포화지방산과 불포화지방산이 배양 지방세포의 비만유전자와 지방산합성효소유전자 발현에 미치는 영향

지정규 ( Jeong Kyu Chi ),박소영 ( So Young Park ),김종연 ( Jong Yeon Kim ),김희선 ( Hee Sun Kim ),김용운 ( Yong Woon Kim ) 영남대학교 기초/임상의학연구소 2007 Yeungnam University Journal of Medicine Vol.24 No.2S

Purpose:The ob gene, specifically expressed in adipocyte, encodes leptin, a hormone that induces satiety and increases energy expenditure. In this study, effects of saturated fatty acid and polyunsaturated fatty acid on ob gene expression were investigated by quantitative competitive RT-PCR in a mouse cell line (3T3-L1) which can be induced to differentiate into adipocytes. In addition to ob gene, expression of the fatty acid synthase gene as a marker of lipogenesis was measured simultaneously. Materials and Methods:The 3T3-L1 fibroblast cell were cultured in the Dulbecco`s modified Eagle medium with 10% fetal bovine serum. The differentiation of 3T3-L1 fibroblast to adipocyte was induced by the treatment of 250 nM dexamethasone and 0.5mM 1-methyl-3 -isobutylxanthine. At 10∼14 days after induction, 3T3-L1 cells were fully differentiated and had had lipid droplets in the cytoplasm. At that time, 3T3-L1 adipocytes were cultured for 12 hours in the fatty acids contained medium and were harvested for RNA extraction. Palmitate as a saturated fatty acid and docosahexaenoic acid (DHA) as a polyunsaturated fatty acid were used in this experiment and treated concentration was 600 μMol. Results:After conversion to adipocytes, glycerol-3 phosphate dehydrogenase activity was increased and leptin mRNA was expressed, Ob gene expressions of differentiated adipocytes were suppressed by palmitate treatment, however, there was no significant change in DHA treated adipocyte. Fatty acid synthase gene expressions, on the other hand, were suppressed by DHA treatment and not changed by palmitate treatment. Conclusion:These results suggested that polyunsaturated fatty acid inhibited lipogenic process and saturated fatty acid inhibited lipolytic process at cultured adipose cell level.

현대교육심리사상의 근원이 된 중국고대교육심리사상 -생득론과 환경론을 중심으로-

김정규 ( Jeong Kyu Kim ),박인숙 ( In Suk Park ) 건국대학교 교육연구소 1997 교사와 교육(구 교육논집) Vol.21 No.-

Heredity and environment hold special relevance for human psychological development. This problem made an issue of effectiveness of education. Therefore, China ancient times educational psychological thinkers and modern times educational psychological thinkers were concerned about innate theory and environmental theory. Research is reviewed that China ancient times educational psychological thinkers proposed a relation between innate theory and environmental theory, and this proposal present a new point of view for modem times educational psychological idea.

임신 2기의 임신중절에서 misoprostol과 sulprostone의 임상적 효용성 비교

김정규 ( Jeong Kyu Kim ),문종필 ( Jong Pil Moon ),김용범 ( Yong Beom Kim ),지일운 ( Ill Woon Ji ),정은환 ( Eun Hwan Jeong ),김학순 ( Hak Soon Kim ) 대한산부인과학회 2002 Obstetrics & Gynecology Science Vol.45 No.12

목적 : 임신 2기의 유산에 있어서 misoprostol과 sulprostone의 임상적 효용성을 비교해 보고자 하였다. 연구 방법 : 임신 2기에 유산을 요하는 환자들을 misoprostol군과 sulprostone군으로 무작위로 배정한 후, 임신 20주를 기준으로 각각 다시 세분하였다. Misoprostol군에서 임신 20주 이하는 misoprostol 400 킽을 4시간마다 질내에 삽입하였고, 임신 20주 이후에는 200 킽을 6시간마다 삽입하였다 Objective : Our purpose was to compare the clinical efficacy of intravaginal misoprostol and that of intravenous sulprostone for termination of second-trimester pregnancy. Methods : The patients were assigned to misoprostol and sulprostone group, and the

Preparation of inclusion complexes of itraconazole/HP-β-CD by Supercritical Fluid Techniques

