• Journal of Ginseng Research
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• 제35권4호
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• pp.442-448
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• 2011

We previously reported that in vitro anti-platelet activity of tissue-cultured mountain ginseng (TCMG) ethanol extracts show improved efficacy when compared with commercial ginseng products such as Korean red ginseng and Panax ginseng. However, information on the anti-platelet activity of the ethyl acetate fraction from TCMG adventitious roots is limited. Therefore, in this study, we further investigated the effects of an ethyl acetate extract of TCMG (EA-TCMG) adventitious roots on in vitro antiplatelet activity in whole human blood and its effect on peripheral blood flow in mice. We found that EA-TCMG inhibited platelet aggregation with $IC_{50}$ values of 271, 180, and 147 ${\mu}g$/mL induced by collagen, adenosine-5'-diphosphate, and arachidonic acid, respectively. Among the three agonists used, thromboxane $A_2$ formation induced by arachidonic acid was markedly suppressed. Furthermore, EA-TCMG improved the peripheral circulatory disturbance by improving vascular blood flow. In conclusion, these results suggest that ethyl acetate extracts from TCMG adventitious roots might inhibit vascular platelet aggregation and thrombus formation.

• 한국실내디자인학회논문집
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• 제25권6호
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• pp.15-22
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• 2016

Recent changes in the Korean education policies are promoting the advances in science and technology and cultivating people of convergence talent. STEAM (science, technology, engineering, art and math) educational program is Korean styled convergence program for creative competent human resources. Therefore, Therefore the aim of this study is developing convergence hand-on educational program coping with climate change for elementary school students. For development of the program, we investigated the curriculum of the elementary school about the climate change, and allocated in the creative learning standard frame. Also, we selected themes related the climate change in the curriculum and learning activity. For more effective program to build the convergence competency, we analyzed the program based on creative problem based learning process and 4 core competency(creativity, communication, convergence, caring) elements. In conclusion, the STEAM program needs to develop by school curriculum and leaner's ability. For elementary school students, the STEAM program consists with creative problem based learning process. And the convergence educational program would analyze by the creative PBL process and convergence competency elements. So, this developing program has brought the promotion of the creative convergence competent talented person for the future global environment.

• 컴퓨터교육학회논문지
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• 제17권3호
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• pp.41-51
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• 2014

최근 정보영재 교육기관은 정보영재의 창의적 활동을 장려하고 이를 지속, 확장 시킬 수 있도록 다양한 노력을 하고 있다. 그러나 관련 연구가 부족하고 대부분의 연구가 정보영재의 인지적인 측면에만 집중되어 있어, 정보영재의 특성을 반영한 창의적 활동 교육을 제공하는 데 한계가 있다. 따라서 본 연구는 초등 정보영재 56명의 창의적 산출물 성취도를 평가하고 그 결과를 정의적, 환경적 변인들과 함께 종합적으로 분석하였다. 분석 결과 초등정보영재의 창의적 산출물 성취도는 내적동기가 높을수록 더 높은 것으로 나타났으며, 부모의 지지 또는 외적동기에 따른 유의한 차이는 없었다.

• 한국실내디자인학회논문집
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• 제37호
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• pp.39-47
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• 2003

The purpose of this paper was to analyze and to compare the creativity of Nam-June Paik and Louis 1. Kahn to understand the characteristics of creative people. Both of them got strong supports from their family and close people. As they were not originally from the U.S., political and city environments where they settled in the U.S. for the first time strongly influenced their creative activity. The difference in the creative contexts of Paik and Kahn is that Paik had more visual cues in his childhood due to the rich environments. The various visual cues influenced his wide interests in video arts. In creative process, even though both of them more focused on the beginning stage of creative process, there were differences in creative problem solving styles. Kahn considered the imaging and perception as the most Important working process. For him, intuition(gestalt view) and ideation(generator) are more important than intellectual skill. On the other hand, Paik thought the symbolization(conceptualizer) based on his own experience and philosophy(associationism) was the most important.

