No Associations between 5-HTT, 5-HT2A gene Polymorphisms and Obsessive-Compulsive Disorder in a Korean Population

HyeRyung Jung,JooYoun Cho,JaeYong Chung,JungRyul Kim,KyungSang Yu,InJin Jang,SangGoo Shin,KyungJin Lee,SoYoung Yoo,Euitae Kim,JunSoo Kwon 대한신경정신의학회 2006 PSYCHIATRY INVESTIGATION Vol.3 No.1

This study aimed to investigate the possible associations between candidate single nucleotide polymorphisms (SNPs) in the 5-HTT and 5-HT2A genes and the susceptibility to and clinical features of OCD. We screened the SNPs in the 5-HTT, 5-HT2A and DRD2 genes in one hundred and forty eight healthy volunteers by two dimensional gene scanning (TDGS). We chose candidate SNPs which were newly detected by TDGS or had previously been linked with psychiatric disorders such as schizophrenia or depression. The 5-HTT gene-linked polymorphic region (HTTLPR), 17 bp variable number of tandem repeats in the second intron (VNTR), 878C>T, and 1815A>C SNPs in the 5-HTT gene, and 102T>C SNP in the 5-HT2A gene were analyzed by PCR or PCR-RFLP as appropriate. “One hundred and fifty seven healthy unrelated Korean volunteers were enrolled as a control group.” There were no significant differences in the allele frequencies or genotype distributions between the OCD patients and the control group. However, we found a significant difference in the age of onset according to gender; the males showed an earlier age of onset compared to the females (17.5 6.4 vs. 23.1 11.2 for the males and females, respectively). This investigation failed to produce evidence that the 5-HTT and 5-HT2A polymorphisms influence the risk for OCD in Koreans. The inheritance of OCD is not simple and most likely involves a number of susceptibility genes and environmental influences.

사전경험학습인정제 운영 모델과 한국에서의 시사점

정혜령(Jung, Hyeryung) 한국평생교육학회 2013 평생교육학연구 Vol.19 No.3

이 논문의 목적은 다른 나라에서 시행하고 있는 사전경험학습인정제 운영 모델과 그 특성을 살펴보고 이것이 우리나라 대학에서의 제도 운영에 어떤 시사점을 주는지 검토하는 것이다. 이를 위해 사전경험학습인정의 의미를 사회적, 경제적, 교육적 측면에서 살펴보고, 선행연구와 다른 나라에서 시행하고 있는 사전경험학습인정제 운영 모델을 고찰하였으며, 한국에서 사전경험학습인정과 관련한 학문적 논의와 제도와 관련된 대학의 환경을 살펴보았다. 운영 모델은 구조맞춤형 모델, 발달 모델, 지식 재구성 모델로 구분하여 이론적으로 분석할 수 있으나 실제 현장에서는 이들이 상호 배타적이기 보다는 중첩되어 있음을 발견할 수 있다. 이는 어느 한 가지 모델만으로는 제도의 의미를 충분히 실현시키기 어렵다는 것을 의미한다. 따라서 한국의 대학에서 사전경험 학습인정제 도입시 한 가지 모델에만 초점을 맞추는 것을 지양할 필요가 있으며, 포트폴리오 평가의 중요성을 환기시킬 필요가 있음을 제안하였다. 또한 평가인정 과정을 담당하는 학습설계사나 평가자와 같은 관련 전문가 교육프로그램을 마련함으로써 각 모델을 상호 보완하여 적용할 필요가 있음을 제안하였다. This paper aims to explore the management models of recognition of prior learning systems operating in other countries and their characteristics, and to examine the implications they would have for the universities in Korea. To this end, the meaning of recognition of prior learning has been explored in social, economic and educational aspects while looking at the previous researches and the management models other countries implemented for recognition of prior learning. Furthermore, academic discussions, and policy and institutional environments with regard to recognition of prior learning in Korea were reviewed. The management models could be studied under three categories: structure-fit, development and knowledge-reconstruction, however in reality, they overlapped rather than being exclusive. This indicates that it is difficult to realize the meaning of a system with just one model. Therefore, when universities in Korea institute the recognition of prior learning system, it is suggested that they reject their preference of only structure-fit models, be aware of the importance of portfolio evaluation, and lastly offer training programs for accessors and learning advisors.