Jeong-Kyu Kim(김정규),In-Il Jung(정인일),Sang-Yun Lee(이상윤),Jong-Hoon Ryu(유종훈),Gio-Bin Lim(임교빈) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.10

학구적(學究的) 학습시간(學習時間)(ATL)에 대한 교사(敎師) 효율성(效率性) 및 학습전략(學習戰略)의 효과(效果) 연구(硏究)

김정규 ( Jeong Kyu Kim ),박인숙 ( In Sook Park ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

1. purpose This study was aimed at analyzing the degree to which teacher effectiveness and learning strategies influences academic learning time for a given subject-matter, and the degree to which academic learning time influences on achievement of the subject-matter. And, the specific objectives of this study are as follows: (1) to analyze the effects which teacher behavior characteristics of(classroom mangement, instruction, classroom climate) teacher effectiveness have on academic learning time for a given subject-matter. (2) to analyze the effects which learning strategies(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. (3) to analyze the effects which teacher behavior characteristics about teacher effectiveness have on learning strategies of learner. (4) to analyze the effects which academic learning time for a given subject-matter influence on the subject-matter achievement. 2. Model The logic of this study is as follows. That is, teacher effectiveness influence on cognitive strategies and affective strategies of learner and academic learning time for a given subject-matter. Learning strategies of learner(congnitive strategies, affective strategies) influence on academic learning time for a given subject-matter. Also, academic learning time for a given subject-matter influences on the achievement of the subject-matter. 3. Method Total number of sample are 513 elementary school students sampled optionaly. The instruments used in this study are measures of teacher behavior developed by Virgilio, measure of cognitive learning strategy, measure of affective learning strategy, measure of Academic learning time and interview questionaire to find out responses to Academic learning time. For the statistical analysis, pearson correlation analysis, partial correlation analysis, stepwise multiple regression analysis, and path analysis were performed in order to analyze data. 4. Results The results of the study are as follows ; (1) teacher effectiveness have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of teacher characteristic which predict academic learning time of learner was shown on instruction variable. (2) cognitive strategies have the positive effects on the academic learning time for a given subject-matter. Also, the largest predictive variable of cognitive strategies which predict academic learning time was an elaboration strategies. (3) affecitive strategies have the positive effects on the academic learning time for a given subject-matter study. Also, the largest predictive variable of affective strategeis which predict academic learning time of learner made an appearance academic self-concept. (4) teacher effectiveness have the positive effects on the learning strategies of learner. In particular, teacher effectiveness has more positive effects on the cognitive strategies. (5) the more level of acdemic learning time is high, the more subject-matter achievement is high.

집단실시(集團實施)에 따른 Bender-Gestalt Test의 신뢰도(信賴度) 연구(硏究)

김정규 ( Jeong Kyu Kim ),정종진 ( Jong Jin Jeong ) 건국대학교 교육연구소 1986 교사와 교육(구 교육논집) Vol.10 No.-