• 수산해양교육연구
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• 제20권2호
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• pp.184-200
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• 2008

The purpose of this paper is to develop instructional activity support model for capstone design in order for improving creative engineering education. To do this, having extracted the core idea of capstone design, and elicited core learning activity process, and grasped core supportive factors according to each core learning activity process that elicited, an improved instructional design model for capstone design was then developed through formative evaluation with respect to the draft of the instructional system development model for capstone design. As to major research methods, case analysis, requirements analysis through interview, and formative evaluation by experts were employed, and then research studies were undertaken. The formative evaluation by experts was carried out for two hours in 2007, and the experts participated in the evaluation consisted of total 6 persons: two specialists of capstone design contents, two professionals in field works, and two expert instructional designers in education engineering. Interview results had been reflected in this research when developing final instructional design model for capstone design. The core learning activity process of the final instructional design model for caption design, which developed in this research, comprises following stages: (1) Team building $\rightarrow$ (2) Integrated meeting between industry and academy $\rightarrow$ (3) Analysis of tasks $\rightarrow$ (4) Clarification of tasks $\rightarrow$(5) Seeking solutions for issues $\rightarrow$ (6) Eliciting priority of solutions $\rightarrow$ (7) Designing solutions and construction $\rightarrow$ (8) Exhibiting outcomes and presentation $\rightarrow$(9) Gaining comprehensive insights Also, in the core learning activity process, supportive factors that support implementation of each step were presented having been categorized into facilitator (teacher, and professionals in field works), learner and tool, etc.

• 대한지구과학교육학회지
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• 제15권1호
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• pp.117-131
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• 2022

본 연구는 환경교육용 보드게임 디자인 활동을 개발하고, 이 활동이 고등학생들의 환경 개념적 지식, 환경 소양 및 창의 공학적 문제해결성향에 미치는 영향을 조사한 것이다. 환경동아리에 소속된 25명의 고등학고 1, 2 학년 학생들이 연구에 참여 하였다. 보드게임 디자인 활동은 총 10차시 수업으로 공학적 설계에 기반하여 개발되었다. 연구의 주요 데이터는 환경 주제(기후온난화와 생태계 파괴)에 관한 학생들의 지식을 측정하기 위해 실시된 사전-사후 개념도와 환경 소양 측정지 및 창의적 공학적 문제해결성향 측정지이다. 연구 결과 환경교육용 보드게임 디자인 활동을 수행한 후 학생들이 제시한 개념도의 환경관련 단어의 개수가 지식 영역에서 증가한 것을 알 수 있었다. 또한 환경 소양측정지와 창의공학적 문제해결성향 측정지의 평균도 사전에 비해 사후에 유의미하게 증가하였다. 이러한 결과를 통해 보드게임을 활용한 수업 방법이 학생들이 다양한 역량을 기를 수 있도록 돕는다는 것을 알 수 있다. 이와 같이 보드게임과 중등 교육을 접목한 연구는 활성화되어야 하며 이를 현장에 적용하기 위해 현직 교사들의 새로운 교육 방식에 대한 교육과 지원이 필요하다.

• 교육시설
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• 제7권1호
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• pp.57-66
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• 2000

Learning for educating creative thinking and problem solving abilities and for future-oriented method should have appropriate laboratory, experimental equipments and appliances. Technology laboratory model pertinent to experiment or activity for educating creative persons is suggested in the following : (1) It is considered that many problems of current education result from an overcrowded classes. The number of students per laboratory should be $30{\sim}40$ persons. (2) There should be sufficient activity spaces for students. Unlike normal classrooms laboratory should have various tools and materials, information, facility and equipment. (3) Flexible activity spaces for various activities should be provided for groups and individuals. (4) Safety facilities should be provided sufficiently. (5) Learning experiences of collection, analysis and utilization of information should be given. (6) Laboratories should be designed to be a place for self-propelled learning. They should be designed to be able to learn by individuals and small groups after taking into consideration the individual differences as students differ in interest, curiosity and ability.

