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.

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.

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.

어머니의 발달지체유아에 대한 유관적 상호작용 행동 중재 효과 연구

정계숙,윤갑정 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

The purpose of this study was to investigate changes in contingent interaction behaviors of mothers with developmentally delayed young children through the intervention program for better mother-child interactions. The subjects were four children with developmental delays and their mothers who not received parent education program ever. The intervention program was consisted of 16 sessions and each session had intervention activities which were selected to improve negative and non-contingent interaction behaviors between mothers and their young children with developmental delays. The effects of the mother-child interaction program were presented by analyzing the changes in the frequencies of contingent interaction behaviors, each of attempts and responses behaviors, between children and their mothers and describing the characteristic behaviors which explained the changes of their contingent interaction behaviors through the analysis of the play behavior episodes between each dyads. The effects of the program were as follows. First, the frequencies of contingent attempt and response behaviors of the mothers increased through the mother-child interaction intervention program. Second, the contingent attempt and response behaviors of the mothers were improved qualitatively through the mother-child interaction intervention program. The results were discussed on the point of developing the better intervention program practices for mothers with young children with developmental delays and suggested some implications for it.

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.

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.

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.

어머니의 거부적 양육태도로 인한 반항적/적대적 행동문제 유아의 놀이치료 사례연구

정계숙,이은하 부산유아교육학회 2003 유아교육논총 Vol.12 No.-

본 연구논 어머니의 거부적 양육으로 인한 반항적이고 적대적인 행동 문제로 일상생황에 부적응을 나타내는 만3세 5개월 된 유아를 대상으로 아동 중심 놀이치료를 실시한 결과에 대한 보고이다. 치료 과정을 탐색단계, 보호의 시험단계, 실험적 치료단계, 그리고 종결단계로 나누고, 그 단계별로 유아-치료자간의 관계와 놀이에 나타난 유아의 정서를 중심으로 유아의 변화를 펴보았다. 그리고 어머니와의 면담과 전화상담을 통한 모자 관계의 변화도 함께 기술하였다. 그 결과, 유아는 놀이치료 과정을 통하여 자신의 내면화된 갈등과 억압을 객관화함으로써 감정을 조절할 수 있게 되었고 자기상(self-image)이 긍정적으로 변화되어 문제행동이 크게 감소되었다. 또한 어머니의 양육태도와 행동의 변화로 모자관계가 바람직한 방향으로 변화되었다. This study aimed to report the effect of child-centered play therapy for a young child with oppositional/defiant behavior problems caused by rejective parenting of mother. The subject was a 3.5 year old girl. According to the 4 stages of play therapy process such as the exploratory stage, the testing for protection stage, the realistic healing stage, and the terminal stage, the changes of child were described qualitatively on the standards of analysis, the child-therapist relationship and the emotion of child expressed in play activities. The changes of mother-child relationship were analyzed on the basis of data from weekly direct interviews and telephone counseling with mother. The results showed that the child could externalize her own internalized conflicts and constraints resulting from inappropriate and rejective parenting and make her emotion objective through the process of play therapy, therefore the problem behaviors were reduced a lot. Having the regular interviews and counseling with therapist, mother could understand the development of her daughter and change her perception of child’s problem behaviors, and these changes made the mother-child relationship positive. It concluded that not with the child’s own changes, but the changes of mother helped her child to develop a positive self-image, and to reduce oppositional/defiant behaviors.

통합학급 장애유아의 또래놀이 가입행동의 지속성과 융통성에 관한 연구

정계숙,김진희 부산대학교 영유아보육연구소 1997 영유아보육연구 Vol.3 No.-

AbstractA Study of Disabled Children's Persistence and Flexibilith of Entry Behaviors into Peer Play in Early Childhood ClassroomsKai-Sook Chung and Jin-Hee KimThe purposes of this study were 1) to examine the persistence and flexibility of entry behavious into peer play for young children with disabilities, 2) the differences of the play group size which children try to enter, the types of entry behaviors and peer responses to entry behaviors according to the degree of disabled children's persistence and flexibility.The subjects of this study were 10 disabled children ranged from 4 to 6 years age and selected from 8 early childhood classrooms which include disabled children in Pusan.The measuring tools used to diagnose young children with disabilities in this study were Korean Education Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and KIRBS Intelligence Scale for Children(KISC), Language Recognition-Comprehensive Competence Test and Development Measurement Scale.The entry behaviors into peer play of disabled young children were checked with the Observation Checklist of Entry Behaviors for Young Children with Disabilities. The results were as follows :First, the rates of flexibility and persistence of young children with disabilities were mostly high. In total, the rate of flexibility was higher than that of persistence. Second, the most size of peer group which young children with disabilities entered was one child. The high and low gorups of persistence and flexibility mostly entered into single child. The high group of flexibility secondly entered into peer groups composed of 2 children, but the low flexibility group secondly entered into peer groups composed of 4 children.Third, the high group of persistence mostly wated and hovered to enter and secondly selected non-play-related utterance/action. The low group of persistence mostly selected group play-related utterance/action and secondly wated and hovered. The high flexibility group choosed play-related utterance/action mostly, while the low group of flexibility mostly wated and hovered to enter.Fourth, the four groups of persistence and flexibility were mostly(average 70.3%) not accepted by the peers with whom they wanted to play.

쌓기영역에서의 소꿉놀이감 제공이 유아 사회-인지 놀이행동에 미치는 영향

정계숙,이은하 부산대학교 사범대학 2000 교사교육연구 Vol.39 No.-

The purpose of this study was to investigate the effects of the provision of house-keeping materials in the block area on young children's social-cognitive play behaviors during free-play time. The subjects were a total of 68 4year olds from two classrooms of a preschool located in Pusan. The major findings of the study were as follow: First, there were no significant differences between experimental and control group girls on social-cognitive play behaviors. Second, for experimental group boys, the frequencies of social-cognitive play behaviors, like solitary-role, parallel-role & group-role play were increased significantly, but not for control boys. Third, the frequencies of solitary-role, parallel-role & group-role play behaviors were significantly different between experimental and control group. There was a meaningful the frequency of solitary-constructive play between boys and girls. However, there were no interaction effects by groups (experimental vs control) and sex of children on social-cognitive play behaviors.