사회적 책임에 대한 전문가들의 갈등과 학습 - 사회운동 참여 경험을 중심으로

정혜령(Jung Hyeryung) 한국평생교육학회 2006 평생교육학연구 Vol.12 No.4

  The purpose of this qualitative life history study was to explore how professionals learn to negotiate their social justice activism. While the discussions of professional development has mainly focused on improvement of specialized knowledge and skills, it has overlooked social responsibility of professionals as social members. Given this thought, this study was carried out interviewing four physicians and five lawyers who joined progressive professional organizations and social movement organization in Korea. The major findings of this study were that the professionals struggled with their identity, training in professional training institutes, and relationships with colleagues, full-time activists, and clients from underprivileged groups. Through the struggles, the research participants made efforts to negotiate struggles by finding an appropriate specialty and workplace, conducting self-reflection, learning through relationships, and learning from role models and mentors. The research participants show a model of practice of socially responsible professionals.   전문성 개발에 관한 기존의 논의들은 주로 전문가들의 업무능력 향상에 주목한 반면, 사회적 존재로서 전문가의 사회적 책임에 대해서는 거의 언급하지 않고 있다. 이러한 문제의식을 가지고 본 연구는 전문가들이 사회적 책임을 실천하기 위해 무엇을 그리고 어떻게 학습하는가를 분석하였다. 대표적인 전문직이라 할 수 있는 의사와 변호사, 두 직업을 선택하였고 이들 중 시민운동에 참여하고 있는 9명을 선정하여 그들의 생애사를 연구하였다. 연구 결과, 연구 참여자들은 비판적인 사회운동에 참여하면서 현실적으로 여러 가지 어려움에 직면했지만 전문가(experts)로서 그리고 시민(citizens)으로서의 정체성을 유지하고자 노력하였다. 이러한 노력은 상황에 따른 자신의 정체성과 사회적 위치의 역동적인 변화를 비판적으로 인식하는 것으로 나타나며, 이 속에서 두 역할의 교차지점을 탐색해 가는 과정으로 구체화된다. 교차지점은 전공과 직장의 선택, 그리고 공동체 혹은 네트워크의 형성으로 나타났다. 본 연구결과를 토대로 전문성 개발에 관한 논의에서 사회적 책임과 관련된 윤리적?정치적 측면에 대해서도 함께 논의될 필요성이 있음을 제언하였다.

고학력 성인학습자가 기대하는 대학교육의 학습성과 탐색

정혜령(Hyeryung Jung),노일경(Ilkyung Noh),김명진(Myungjin Kim),우영희(Younghee Woo) 한국평생교육학회 2024 평생교육학연구 Vol.30 No.1

본 연구는 고등교육 보편화로 학사학위 이상을 취득한 성인학습자들이 증가하는 현상에 주목하여 이들이 다시 대학교육에 참여하면서 기대하는 대학에서의 학습성과가 무엇인지 탐색하는 것을 목적으로 하였다. 이를 위해 16개 학습성과에 대한 중요도와 현재 대학의 수행도에 대한 인식을 4년제 원격대학에 재학 중인 대졸 성인대학생을 대상으로 조사하였고, 841명의 응답 결과를 IPA 분석, Borich 요구도, The Locus for Focus 모델을 활용하여 분석하였다. 분석 결과, 고차적 사고력, 정보기술활용 능력, 글쓰기 능력, 시민의식 함양에 대해서는 기대가 높은 반면 현재 대학의 수행을 높지 않게 평가함으로써 대학의 집중적인 개선노력이 필요한 것으로 나타났다. 반면, 학위나 자격증 취득, 높은 학점 취득, 교양지식 습득에 대해서는 고학력 학습자들의 기대에 비해 대학이 과잉 집중하고 있는 항목으로 나타나 대학의 교육전략에서 개선이 필요한 것으로 나타났다. 이상의 분석결과를 토대로 논의와 시사점을 제안하였다. This study aimed to examine the growing trend of adult learners with bachelor's degrees or higher returning to university education, prompted by the widespread accessibility to higher education. Additionally, it sought to explore the learning outcomes they expect from their re-engagement with university education. To achieve this goal, the perceptions of the importance of 16 learning outcomes and the current performance of universities were investigated among adult undergraduate students enrolled at a 4-year distance education university. The responses of 841 participants were analyzed using IPA(Importance-Performance Analysis), Borich Needs Assessment, and the Locus for Focus model. The analysis revealed that while there were high expectations for higher-order thinking skills, information technology proficiency, writing skills, and fostering civic awareness, there was a need for intensive improvement efforts by universities as they were not rated highly in current performance. Conversely, degree or certification attainment, achieving high grades, and acquiring general knowledge were identified as areas where universities are overly focused compared to the expectations of highly educated learners, indicating a need for improvement in university education strategies. Based on these findings, discussions and implications are presented.