• BMB Reports
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• 제52권4호
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• pp.271-276
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• 2019

Zingerone (ZGR), a phenolic alkanone isolated from ginger, has been reported to possess pharmacological activities such as anti-inflammatory and anti-apoptotic effects. This study was initiated to determine whether ZGR could modulate renal functional damage in a mouse model of sepsis and to elucidate the underlying mechanisms. The potential of ZGR treatment to reduce renal damage induced by cecal ligation and puncture (CLP) surgery in mice was measured by assessment of serum creatinine, blood urea nitrogen (BUN), lipid peroxidation, total glutathione, glutathione peroxidase activity, catalase activity, and superoxide dismutase activity. Treatment with ZGR resulted in elevated plasma levels of BUN and creatinine, and of protein in urine in mice with CLP-induced renal damage. Moreover, ZGR inhibited nuclear $factor-{\kappa}B$ activation and reduced the induction of nitric oxide synthase and excessive production of nitric acid. ZGR treatment also reduced the plasma levels of interleukin-6 and tumor necrosis $factor-{\alpha}$, reduced lethality due to CLP-induced sepsis, increased lipid peroxidation, and markedly enhanced the antioxidant defense system by restoring the levels of superoxide dismutase, glutathione peroxidase, and catalase in kidney tissues. Our study showed renal suppressive effects of zingerone in a mouse model of sepsis, suggesting that ZGR protects mice against sepsis-triggered renal injury.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2011년도 동계학술대회
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• pp.175-178
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• 2011

최근 3년간 재량활동 선택과목 운영현황과 정보관련 교과 운영 현황을 살펴보면 정보교육을 편성한 학교 수와 편성 단위가 꾸준하게 줄어들고 있음을 알 수 있다. 또한 2009개정교육과정에서는 재량활동과 특별활동 시간이 창의적 체험 활동으로 대체되면서 학교에서 정보교육의 입지가 많이 줄어 들 것으로 예상된다. 또한 현재 학교 현장의 정보 교육은 다양한 사회적 요구와 변화에 적극적으로 대처하지 못하고 기존 교육 과정을 답습하고 있는 설정이다. 이에 본 연구에서는 초등 정보교육의 새로운 확대된 영역으로서 로봇활용 교육의 가능성을 모색해보고 이를 정규교육과정인 재량활동(창의적체험활동) 프로그램에 적용하여 창의적 인성과 창의적 유창성에 대한 효과 및 사례를 분석하였다.

• Journal of Microbiology and Biotechnology
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• 제24권12호
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• pp.1636-1643
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• 2014

3-Hydroxybutyryl-CoA dehydrogenase is an enzyme that catalyzes the second step in the biosynthesis of n-butanol from acetyl-CoA, in which acetoacetyl-CoA is reduced to 3-hydroxybutyryl-CoA. To understand the molecular mechanisms of n-butanol biosynthesis, we determined the crystal structure of 3-hydroxybutyryl-CoA dehydrogenase from Clostridium butyricum (CbHBD). The monomer structure of CbHBD exhibits a two-domain topology, with N- and C-terminal domains, and the dimerization of the enzyme was mostly constituted at the C-terminal domain. The mode of cofactor binding to CbHBD was elucidated by determining the crystal structure of the enzyme in complex with $NAD^+$. We also determined the enzyme's structure in complex with its acetoacetyl-CoA substrate, revealing that the adenosine diphosphate moiety was not highly stabilized compared with the remainder of the acetoacetyl-CoA molecule. Using this structural information, we performed a series of site-directed mutagenesis experiments on the enzyme, such as changing residues located near the substrate-binding site, and finally developed a highly efficient CbHBD K50A/K54A/L232Y triple mutant enzyme that exhibited approximately 5-fold higher enzyme activity than did the wild type. The increased enzyme activity of the mutant was confirmed by enzyme kinetic measurements. The highly efficient mutant enzyme should be useful for increasing the production rate of n-butanol.