트립토판 중합효소 α 소단위 잔기 치환체 Pro⁹⁶→Leu의 구조 변화에 영향을 미치는 139 및 258 잔기의 치환 효과

이주연,정재갑,신혜자,임운기,Lee, Joo-Youn,Jeong, Jae-Kap,Shin, Hae-Ja,Lim, Woon-Ki 한국생명과학회 2002 생명과학회지 Vol.12 No.4

대장균 트립토판 중합효소(tryptophan synthase) $\alpha$ 소단 위체의 96번, 139번 과 258번 자리를 돌연변이 시킨 이중 돌연변이체 P96L/F139W, P6L/F258W와 삼중 돌연변이체 P96L/F139W/F258W의 효소 활성도와 형광 분광계를 이용한 분광학적 성질을 조사하였다. 이중 돌연변이체의 효소 활성도는 야생형과 유사하나 삼중 돌연변이체는 40% 감소된 활성도를 가진다. P96L/F139W 와 P96L/F258W의 형광세기는 야생형에 비해 감소하였으나 P96L/F139W/F258W는 야생형에 비해 증가하였다. 효소 활성도와 형광 결과는 96번의 치환이 8번 알파구조와 4번 베타 구조와 4번 알파구조 사이의 loop의 안정성에 영향을 준 것을 나타낸다. 이 결과로부터 P96L/F139W/F258W는 야생형과 다른 3차 구조를 가지나 139번과 258면 주위는 더 조밀한 구조를 가지고 있다는 것을 보여준다. Enzymatic activities and fluorescence spectroscopic properties of the double mutant proteins P96L/F139W, P96L/F258W and a triple mutant protein P96L/F139W/F258W of tryptophan synthase $\alpha$ subunit from Escherichia coli was examined to study tertiary and local structure changes around the tryptophan residues. The enzymatic activities of P96l./F139W and P96L/F258W were similar, but P96L/F139W/F258W had lower activity, as compared to wild type. The fluorescence intensities of double mutant, P96L/F139W and P96L/F258W, were decreased but that of a triple mutant, P96L/F139W/F258W, was increased when compared to wild type. The sum of the maximum fluorescence intensity (fluorescence intensity at the λ$_{max}$) for the double mutant proteins was not equal to the intensity seen in the triple mutant protein. The enzymatic activity and fluorescence data indicate that the replacement of Pro$^{96}$ longrightarrowLeu might affect on the stability of helix 8 and the loop located between strand 4 and helix4. The result suggests that the tertiary structure of triple mutant (P96L/F139W/F258W), being different from wild type, might have more compact residual structure at the vicinity of 139 and 258.8.

2015 개정 교육과정 총론 연수 참여 경험에 따른 교사의 인식 및 실행 차이 분석

이주연 ( Joo-youn Lee ) 한국교육과정학회 2019 교육과정연구 Vol.37 No.1

Since the 2015 revised curriculum was announced, the Education Ministry has conducted various teacher training programs to help teachers understand and implement the new curriculum. The current study was conducted to examine whether the experience of professional development for the implementation of the General Guideline of 2015 Revised Curriculum affects the understanding and implementation of teachers and discuss the implications of teacher training on new national curriculum. Therefore, the study conducted a survey with a sample of elementary school teachers to examine the degree of teachers' understanding of major changes in the 2015 Curriculum, the degree of efforts for implementation, and the degree of struggling in the process of implementation, and then analyzed the difference in response between the teachers who had experienced in teacher training programs and those who did not. The findings of the study revealed that the first group of teachers were better able to understand the changes in the national curriculum than the another group of teachers and to work harder to implement the new curriculum, and that they experienced less difficulty in the implementation process. Based on these results, the study discussed the importance of teacher training on the new national curriculum.

청년실업 뉴스보도에 대한 비판적 담론분석

이주연(Joo-Youn Lee),강진숙(Jin-Suk Kang) 한국방송학회 2018 한국방송학보 Vol.32 No.1

인성교육 프로그램 인증체제 개발 연구

이주연 ( Joo Youn Lee ),정제영 ( Jae Young Chung ),김수진 ( Su Jin Kim ) 경북대학교 중등교육연구소 2013 중등교육연구 Vol.61 No.2

이 연구는 인성교육 프로그램의 질을 관리하고 프로그램의 확산 및 보급을 지원하기 위해 인성교육 프로그램 인증체제를 개발하는데 목적이 있다. 이를 위해 문헌연구 및 사례분석을 통해 인증체제 초안을 개발한 후, 전문가협의회와 델파이조사, 모의평가 결과를 토대로 수정?보완함으로써 인성교육 프로그램 인증체제 최종안을 개발하였다. 개발된 인성교육 프로그램 인증체제는 프로그램을 단순히 평가하는 차원을 넘어서 이해관계자 곧, 프로그램 개발자, 사용자, 학습자를 배려하고 지원하는 내용을 포함하고 있다. 인성교육 프로그램 인증은 요건심사 및 서류평가를 통해 항목별 점수를 산정하고, 이러한 점수에 근거하여 인증의 판정이 결정되는 방식이다. 이러한 인증 과정은 인증부여기관, 인증운영기관, 인증연구기관, 인증신청기관의 유기적 협력에 의해 추진되도록 구성되었다. 제언부분에서는 인성교육 프로그램 인증체제를 효과적으로 운영하기 위한 장·단기 과제를 제언하였다. The purpose of this study was to develop for accreditation system of character education program to manage the quality and support the spread of it. For this study, literature review and case analysis were conducted and a draft of accreditation system of character education program was developed. After that, it modified by conducting conference, delphi survey and simulation. Finally, accreditation system of character education program was developed. Accreditation system of character education program is based on expertise-oriented and consumer-oriented evaluation approaches. And it aims to support stakeholder including program developer, user and learner. Standards for accreditation system consist of objectives of program, program organization, effectiveness of program, support for spread. And accreditation procedure is divided into three stage: (1) Requirement examination, (2) Document screening, (3) Decision of accreditation based on evaluation score. Accredited program is in effect for three years and receive benefits such as accreditation mark, issue of certificate. And it is developed to build a cooperative system within the organization concerned including accreditation authority, operation agency, research institute and applicant.

