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메밀의 조직별 루틴분해효소 활성과 종실의 가열처리에 의한 효소 활성 억제
안솔,이창민,Daniel Hailegiorgis Haile,윤성중 한국약용작물학회 2019 한국약용작물학회지 Vol.27 No.2
Background: Rutin is decomposed by rutin-degrading enzymes (RDE) during the processing of buckwheat groats, resulting in a decrease in rutin content and a further increase in the bitterness of processed products. Thus, the present study aimed to examine RDE activity in groats and various tissues of domestic buckwheat varieties and to develop a method to reduce the loss of rutin during the groat processing. Methods and Results: RDE activity and isozymes patterns were determined in Tartary and common buckwheat. RDE activity, measured by quercetin production rate, was 273 and 70 ㎍/g fresh weight/min in mature Tartary and common buckwheat groats, respectively. A total of six RDE isozymes were detected in mature groats of Tartary buckwheat on a non-denaturing gel. In Tartary buckwheat groats, RDE activity decreased by approximately 81 or 71% with roasting or steaming for 5 min respectively. As the roasting or steaming time increased to 30 min, RDE activity decreased by over 95%. These results indicated that RDE was inactivated in groats by roasting or steaming. When untreated Tartary buckwheat groats were kneaded with powder, RDE was activated and the quercetin production rate increased by 62%. However, when roasted groats were kneaded with powder, the quercetin production rate decreased by 93%, mainly due mainly to inactivation of RDE, as indicated by a decrease in band intensities of the six isozymes. Conclusions: These results suggested that the loss of rutin, due to RDE activity during processing, may be reduced by 71 to 100% by roasting or steaming groats for 5 to 30 min, due in large part to the inactivation of RDE isozymes.
안솔,김우리 한국발달장애학회 2023 발달장애연구 Vol.27 No.3
The purpose of this study was to examine the research trends related to book-reading interventions for developmental disabilities. We also analyzed the characteristics of book-reading interventions and their effects based on intervention types. A total of 20 studies were selected based on the criteria for literature selection, and content analysis was conducted. The results on the overall research trends revealed that studies has been consistently conducted from 2002 to the present. Among these, 17 studies employed single-subject designs while three studies utilized quasi-experimental designs. The subjects’ age and grade exhibited a wide range, spanning from 47 months to the third grade of high school. Dependent variables were categorized into phonemic awareness, word recognition, vocabulary, fluency, story recall and composition, reading comprehension, and others, and the majority of dependent measures were developed by the researchers. Second, the analysis of intervention characteristics indicated that majority of book-reading interventions employed specific strategies, and the frequently used reading methods were teacher-led reading and multiple strategic reading. Intervention types used in most studies were explicit and implicit approaches. Additionally, books used for interventions were predominantly adapted picture storybooks with adjusted difficulty levels tailoring to the characteristics of students with developmental disabilities. Third, the analysis of effects based on intervention types showed that explicit approaches had higher effects on phonemic awareness, word recognition, vocabulary, fluency, and story recall and composition. Reading comprehension showed varied effect sizes, emphasizing the importance of the instructional strategies more than the intervention approach. Meanwhile, book-reading interventions were effective in improving spelling knowledge, academic attitudes, social behavior, and self-esteem regardless of the intervention approach. In conclusion, book-reading interventions were applied across a range of areas, including academic performance and attitudes. Overall, those interventions have proven effective regardless of the specific dependent variables.