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Wui, Seo Ri,Kim, Kwang Sung,Ryu, Ji In,Ko, Ara,Do, Hien Thi Thu,Lee, Yeon Jung,Kim, Hark Jun,Lim, Soo Jeong,Park, Shin Ae,Cho, Yang Je,Kim, Chang-Gyeom,Lee, Na Gyong Elsevier 2019 Vaccine Vol.37 No.15
<P><B>Abstract</B></P> <P>Varicella zoster virus (VZV) is a neurotropic and lymphotropic alpha herpesvirus that causes varicella and herpes zoster (HZ). At a primary infection, VZV causes varicella in young children. Reactivation of latent VZV in sensory ganglia causes painful HZ in elderly people, occasionally leading to a serious complication, postherpetic neuralgia (PHN). A live attenuated VZV vaccine, the first vaccine licensed for the prevention of HZ and PHN is not very effective, while a recombinant subunit vaccine provides higher and longer protection against HZ. In the present study, we developed a new adjuvant system CIA09A, which is composed of cationic liposomes, the Toll-like receptor 4 (TLR4) agonist de-<I>O</I>-acylated lipooligosaccharide, and <I>Quillaja</I> saponin fraction QS-21. We then determined its adjuvant activity for recombinant VZV glycoprotein E (gE) in mice. Co-lyophilization of the liposomal adjuvant formulation with gE did not abolish the immune-stimulating activity. In fact, the CIA09A-adjuvanted gE vaccine was highly effective in eliciting both humoral and cellular immune responses to the recombinant gE protein and VZV in a VZV-primed mouse model. Furthermore, the frequency of gE-specific polyfunctional CD4<SUP>+</SUP> T cells expressing interferon (IFN)-γ, tumor necrosis factor (TNF)-α, and interleukin (IL)-2 was significantly increased in mice immunized with the adjuvanted vaccine. These data indicate that co-lyophilization of protein antigens with CIA09A enables development of a liposome-adjuvanted vaccine in a single vial to induce strong cell-mediated immunity required for vaccine efficacy. Thus, the CIA09A-adjuvanted gE vaccine warrants further development as a new prophylactic vaccine against HZ.</P> <P><B>Highlights</B></P> <P> <UL> <LI> We determined the adjuvanticity of CIA09A (cationic liposomes with a TLR4 ligand and QS-21) for VZV gE. </LI> <LI> Co-lyophilization of CIA09A with gE did not abolish the immune-stimulating activity for VZV gE. </LI> <LI> The CIA09A-adjuvanted gE vaccine effectively elicited humoral and CMI responses to gE and VZV. </LI> <LI> The adjuvanted vaccine induced gE-specific CD4<SUP>+</SUP> T cells expressing IFN-γ, TNF-α, and IL-2. </LI> <LI> Co-lyophilization of VZV gE with CIA09A enables manufacture of a subunit vaccine in a single vial. </LI> </UL> </P>
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위수광(Wui, Sookwang) 한국중어중문학회 2015 中語中文學 Vol.60 No.-
This research aims at selecting expression items based on communication function items for Korean learners of Chinese. For this goal, the results of previous study were analyzed and the research was conducted step by step. First, the communication function items and communication-centered grammar articles were examined and analyzed, and then corrected and supplemented. The changes in the educational grammar system for foreign learners in the language education grammar system were analyzed, and based on this, the educational expression grammar system for foreign learners was designed in terms of “expression”. With the standard of ""an integrated category"" that exists in almost all languages in common, it was divided into ""an expression-centered category"" and ""a function-centered category"", and the grammar items which should be learned for smooth expressions were presented. In addition, the expression articles, the grammar items necessary for the performance of communication function and expressions, were selected grounded on the expression grammar system. This research is meaningful in that it has provided the opportunity for Korean learners of Chinese to practice educational Chinese grammar as “expressions” rather than as “understanding”.
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중국어교육의 주제범주 및 주제항목 분석 : 국내 중국어교재와 『HSK标准教程(2015)』의 주제비교를 중심으로
위수광(Wui, Soo-Kwang)(魏秀光) 대한중국학회 2019 중국학 Vol.69 No.-
본 연구는 국내 중국어교육에서 활용되고 있는 주제범주와 주제항목을 분석하여 이들의 객관성을 확보하고 중국어교육에 적용할 수 있는 주제의 참조기준을 마련을 위한 연구이다. 이를 위해 『CEFR』, 『국제통용 한국어표준교육과정』, 『Core Inventory for general English』 등 외국어교육요목의 주제를 분석하여 일반 언어에서 필요한 보편적인 주제를 분석하고자 하였다. 『国际大纲(2014)』과 『新HSK大纲(2015)』, 『제2외국어과 교육과정』의 주제를 분석하여 중국어교육요목에서만 특징적으로 제시하고 있는 개별적인 주제를 분석하여 언어 보편적 주제와 개별적 주제들을 도출하고자 하였다. 이를 토대로 국내 중국어회화교재의 주제범주와 항목을 비교분석한 그 결과, 국내 중국어교재의 주제는 1단계에서 4단계까지는 보편적인 주제이고, 5단계에서 6단계까지는 중국과 중국의 특징적인 주제를 반영하였다. 중국과 한국의 교재에서 제시한 공통적인 주제는 주로 일상생활과 연계된 주제를 주로 제시하며 언어 보편적인 주제는 거의 대부분 제시하였다. 하지만 국내 중국어교재는 주제항목의 다양성, 수준별 연계성이 다소 부족한 반면 『HSK标准教程(2015)』는 『国际大纲(2014)』과 『新HSK大纲(2015)』에서 제시한 전반적인 주제항목을 반영하고 있고, 중국과 중국문화와 관련된 개별적인 주제를 충분히 제시하고 있음을 알 수 있다. 이것으로 향후 중국어교육에서 주제범주와 주제항목은 수준별 다양화와 수준별 연계성에 대한 체계적인 분석과 연구가 필요하다고 여겨진다. In this paper, we analyzed the range of themes and thematic items applied in Chinese language education courses in Korea, and verified their objectivity, in an effort to define referential standards for theme selection for Chinese language education on this basis. In the part of objectivity verification, we firstly examined theme selections of syllabuses for foreign language education including CEFR, the Standard Education Syllabus for Korean Language, and Core Inventory for General English, to probe into common themes among foreign language education in various countries. Afterwards, we examined theme selections of the International Syllabus (2014), the New HSK Syllabus (2015) and the Syllabus for Second Foreign Language Education, to conclude individualized themes of the syllabus for Chinese language education, summarize common themes of foreign language education and individualized themes of Chinese language education. On the basis of these studies, an objective comparative analysis is carried out from three aspects on the range of themes and thematic items of conversational Chinese language textbooks in Korea. Firstly, according to their frequencies, we analyzed