A. Problem and Hypotheses The present study attempts to ascertain the reliability of group administration of the Bender-Gestalt Test (BGT) using the Koppitz Developmental Scoring System, in comparison to the usual method of individual administration. The hypotheses of this study are as follows: 1. No significant correlation coefficient will be observed between the BGT scores of Ss in Group I who received an individual administration procedure on two occasions. 2. No significant correlation coefficient will be observed between the BGT scores of Ss in Group N who received the group administration procedure on two occasions. 3. No significant correlation coefficient will be observed between the BGT scores of Ss in Group 1 who received the individual administration procedure first and the group administration procedure second. 4. No significant correlation coefficient will be observed between the BGT scores of Ss in Group 4 who received the group administration procedure first and the individual administration procedure second. 5. No significant difference will be observed between mean BGT scores of Ss in Group 2 who received the individual administration procedure first and mean BGT scores of Ss in Group 3 who received the individual administration procedure second. 6. There will be no significant difference between the correlation coefficient between scores of Ss in Group 1 who received the BGT individual administration procedure on two occasions and the correlation coefficient between scores of Ss in Group 4 who received the BGT group administration procedure on two occasions. B. Method 1. Subjects The subjects consisted of 128 enrolled in the J elementary school in Daejeon city, Chungnam. The sampling method used was stratified random sampling. The subjects were assigned to one of four groups with each group stratified on the variables of age and sex. There were 32 Ss pere group, yielding 128 Ss in the sample, ages 6 years, 12 months through 10 years, 11 months. 2. Instrument The BGT consisted of nine designs was used in this study(see figure 1) 3. Procedures Procedures for individual administration of the BGT were followed as suggested by Koppitz (1964). And the group administration procedure consisted of presenting 55.5 × 52. 0cm BGT designs to groups of not more than 16 Ss. All Ss were from 6° to 15° from the designs. All protocols were scored using the Koppitz Developmental Scoring System. 4. Statistical Methods All data were analyzed using statistical techniques as described by Ferguson (1966). The methods were as follows: product-moment correlation, t-test, one-way ANOVA. C. Findings The main findings obtained were as follows. 1. There was no significant difference in the mean scores of Ss on individually administered and group administered BGT. 2. There was a significant correlation between pre- and post test BGT scores of Ss receiving individual administration. 3. There was a significant correlation between pre- and post test BGT scores of Ss receiving group administration. 4. Scores earned on the individual administration of the BGT following a prior exposure to the group administration procedure were comparable to scores earned on an individual administration of the BGT by Ss who had not had any prior exposure to the test. That is, there was no significant testing effect. 5. There was no significant difference between the reliability coefficients of the individually administered BGT and the group administered BGT. In sum, group administered BGT was as reliable as individually administered one, and there was no significant testing effect of the group procedure on the individually administered method.

한국반도산 (韓國半島産) 호리병벌과의 기록종 및 동종이명 (同種異名) 검토

김정규(Jeong Kyu Kim),윤일병(Il Byong Yoon) 고려대학교 한국곤충연구소 1996 SYNONYMIC LIST AND DISTRIBUTION OF HYMENOPTERA IN Vol.- No.-

Formation of Water Soluble Preparation of cyclodextrin inclusion complexes of an antifungal drug using a SAS process

Jeong-Kyu Kim(김정규),Sang-Yun Lee(이상윤),Jong-Hoon Ryu(유종훈),Gio-Bin Lim(임교빈) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.4

아동(兒童)의 사회적(社會的) 인지능력(認知能力) 발달(發達)에 미치는 어머니의 자녀(子女) 양육태도(養育態度)의 영향(影響)

김정규 ( Jeong Kyu Kim ),박인숙 ( In Sook Park ) 건국대학교 교육연구소 1987 교사와 교육(구 교육논집) Vol.11 No.-

This study attempts to test the the differences between the mother`s child rearing attitude perceived by children and child`s social cognition. For the present purpose the following hypotheses are set as follows: 1. Mother`s child rearing attitude will be perceived differently by sex and grades. 2. Child`s social cognitive ability will be different by sex and grades. 3. Mother`s child rearing attitude perceived by children will influence child`s social cognition ability. 4. Mother`s child rearing attitude also will be different from social cognitive ability among sub-variables. 5. Mother`s child rearing attitude In description patterns, curiosity training, reason orientations, rule principles, impulse expression, reward and punishment, and purpose presentations will be related to child`s social cognitive ability. The above items cover hypotheses 4-l throught hypotheses 4-7. To test the above hypotheses this study utilized "Child rearing questionnaire" deigned by HongWoo Lee (1973) and tests developped by Flavell, Botkin and Fry. This study also produced contingency coefficient and gamma coeffient along with Chi square to test the significant differences between mother`s child rearing patterns and child`s social cognitive ability. The results of the study are: 1. Hypothesis 1. There is a significant difference in the perception of child rearing attitude by grades (***p .001, c=.268, gamma=.556), not by sex. 2. Hypothesis 2. was denied by grades in terms of the differences in social cognitive ability, but there was relative ablity, but there was relative relationship by sex (*p .05, c=.277, gamma=.350). 3, Hypothesis 3. Mother`s child rearing attitude perceived by children is highly related to child`s social cognitive abilitity (**p .01, c=.320, gamma=.600). 4. Hypothesis 4. Hypotheses 4-2, 4-3, and 4-6 were denied.