엔트로피 개념을 적용한 시각적 복잡성의 측정과 선호도 분석

정승현(Jung, Seunghyun),김혜령(Kim, Hyeryung) 한국도시설계학회 2011 도시설계 : 한국도시설계학회지 Vol.12 No.1

경관을 형성하는 미적 구성 원리 중 하나인 복잡성은 경관에 대한 일차적 지각에 있어서 중요한 요소로 작용한다. 이러한 복잡성은 관찰자의 주관적 느낌이 매우 강하게 적용되기 때문에 정량적으로 표현되기 어렵다. 그러나 시각적 복잡성을 계량적인 방법을 통해 정량화하고 이를 경관평가에 적용할 수 있다면, 다양성과 통일성이라는 복잡성의 양 극단에서의 절젓점을 찾을 수 있게 될 것이다. 이 같은 배경에서 본 연구는 정보이론에 기반을 둔 엔트로피를 이용하여 경관 유형별 시각적 복잡성을 정량화하고 선호도 분석을 통해 경관의 통일성과 다양성 사이에서의 균형점을 파악하고자 하였다. 분석 결과, 엔트로피를 적용한 복잡성 측정치와 설문을 통한 복잡성 정도가 유사한 경향을 보이는 것으로 나타났다. 또한 복잡도가 높아질수록 선호도는 높아지다 다시 하락하는 경향을 보여, 통일성과 다양성이라는 복잡성 개념의 중간지점에서 가장 높은 선호도를 보인다는 기존의 경관연구의 결과를 재확인할 수 있었다. 본 연구에서 복잡성을 측정하는 방법으로 시도한 엔트로피는 경관관리에 있어 복잡성을 계량적인 방법으로 측정할 수 있는 경관관리기법으로 활용될 수 있을 것이다. Visual complexity is an important factor in the visual perception of the landscape. However, it is difficult to measure the quantitative level of the landscape due to the subjectivity of the observer. If visual complexity is applied to landscape evaluation, a compromising point can be found between variety and unity. Subsequently, this study focused on measuring the quantity of visual complexity using entropy, which is based on information theory. The relationship between visual preference and visual complexity according to the types of landscapes reflected in the apartment plan were then analyzed. The following results were obtained from the analyses: First, the visual complexity calculated by entropy was found to be similar to the surveyed data. Second, visual complexity was found to be higher with preference increase, followed by a decrease. Therefore, the result of this study confirmed the outcome of a previous landscape study that claimed that visual complexity has the highest preference at the midterm point of the complexity concept between unity and variety. Entropy can be applied to measure visual complexity to improve the visual quality of the urban landscape.

The Association between the T102C Polymorphism of Serotonin-2A Receptor Gene and Neurocognitive Function in Obsessive Compulsive Disorder

KyungJin Lee,HyeRyung Jung,JooYoun Cho,HyeYoon Park,DoHyung Kang,InJin Jang,SangGoo Shin,JunSoo Kwon 대한신경정신의학회 2007 PSYCHIATRY INVESTIGATION Vol.4 No.1

Serotonin dysfunction has been implicated in the pathogenesis of obsessive compulsive disorder (OCD). Neurocognitive dysfunction is considered as the core pathology in the OCD. This study aimed to investigate the association of T102C polymorphism of the 5-HT2A receptor gene with the neurocognitive function in OCD. Fifty four patients with OCD were participated in this study. Neurocognitive function tests were administered to the patients with OCD. T102C of the 5-HT2A gene were analyzed by Polymerase Chain Reaction (PCR) amplification and Restriction Fragment Length Polymorphism (RFLP). The distribution of genotypic patterns of T102C was grouped into T/T genotype (n=16), T/C genotype (n=28) and T/T genotype (n=10). The group of patients with T/T genotype demonstrated significant delayed response time in immediate recall (p=0.036) and delayed recall (p=0.038) of Rey-Osterrieth Complex Figure test which was used to evaluate visuospatial construction ability and visuospatial memory. These results showed that T/T genotype of T102C has higher performance deficit in neurocognitive function tests such as RCFT than the other types. We suggest that T102C genotype may contribute to neurocognitive function and neurocognitive function may serve as a good candidate phenotype for association or linkage studies on OCD.

