• Biomolecules & Therapeutics
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• v.28 no.5
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• pp.456-464
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• 2020

Mast cells (MCs) are systemically distributed and secrete several allergic mediators such as histamine and leukotrienes to cause type I hypersensitivity. Dasatinib is a type of anti-cancer agent and it has also been reported to inhibit human basophils. However, dasatinib has not been reported for its inhibitory effects on MCs or type I hypersensitivity in mice. In this study, we examined the inhibitory effect of dasatinib on MCs and MC-mediated allergic response in vitro and in vivo. In vitro, dasatinib inhibited the degranulation of MCs by antigen stimulation in a dose-dependent manner (IC₅₀, ~34 nM for RBL-2H3 cells; ~52 nM for BMMCs) without any cytotoxicity. It also suppressed the secretion of inflammatory cytokines IL-4 and TNF-α by antigen stimulation. Furthermore, dasatinib inhibited MC-mediated passive cutaneous anaphylaxis (PCA) in mice (ED₅₀, ~29 mg/kg). Notably, dasatinib significantly suppressed the degranulation of MCs in the ear tissue. As the mechanism of its effect, dasatinib inhibited the activation of Syk and Syk-mediated downstream signaling proteins, LAT, PLCγ1, and three typical MAP kinases (Erk1/2, JNK, and p38), which are essential for the activation of MCs. Interestingly, in vitro tyrosine kinase assay, dasatinib directly inhibited the activities of Lyn and Fyn, the upstream tyrosine kinases of Syk in MCs. Taken together, dasatinib suppresses MCs and PCA in vitro and in vivo through the inhibition of Lyn and Fyn Src-family kinases. Therefore, we suggest the possibility of repositioning the anti-cancer drug dasatinib as a treatment for various MC-mediated type I hypersensitive diseases.

• Industry Promotion Research
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• v.6 no.2
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• pp.55-62
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• 2021

The number of single-parent families in South Korea increased since 2000, related to a sharp rise in the divorce rate of 50s and an increase in male mortality rates among those aged 40s-50s. Middle-aged single mothers experience a critical period realizing self-actualization needs, while being in the middle adulthood from the lifespan developmental perspective. In this respect, it is significant to study self-actualization of middle-aged single mothers through guided imagery and music (GIM) in order to provide them with psychological support. This study was conducted from September 2018 to June 2020, and the GIM sessions were conducted at least 10 times. Four participants were selected among the middle-aged single mothers. The imagery experiences of participants in the GIM sessions were classified into four sub-elements: physicalness, emotion, memory, and sense. Within those sub-elements, eight semantic units were categorized into 46 elements. Finally, 152 semantic units were derived. Moreover, the self-actualization which participants experienced through GIM presented three archetypal images: shadow, persona, and the self. In the GIM sessions, experiences of putting their negative emotions associated with family into words and changing passive self-imagery into active one enabled participants to bring the shadow into their consciousness, there by recognizing their positive and bright internal self. Furthermore, participants could map that their current status as people marginalized by siblings and parents, enraged and holding double standards for others, was suppressed by their 'good daughter' and 'religious' personas. This realization lead them to realize and restore their persona. The use of GIM in the study allowed participants to elicit re-experiences of the negative events, while experiencing various imagery and music. This process helped participants achieve self-actualization.

• Journal of Bio-Environment Control
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• v.22 no.4
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• pp.427-431
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• 2013

Paprika fruits should be stored and distributed at above $7^{\circ}C$ to prevent chilling injury but the small amount of paprika that transports with other horticultural products in refrigerated container by ship usually stored less than $5^{\circ}C$ for other products. In this case, paprika fruits cannot help exposing chilling temperature, so that the paprika must be lost marketable value during a long period of transfer. This study was conducted to compare the alleviated effects of high $CO_2$ treatment (passive MAP), heat (hot water dipping), and UVc treatment on chilling injury of paprika fruits due to low temperature storage, and also to decide if these treatments can be used for transporting under $5^{\circ}C$. After each treatment the paprika were put in the low temperature storage ($4^{\circ}C$) for 20 days and afterwards change the in room temperature ($20^{\circ}C$) for 5 days. The fresh weight loss of all the treatments except the high $CO_2$ treatment showed around 7~12% after 25 days of storage and the ethylene concentration showed periodical increases and decreases as around 3 ${\mu}l/l$. The $CO_2$ concentration was rapidly increased 33% carbon dioxide in high $CO_2$ treatment during room temperature storage after cold storage for 20 days. The firmness which is key quality characteristics during storage and is decreasing caused by chilling injury was not significantly different among all treatments. However, the firmness of stored paprika was maintained highest in the treated with hot water dipping. Therefore, HWD and UVc treatment that showed 60% of electrolyte leakage in the $4^{\circ}C$ control (chilling injury control) and similar level with the $7^{\circ}C$ control (non-chilling injury control) would be effective to alleviate chilling injury in the stored paprika.

