 대한 저해활성 측정
강신원,허남원,신홍대,Kang, Shin-Won,Huh, Nam-Won,Shin, Hong-Dae 생화학분자생물학회 1989 한국생화학회지 Vol.22 No.4
콩과식물의 씨속에 포함된 각종 BBI형 저해물질들은 reactive site를 중심으로 유사한 아미노산 잔기를 가지고 있다. 일반적으로 reactive site 내의 $P_1$ site 아미노산 잔기는 상대효소에 대한 특이성이 있다. Reactive site 뿐만 아니라 그 주변에 위치한 아미노산 잔기의 역할을 알아보기 위해 GBI-II의 antielastic fragment를 모델로 하여 $P_1$ site 아미노산 잔기를 치환시킨 3종의 cyclic nonapeptide를 액상법으로 합성하고 몇 종의 단백질 분해효소에 대한 $K_i$값을 Dixon 법으로 계산했다. GEI-II의 antielastic fragment $(I_a)$는 porcine pancreatIc 에라스타제에 대하여 $48{\mu}M$의 $K_i$값이 나타났고 LBI의 antitryptic fragment $(I_b)$는 트립신에 대한 $K_i$값이 $3.7{\mu}M$이었으며 Tyr 유도체인 $I_c$는 키모트립신에 대하여 저해활성이 없었지만 트립신과 에라스타제에 대하여 낮은 저해활성을 보였다. Loop size와 저해활성간의 관계를 알아보기 위해 $P_1$ site를 각각 Ala ($I_a$'), Lys ($I_b$') 및 Tyr ($I_c$')으로 치환시킨 3종의 cyclic pentapeptide를 합성하여 저해활성을 구한 결과 $I_a$'은 에라스타제에 대하여$614{\mu}M$, $I_b$'은 트립신에 대하여 $278{\mu}M$ 또한 $I_c$'은 키모트립신에 $128{\mu}M$의 $K_i$값으로 나타났다. Most of legume seeds contain serveral kinds of BBI-type inhibitors. They have similar amino acid residues around the reactive site. The $P_1$ site amino acid residue in reactive site generally corresponds to the specificity of the cognate enzyme. It has also been noted the importance of $P_1$ site amino acid residue in synthetic cyclic nonapeptide derivatives which were related to active site of BBI. To obtain further understanding of the role of amino acid residues near th reactive site, 3 cyclic nonapeptides which are substituted analogues of GBI-II were synthesized and the inhibition constants for some proteinases were calculated by Dixon method. Antielastic fragment in GBI-II $(I_a)$ differ only $P_2$' Site with that of soybean isoinhibitor C-II, Ki of Ia for porcine pancreatic elastase was $48{\mu}M$, Ki of antitryptic fragment in LBI $(I_b)$ for trypsin was $3.7{\mu}M$ and Tyr analogue $(I_c)$ for chymotrypsin showed no inhibition but appeared low inhibitory activity for trypsin and elastase. To elucidate the relation between loop size and inhibitory activity, 3 cyclic pentapeptide analogues containing the each reactive site of Ala-Ser, Lys-Ser and Tyr-Ser were synthesized. These peptides possessed slight inhibitory activity toward proteinases, Ki of synthetic cyclic pentapeptides for elastase, trypsin, and chymotrypsin were $614{\mu}M$, $278{\mu}M$ and $128{\mu}M$, respectively.
역사(歷史) 사회(社會) 환경(環境)과 구장산술(九章算術의) 구조(構造)
강신원,Kang, Shin-Won 한국수학사학회 2006 Journal for history of mathematics Vol.19 No.4
중국(中國)의 산경(算經)에서 제일(第一) 먼저 우리의 관심(關心)을 끄는 것은 구장산술(九章算術)이다. 그러나 이천삼백년(二千三百年) 전(前)부터 존재(存在)하였다고 추측(推測)할 뿐 편저자(編著者)나 제작년도(製作年度)는 미상(未詳)이다. 여기에 있는 문제(問題)들을 수학적(數學的)인 명(面)에서 검토(檢討)하여 보는 것도 바람직하지만 역사(歷史)나 사회적(社會的) 환경(環境)과 관련(聯關)시켜 분석(分析)하고 추론(推論)하여 구장산술(九章算術)의 구조(構造)를 밝혀낸다. The Nine Chapters on the Mathematical Art has dominated the history of Chinese mathematics. It served as a textbook not only in China but also in the neighbouring countries and regions. The book is anonymous like many Chinese classics. The Nine Chapters contains 246 problems and their solutions, some of which date back to before the Qin Dynasty $(221\sim207\;B.C)$ and it seems to have been written by various writers over many generations. In this paper, we will investigate the structure of the Nine Chapters from the view points of ancient social environments which entail eventually mathematics in the Nine Chapters.
강신원 ( Won Kang Shin ) 충남대학교 교육연구소 2011 교육연구논총 Vol.32 No.2
본 연구에서는 통일교육과 다문화교육의 전반적인 이론적 탐색을 통해 초등학교 통일교육의 다문화교육적 접근의 필요성을 인식하고 초등학교 개정 교육과정의 도덕 교과를 중심으로 통일관련 교육목표와 내용 분석을 통해 초등학교 통일교육의 새로운 접근방향을 제안하였다. 연구 결과 앞으로 초등학교 통일교육의 접근 방향은 다음과 같다. 첫째, 통일교육 교육과정면에서 다문화적 접근, 능동적 접근, 문화상호주의적 접근이 이루어져야 한다. 둘째, 통일교육 교수-학습방법면에서 학생 중심의 교수-학습방법, 실천적 접근이 이루어져야 한다. 셋째, 통일교육 제도면에서 교사의 통일역량 향상과 통일교육 지원 활성화를 위한 노력이 요청된다. This study recognizes the necessity for a multicultural education approach to elementary unification education through general theoretical exploration on unification education and multicultural education and suggests a new direction for the approach to elementary unification education through analyzing educational objectives and contents related with unification centering around the elementary school moral subject of the revised curriculum. According to the result of this research, the future direction for the approach to elementary unification education is as below. First, from the curricular aspect of unification education, multicultural approaches, active approaches, and interculturalistic approaches are needed. Second, from the teaching-learning perspective of unification education, student-centered teaching-learning methods and practical approaches are necessary. Third, from the aspect of the unification education system, endeavoring to improve teacher`s capacity for unification and activate the support for unification education is required.