대학(大學) Communicator의 공신력(公信力)과 학생(學生)의 정보습득(情報習得), 태도변화(態度變化)와의 상관관계연구(相關關系硏究) -건국대학교(建國大學校) 학생(學生)들의 반응분석(反應分析)을 중심(中心)으로-

김정규 ( Jeong Kyu Kim ),오성삼 ( Sung Sam Oh ) 건국대학교 교육연구소 1977 교사와 교육(구 교육논집) Vol.2 No.-

This study was aimed to find out the effects of credibility toward university administrative staff upon the efficiency of communication to the students. Recently, one of the most remarkable problems in organization has been problem of communication. Organization is created to get the job done efficiently. Communication has an important role in the achievement of that goal. Communication is made up of individual`s work with other individuals, groups, and the organization as a whole. And it can serve a variety of functions which may persuade, change attitude and inform, etc. The assurance of effectiveness and efficiency in the university communication is a vital factor in initiating and maintaining a quality of Education. So this study focuses attention on the factors for the communication effects in university organization. To find out the factors for the effects of communication, the study was conducted using bibliographical survey. Through this survey related theories, models and the related studies were drawn out. As the result of bibliographical survey, investigator had several questions such as the following: (1) Is there any correlation between the credibility of the university administrative staff and the communication effects on students? (2) Are there any differential effects of credibility by the intermediating of sox difference and educational age of students? And to solve above questions, investigator established two main hypotheses and four sup- porting hypotheses: 1. There is some correlation between the credibility of university administrative staff and the communication effects on students. I-a There is some correlation between the credibility and the information gain of student as a communication effect. I-b There is some correlation between the credibility and the attitude change of student as a communication effect. II. But there will be some differential effects in relationship to sex difference and education age. II-a Female student would be more influenced by the credibility than male student. II-b The higher division student would be less influenced by the credibility than those of lower division. To test these hypotheses, the study employed the filed survey. It was done by giving four kinds of questionnaire to Kon Kuk University Students (50 freshmen, 50 sophomore, 100 junior, 50 senior) in the first semester of 1977. The reason why investigator selected 100 junior was to compare sex differences within the same grade level. The procedures were as follows: Firstly, the credibility of university administrative staff was measured by the "Semantic Differential Scales" (15-bipolar adjectives- 5 safety, 5 qualification, 3 dynamism, 1 sociability) which were previously used by Berlo and Lemert. Secondly, investigator measured the information gain score and the attitude change score of students by giving questionnaire to high credibility group and low credibility group. Lastly, investigator calculated each measurements according to each hypotheses as follows: Hypothesis [I-a] was calculated by the correlation co-efficient between the credibility score of university administrative staff and the information gain score of student. And [I-b] was calculated by the correlation coefficient between the credibility score and attitude change score of students using the method of "Pearson". Hypothesis [II-a] was calculated by the Chi-Square (x(2)) between the credibility socre of university administrative staff and the information gain score of student. Hypothesis [II-b] was calculated by the Chi-Square (x(2)) between the credibility score and the attitude change score. And next the hypotheses [II-a], [I1-b] was calculated again by employing the 2x2 factorial analysis of Variance (F-test), such as high and low credibility x female and male students, high and low credibility x higher and lower division students. As the results of the above, initial hypotheses of this study was reexamined; (1) The hypothesis [I-a] was not supported in this study, because investigator did not find out the significant correlation coefficient the level is p) .05 (2) The hypothesis [I-b] was supported by mean score to the degree of the level of 0.01 So, the credibility of university administrative staff could influence the change of attitude of student as a communication effect. (3) The hypothesis [II-a] that female would be more influenced by the credibility than male student was not supported. F=.26 df=l p> .05 (4) The hypothesis [II-b] that higher division student would be less influenced by the credibility than those of lower division student was supported. The mean was significant at the 0.01 level. F=5.05 df=3 p> .01 Based on the above results, it was concluded that credibility of university administrative staff influences the attitude change of student in university communication, but does not influence information gain of student. Also, the credibility of university administrative staff could have less influence on higher division student than on those of lower division. But, there is no sex differences in influence of credibility.