Stereoisomer-specific anticancer activities of ginsenoside Rg3 and Rh2 in HepG2 cells: disparity in cytotoxicity and autophagy-inducing effects due to 20(S)-epimers.

Cheong, Jong Hye,Kim, Hyeryung,Hong, Min Jee,Yang, Min Hye,Kim, Jung Wha,Yoo, Hunseung,Yang, Heejung,Park, Jeong Hill,Sung, Sang Hyun,Kim, Hong Pyo,Kim, Jinwoong Pharmaceutical Society of Japan 2015 BIOLOGICAL & PHARMACEUTICAL BULLETIN Vol.38 No.1

<P>Autophagy has been an emerging field in the treatment of hepatic carcinoma since anticancer therapies were shown to ignite autophagy in vitro and in vivo. Here we report that ginsenoside Rg3 and Rh2, major components of red ginseng, induce apoptotic cell death in a stereoisomer-specific fashion. The 20(S)-forms of Rg3 and Rh2, but not their respective 20(R)-forms, promoted cell death in a dose-dependent manner accompanied by downregulation of Bcl2 and upregulation of Fas, resulting in apoptosis of HepG2 cells with poly ADP ribose polymerase cleavage. The LD50 value [45 mu m for Rg3(S), less than 10 mu m for Rh2(S)] and gross morphological electron microscopic observation revealed more severe cellular damage in cells treated with Rh2(S) than in those treated with Rg3(S). Both Rg3(S) and Rh2(S) also induced autophagy when undergoing induced apoptosis. Inhibition of autophagy with lysosomotrophic agents significantly potentiated the cellular damage, implying a favorable switch of the cell fate to tumor cell death. Blocking intracellular calcium with 1,2-bis(2-aminophenoxy)ethane-N,N,N',N'-tetraacetic acid tetrakis(acetoxymethyl ester) (BAPTA-AM) restored the cell death induced by both Rg3(S) and Rh2(S). Our results suggest that the 20(S)-forms of Rg3 and Rh2 in red ginseng possess more potent antitumor activity with autophagy than their 20(R)-forms via calcium-dependent apoptosis.</P>

포스트 코로나 시대 대학교육의 뉴노멀로서 온라인교육 시행의 지속가능성에 대한 탐색

노일경(Ilkyung Noh),정혜령(Hyeryung Jung),우영희(Younghee Woo) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.17

