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.

놀이중심 사회적 능력 향상 프로그램의 효과 연구:친구가 없는 유아를 대상으로

정계숙,박명화 부산대학교 영유아보육연구소 2000 영유아보육연구 Vol.6 No.-

The purpose of this study was to examine the effects of the group intervention program for friendless young children on enhancement of their social competence. The study was one of the planned variations study series for identifying the effectiveness of the Social Competence Program developed for children with social and emotional difficulties or developmental delays by the Child Counseling and Intervention Center, Child Educare Research Institute, PNU since 1998. The goal of the program was to improve social competence through the therapeutic play activities on social skills and self-esteem for friendless young children. The subjects were 4 young children who had few friends. The program was composed of total 12 sessions for 12 weeks. Each session was implemented for 90 minutes by 2 interveners. Every child was observed and recorded on 2 target behaviors and related social behaviors after the 2-3th session. The behavior episodes of each of children were described through all sessions by the assigned observers for them and video taped automatically. The effects of the program were described with qualitative analysis of the test scores, the behavior episodes and frequencies of target behaviors of each child. In result, each subject showed different changes of target behaviors and other related social behaviors. But most of children became to feel more confident by themselves and be sociable. It was concluded that the group intervention program for improvement of social competence through therapeutic play activities was generally effective for friendless young children.

놀이중심 사회적 능력 증진 프로그램의 효과 연구: 발달지체 유아를 대상으로

정계숙,노진형,박명화 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

This study purposed to examine the effects of the social competence program for improving the social competence of developmentally delayed young children referred to the Child Intervention and Counseling Center, Pusan National University. The subjects were four 3-4 year-old boys. Three of them were diagnosed as developmental delays or child with autistic behavioral characteristics by child psychiatric doctors. One boy was not diagnosed by the doctor, but was identified as developmental delays which may be caused from reactive attachment disorder in the process of the diagnostic assessment by the researchers. The social competence program was composed of 16 sessions which had some structured and unstructured play activities selected from several social competence related intervention programs for young children with social-emotional difficulties. The length of the program was one and half hours and the ratio of child vs adult was 2:1. At every after-session meetings for on-going monitoring to the children's behaviors, the intervention team members consisted of the researcher, intervention teachers, observers and parent meeting leaders exchanged the informations about the children each other and discussed about the better intervention practices of the next session. To analysis the effects of the social competence program, observation data obtained by 2 trained observers in the observation room at every sessions and the informations about child's behaviors and changes in home and other life settings gathered from mothers at every parent meetings were analyzed qualitatively in terms of each child's objective behaviors. In spite of some individual differences, the young children with developmental delays showed more positive and active social behaviors with their intervention teachers in the center and mothers and siblings in home generally than before the program. It suggested some implications for improving the practices of the social competence program for developmentally delayed young children with socal-emotional difficulties.

따뜻한 유아교육공동체 형성을 위한 구성원의 공통 핵심 역량 요소 탐색

정계숙,윤갑정,박희경 부산대학교 과학교육연구소 2016 교사교육연구 Vol.55 No.2

The purpose of the study was to examine the community members’ core competences for forming a ‘warm’ early childhood educational community as an ideal model of early childhood education. For this purpose, 6 people including parents, teacher, practician in the communal childcare cooperatives and 6 people including professors, directors teacher, school supervisor participated in the Focus Group Interview (FGI). The results were as follows: The first core competencies for developing a ‘warm’ early childhood educational community was sense of partnership which was characterized by; ‘understanding each other and warm hearted sympathy’, ‘a common purpose for children’s future’, ‘forgiveness and accepting each other’s differences’, and ‘meeting for building a positive relationship’. The second core competencies for developing a ‘warm’ early childhood educational community was sharing of key values between members which was characterized by; ‘establishment of self-identity and community identity’, ‘sharing perspectives and values on education’, ‘willingness for learning together in daily life’ and ‘democratic communication skill and decision-making ability’. Implications for the core competencies development and support toward building a warm early childhood educational community was discussed.

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.

통합교육을 위한 부모교육 프로그램 개발의 기초 연구

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

대인간 기술(People Skills) 증진 프로그램의 효과 연구(Ⅰ)

정계숙,심미경 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

The study aimed at implementing the social enhancement program, named the People Skills Program for children with problems of social development and describing the effects of the program. As a group counseling program, the People Skills Program was focused on enhancement of children's self-understanding and social skills. Four children from four elementary schools were target children referred by their mother and teachers to the Counseling Depart of Child Educare Research Institutel, Pusan National University. Two boys were in the 3rd grade and two girls were in the 2nd grade. The K-ABC Intelligence Test and the Social Skill Rating Scale were applied to identify whether the developmental charcteristics of the referred children were suitable for the program and the development levels of social skills of the target children. With annecdotal records for 12 sessions, each of the sessions took 90 minutes, once a week, the behavioral changes of the target children were analyzed. Effects of the program were described and discussed.

鐵筋콘크리트 기둥의 安全率에 關한 硏究

金桂煥 圓光大學校 1986 論文集 Vol.20 No.2

本 硏究는 중심축 하중을 받는 철근콘크리트의 短柱인 띠 철든기둥과 나선 철근기둥의 안전율을 强度設計를 기준하여 許容應力設計法에 대해 다음과 같이 비교 고찰한 것이다. 첫째, 강도설계에 의한 철근콘크리트 기둥의 안전율을 사하중과 활하중의 구성비에 따라 비교하였다. 둘째, 허용응력 설계에 의한 철근콘크리트 기둥의 안전율을 재료의 강도 및 철근비에 따라 비교하였다. 셋째, 허용응력 설계에서 안전율을 기둥의 총단면적을 사용할 때와 순단면적을 사용할 때로 구분하여 비교하였다. 수치해석 결과, 강도설계에서는 하중계수비의 差에 따른 안전율은 그다지 크지 않다. 허용응력 설계에서는 재료의 강도 및 철근비에 따른 안전율은 일정하지 않으며, 강도설계에 비해 그 값이 크고 그 差가 비교적 크다. 따라서 허용응력 설계법은 강도설계법에 비해 비경제적임을 알 수 있다. This study is concerned with the safety factor of axially loaded concrete column designed by strength desigh and working stress design. The safety factor of reinforced concrete columns by strength Design is constant regardless of the strength of the materials and the percentage of reinforcing steel, although it show small difference depending upon the ratio of live load to dead load. The safety factor of the same reinforced concnete columns by working stress design is higher than that by strength design and varies depending upon the strength of materials and the percentage of steel. With those results, strength desigh is more preferable to working stress design as far as the safety factor of reinforce concrete columns is concerned.

裡里市 公園開發에 關한 硏究 : Centering around Pai San Park

郭桂煥 圓光大學校 1982 論文集 Vol.16 No.2

For the establishment of the inclination of a large Park in middle or Small city is apt to fail many reasons, the establishment of the in clination of the Park in IRi City of which the terrain is plain has to regard the line of movility of citizen and has to develop in small Park and has to emphasize the following : 1. We has to take advantage of the open space which is barren or marsh and has to develop plain. 2. The establishment of on pulclic athletic field is impossible for the national budget and has retain the nonofficial fund.

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.