한국 디지털 음악산업의 발전 방안에 대한 소고

이주연(Joo-Youn Lee),성동규(Dong-Kyoo Sung),이장석(Jang-Suk Lee) 한국디지털콘텐츠학회 2020 한국디지털콘텐츠학회논문지 Vol.21 No.11

2015 개정 ‘안전한 생활’ 교육과정 편성·운영 모형 탐구

이주연 ( Lee Joo Youn ),한혜정 ( Han Hye Chong ),김정윤 ( Kim Jung Yun ) 한국초등교육학회 2017 초등교육연구 Vol.30 No.2

The curriculum organization and implementation plan for elementary curriculum was developed to reflect the newly introduced addition of ‘Safe Life’(64hour) in 2015 Revised Elementary Curriculum. The model of organization and implementation of ‘Safe Life’ was developed broadly into the ‘organization model’ regarding course units and the ‘implementation model’ regarding contents. The fulfillment of the organization model can be achieved as follows: (1) static organization model, which equally distributes the course unit of ‘Safe Life’ at regular intervals, and (2) flexible organization model, which flexibly organizes the course unit of ‘Safe Life’ according to a school’s events seasons, and contents of the subject. The implementation model was categorized into (1) single implementation model for 'Safe Life', which solely implements the subject, focusing on the unique content system of ‘Safe Life’, and (2) implementation model which links and integrates with subject/creative discretionary activities. Feasible plans for organization and implementation for each model are discussed with examples. The ‘organization model’ and ‘implementation model’ suggested in the study were at two axes of decision making. Therefore, the development and application and examples for ‘Safe Life’ are suggested at the elementary school-level. Suggestions regarding organization and implementation of elementary curriculum are proposed.

대학입학사정관제 도입에 따른 학교 교육과정의 변화: 학습조직이론을 중심으로

이주연 ( Joo Youn Lee ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.4

This study investigates what happen to try adaptive learning in school organizations. Recently, schools in Korea had to adapt to a totally new college admission system policy when the Admission Officer System (AOS) was introduced by the government. In order to cope with the AOS, the schools had to learn about the system, and to change their curriculum to provide students with opportunities succeed within this system. The researcher concerned on schools which were attempting to adapt AOS. Cases for the study were chosen using purposive and snowball sampling strategy. Finally, 11 high schools were chosen as the participants in this study and in-depth interviews were conducted with the change agent at each school. To investigate the process of adaptive learning, it was divided into five stages. 1)Acquiring and interpreting information: the change agent gathers information on AOS through external networks, and then determines how it would be beneficial for the school to adapt to this system. 2)Sharing knowledge: the change agent convinces the principal to make reforms and spreads the information to his/her colleagues through presentations or self-made handbooks. 3)Applying knowledge: the change agent and other teaching staff initiate curricular changes, albeit involuntarily in some cases. 4)Reflection: curricular changes are modified in accordance with feedback from members of the school. 5)Storing knowledge: the knowledge generated from the process is stored in either explicit knowledge such as written language or tacit knowledge.

자연사박물관에서 관람객의 학습을 중재하는 도슨트의 담화특성에 대한 사례연구

이주연 ( Joo Youn Lee ),이정아 ( Jeong A Kim ),김찬종 ( Chan Jong Kim ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.6

상좌불교와 대승불교의 사찰 공간구성 비교에 관한 연구-Borobudur 사원과 佛國寺를 중심으로-

이주연(Lee. Joo-youn),박언곤(Park. Eon-Kon) 대한건축학회 2004 대한건축학회 학술발표대회 논문집 - 계획계/구조계 Vol.24 No.1

The purpose of this study is to compare the spatial composition form based on the doctrine and the beliefs of Buddhism, focusing on the Theravada and Mahayana, whose architecture is represented by Borobudur Temple and Bulguk Temple respectively. Discussion is restricted to architectures which appeared in the 7th to 8th century when buddhism was at its height in North-east Asia. This study limits the comparison of Theravada and Mahayana to the following categories: the placement of the Buddhist statue, the doctrine, the walking path, the entrance space, and the geometrical form. The anticipated result of this study includes uni-statury and multi-statury temple, the difference in the spatial form due to the difference in the doctrine, and the difference in vertical and horizontal hirarchies.

중도 치주염에 이환된 치아의 보존을 위한 의도적 재식술을 통한 치료: 증례보고

최윤경(Youn-Kyung Choi),정경화(Kyoung-Hwa Jung),이주연(Ju-Youn Lee),주지영(Ji-Young Joo),김현주(Hyun-Joo Kim),권은영(Eun-Young Kwon) 대한턱관절교합학회 2019 구강회복응용과학지 Vol.35 No.2