• Food Science and Preservation
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• v.16 no.2
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• pp.179-185
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• 2009

To develop an Enoki mushroom packaging method, mushrooms were stored at $1^{\circ}C$ for 12 days after passive MAP packaging(PM), vacuum packaging(VM), and gas flushing packaging(AM), after investigation of film thickness influences on respiration rates and gas compositions(LDPE films 20, 40, and 60 m in thickness were tested). Enoki mushrooms had respiration rates of 26.4 mL $CO_2/kg/hour$ at $0^{\circ}C$, 80.0 mL $CO_2/kg/hour$ at $10^{\circ}C$, 130.9 mL $CO_2/kg/hour$ at $20^{\circ}C$, and 130.9 mL $CO_2/kg/hour$ at $30^{\circ}C$. A film thickness of 20 m was chosen for further tests to maintain the oxygen concentration above the minimum growth level; the thinnest film offered a higher gas transmittance rate than did the thicker films. No anaerobic respiration was evident over 12 days of storage using any packaging method, with the exception of VM. AM, using a high concentration of $CO_2$, restricted respiration rate. Mushrooms packaged using the VM method showed the greatest weight loss and extent of discoloration among the packaging methods tested, followed by AM mushrooms using 50% $CO_2/10%\;O_2/40%\;N_2$. Mushrooms packaged by the VM and PM methods developed a serious off-flavor after 2 days of storage, and a high stipe elongation rate after 5 days of storage, respectively. However, AM using 50% $CO_2/10%\;O_2/40%\;N_2$ of various gas ratios tested, allowed Enoki mushrooms to be maintained for up to 12 days without development of off-flavor, discoloration, or moldiness.

• The Journal of the Petrological Society of Korea
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• v.21 no.3
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• pp.287-307
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• 2012

The study area, which is located in the southeastern part of the Jirisan province of the Yeongnam massif, Korea, consists mainly of the Precambrian Hadong northern anorthosite complex (HNAC) and the Jirisan metamorphic rock complex (JMRC) and the Mesozoic granitoids which intrude them. Its tectonic frame is built into NS trend, unlike the general NE-trending tectonic frame of Korean Peninsula. This paper researched the structural characteristics at each deformation phase to clarify the geological structures associated with the NS-trending tectonic frame which was built in the HNAC and JMRC. The result indicates that the geological structures of this area were formed at least through three phases of deformation. (1) The $D_1$ deformation formed the $F_1$ sheath or "A"-type folds in the HNAC and JMRC, and the $S_{0-1}$ composite foliation and the $S_1$ foliation and the $D_1$ ductile shear zone which are (sub)parallel to the axial plane of $F_1$ fold, and the $L_1$ stretching lineation which is parallel to the $F_1$ fold axis owing to the large-scale top-to-the SE shearing on the $S_0$ foliation. (2) The $D_2$ deformation (re)folded the $D_1$ structural elements under the EW-trending tectonic compression environment, and formed the NS-trending $F_2$ open, tight, isoclinal, intrafolial folds with the $S_{0-1-2}$ composite foliation and the $S_2$ foliation and the $D_2$ ductile shear zone with S-C-C' structure and the $L_2$ stretching lineation which is (sub)parallel to the axial plane of $F_2$ fold. The extensive $D_2$ ductile shear zone (Hadong shear zone) of NS trend was persistently developed along the eastern boundary of HNAC and JMRC which would be to the limb of $F_2$ fold on a geological map scale. The Hadong shear zone is no less than 1.4 km width, and was formed in the mylonitization process which produced the mylonitic structure and the stretching lineation with the reduction of grain size during the $F_2$ passive folding. (3) The $D_3$ deformation formed the EW-trending $F_3$ kink or open fold under the NS-trending tectonic compression environment and partially rearranged the NS-trending pre-$D_3$ structural elements into (E)NE or (W)NW direction. The regional trend of $D_1$ tectonic frame before the $D_2$ deformation would be NE-SW unlike the present, and the NS-trending tectonic frame in the HNAC and JMRC like the present was formed by the rearrangement of the $D_1$ tectonic frame owing to the $F_2$ active and passive folding. Based on the main intrusion age of (N)NE-trending basic dyke in the study area, these three deformation events are interpreted to have occurred before the Late Paleozoic.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.99-118
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• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.