목적 본 연구에서는 포스트 코로나 시대 대학 운영의 뉴노멀로서 온라인교육이 대학 내 안착될 가능성에 대한 진단과 온라인교육 활성화에 대한 접근 전략에 대한 인식을 탐색하고자 하였다. 방법 온라인교육 시행의 지속가능성 확보의 요소를 파악할 수 있는 분석틀을 구성하여 대학관계자 14명과 관련 분야 전문가 10명을 대상으로 인식조사를 서면으로 시행하였으며, 그 결과를 양적 자료와 질적 자료에 근거하여 분석하였다. 결과 분석 결과, 다수의 대학관계자와 전문가들은 온라인교육이 향후 대학교육의 혁신을 촉진할 주요 기제로 작동하여 대학교육의 뉴노멀이 될 수 있다고 인식하였다. 또한 온라인교육의 진단과 요구에 관한 결과로 첫째, 교육 콘텐츠 및 관련 시설, 장비의 확충 등은 온라인교육 활성화에 결정적 요소가 아니며, 오히려 대학의 디지털 전환에 기여할 수 있는 데이터 기반의 시스템 고도화 등이 더 의미가 있다고 보았다. 둘째, 온라인교육 활성화를 위해 학내 제도 마련 및 교강사 역량 제고 등이 가장 긴급하고 영향력 높은 요소임에도 불구하고, 현재로서는 가장 미흡한 것으로 나타났다. 마지막으로, 대학생들의 온라인교육에 대한 수용감과 참여역량은 높았지만, 교강사 및 대학의 수행 역량은 낮아서 학생들의 기대 및 만족 정도에 부합하는 온라인교육을 하기 어려운 상황인 것으로 나타났다. 결론 뉴노멀로서 대학 내 온라인교육의 지속가능성 확보를 위해서는, 정부 정책 및 제도 시행을 통해 대학 내 온라인교육 시행 안착의 마중물을 마련하고, 이를 기반으로 대학이 자율적으로 온라인교육 활성화의 정책을 수립하고 이행해야 할 것이다. 또한 온라인교육의 인프라 조성, 관계자 역량 향상 등에 필요한 투자 재원의 안정적 확보를 위해, 온라인교육 시행의 효과를 지속하여 검증하고, 그 효과성을 대학 내에 공유할 수 있어야 할 것이다. Objectives In this study, we explored the diagnosis of the possibility of online education being settled in universities as a new normal in the post-corona era university operation and awareness of access strategies for promoting online education. Methods To this end, an perception survey was conducted on 14 university officials and 10 experts in related fields and the results were analyzed based on quantitative and qualitative data. Results As a result of the analysis, many university officials and experts recognized that online education could function as a new norm for university education by acting as a major mechanism to promote future innovation in university education. In addition, as a result of the diagnosis and demand of online education, first, the expansion of educational contents, related facilities and equipment is not decisive in revitalizing online education, but rather, data-based system advancement that can contribute to the digital transformation of universities is more meaningful. Second, despite establishing an in-university’s policies and enhancing teachers capabilities are the most urgent and influential factors to revitalize online education, they are found to be the most insufficient at the moment. Finally, students acceptance and participation in online education are high, while teachers and universities performance are low, making it difficult to provide online education that meets students expectations and satisfaction. Conclusions In order to secure the sustainability of online education as a new normal, the government should prepare a priming for the implementation of online education in universities through government policies and systems, and universities should voluntarily establish and implement policies. And, in order to secure stable investment resources required to create infrastructure for online education and improve the capabilities of officials, the effectiveness of online education should be continuously verified and shared within universities.

원격대학 성인학습자의 과제물 피드백 필요성에 대한 인식 분석

최효선(Choi Hyoseon),정혜령(Jung Hyeryung) 한국방송통신대학교 미래원격교육연구원 2012 평생학습사회 Vol.8 No.1

The purpose of this study is to analyze the adult learners' perception of the need for assignment feedback in distance higher education. Recent literature has paid attention to the use of feedback as formative assessment in the view of constructive learning and lifelong learning. Despite the student-centered approaches on assessment, little has been researched on students' perception of the need for assignment feedback. This article presents an analysis of the survey results of 5,078 students in a distance university. The survey investigated the distance university students' perception of the need for assignment feedback, students's characteristics influencing on the perception, and the relation between students' characteristics and the perception of the need for assignment feedback. The survey result showed that most of the students perceived the need for assignment feedback. In addition, the perception was affected by skills of preparing for assignments, learning motives, learning communities and age. The research findings are discussed in the light of the current state of assessment practice along with the suggestions for the future research possibilities in this area.

Impact of Digital Literacy Level on Practicum Courses in Distance Education

Jinah Seol(설진아),Hyeryung Jung(정혜령),Younghee Woo(우영희) 한국방송통신대학교 미래원격교육연구원 2024 평생학습사회 Vol.20 No.1

This study aims to analyze the impact of digital literacy level on students taking practicum courses at an open and distance university. Thus, differences in digital literacy competency were investigated using an online survey of 423 students. Descriptive statistical analyses and chi-square tests were performed on the collected data to analyze learning experiences that accord with the level of digital competency. The results demonstrate that the level of difficulty experienced from taking practical courses varied depending on the perceived digital capabilities of students, with significant differences in performance of assignments and satisfaction about the courses depending on the actual level of digital competency of the students. While students with above-average digital competency were more proactive toward solving digital devices-related problems, those with lower digital competency suffered clear difficulty in using digital technology and assignment-related tasks. The findings suggest that measuring the digital competencies of learners is essential when planning and creating new hands-on courses and that teachers should consider ways to improve the digital literacy of learners.