thematic items of conversational Chinese language textbooks in Korea. Currently, these text books are divided into four categories based on the degree of difficulty. From level 1 to level 4, Chinese conversations mainly center around universal themes including daily life and various information. While from level 5 to level 6, individualized themes concerning China and Chinese people start to appear in textbooks. Secondly, comparison between conversational Chinese language textbooks in Korea and the Syllabus for Chinese language education formulated by Chinese authorities, to analyze themes in the New HSK Standard Tutorial (2015). There are some common thematic items between Chinese and Korean textbooks. Finally, based on common themes of foreign language education concluded earlier, a comparative analysis is made between individualized themes of the syllabus for Chinese language education and themes that exist in Chinese language textbooks in Korea. Most common themes of foreign language education appeared in Chinese language textbooks in Korea, but the ranges of themes and level arrangements of thematic items are different. Daily life related themes have been accounting for a large part of Chinese language textbooks in Korea until level 5, which lacks diversity and can’t reflect the connection and difference among phases of foreign language study. On the contrary, in the New HSK Standard Tutorial (2015), various themes in the syllabus for Chinese language education are properly demonstrated by level. Content in the book is closely related to the New HSK Syllabus (2015), and the themes are diversified, showing characteristics of China and Chinese culture with moderate difficulty and rigorous system. The analyses above show that, Chinese language textbooks in Korea reflected some common themes of foreign language education, but individualized themes related to China and characteristics of Chinese language are underrepresented. In view of this problem, systematic researches are to be made in the future.
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중국어 전공교육과정의 핵심역량 고찰 — 대학별 사례를 중심으로 —
위수광(WUI, SOOKWANG) 한국중국어교육학회 2020 중국어교육과연구 Vol.0 No.32
It has already been more than ten years since the university education in Korea began to focus on “core competences.” At this time, the main purpose of this paper is to investigate the embodiment of core competences (major abilities) in Chinese curricula of various universities, analyze Chinese curricula examples based on core competence cultivating, and then evaluate the correlation between core competences (major abilities) and these curricula. The research methods are as follows. Firstly, the paper interpreted the concept of core competence, then listed the basic competences that Korean college students must possess. Based on it, a curriculum aimed at cultivating core competences was designed according to the standards of universities’ basic competence evaluation. Secondly, taking Chinese-related majors of seven Korean universities as the research scope, the paper investigated the correlation between the core competences (major abilities) required by the Chinese major and the curriculum setting, and analyzed the Chinese curriculum examples based on the cultivation of core competences (major abilities). Through the research, it can be found that due to the different levels of students and educational objectives, Chinese-related majors in the above-mentioned universities have different emphasis on the cultivation of core competences (major abilities), and there are differences in the requirements for comprehensive thinking ability, practical ability and Chinese application ability. However, the courses of these schools have all implemented the cultivation of communication ability and globalization ability related to China and Chinese culture. This is mainly due to the characteristics of the major. This paper made a detailed case study among four of the seven universities and investigated the correlation between core competences (major abilities) and Chinese curricula. The four universities have set the core competences (major abilities) to be cultivated according to students’ level and educational objectives of each major, then set up curricula, and carried out teaching based on it. The degree of correlation between the core competences (major abilities) and the major curricula in the above-mentioned universities was analyzed and mapped in a detailed way. On this basis, an in-depth study on two of them was carried out. The study jointly described and mapped the core competences of university and the core competences of major, then separated the knowledge (K), skills (S) and attitude (A) required in the process of ability cultivation, and clearly wrote out the basis for listing each item. Through this, the conclusion can be drawn that the correlation between the core competences (major abilities) required by Chinese-related majors and the curricula setting in Korean universities is in the primary stage. It is believed that the establishment of a Chinese major curriculum system based on core competences (major abilities) can foster students to adapt themselves to the changing educational environment and meet the demands of society. This study is expected to serve as the basis for research for the proper, universal and standard core competences (major abilities) of the Chinese curricula.
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신의정 ( Wui Jung Shin ),조영아 ( Young Ah Cho ),강경림 ( Kyung Rim Kang ),윤혜정 ( Hye Jung Yoon ),홍성두 ( Seong Doo Hong ),이재일 ( Jae Li Lee ),홍삼표 ( Sam Pyo Hong ) 한국치위생과학회 2013 치위생과학회지 Vol.13 No.3
Verruca vulgaris is one of the most frequent lesions of the skin. Evidences support that this lesion has strong association with low-risk human papillomavirus. Unlike skin lesion, oral verrucae vulgaris are not easily encountered and often misdiagnosed as squamous papilloma. Herein, we reported eight cases of oral verruca vulgaris and analyzed their clinicopathological features.
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