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임산부의 혈중 엽산과 호모시스틴 수준이 태반세포의 DNA 메틸화에 미치는 영향
박보현,김영주,이화영,하은희,민정원,박종순,박혜숙,Park, Bo-Hyun,Kim, Young-Ju,Lee, Hwa-Young,Ha, Eun-Hee,Min, Jung-Won,Park, Jong-Soon,Park, Hye-Sook 대한예방의학회 2005 예방의학회지 Vol.38 No.4
Objectives : DNA methylation is one of the best characterized epigenetic mechanisms that play a regulatory role in genome programming and imprinting during embryogenesis. In this present study, we investigated the association between DNA methylation in the human placenta and the maternal folate and homocysteine concentrations on the Methylenetetrahydrofolatereductase (MTHFR) genetic polymorphism during pregnancy. Methods : We investigated 107 pregnant women who visited Ewha Woman's University Hospital for prenatal care during their $24{\sim}28$ weeks-period of gestation. During the second trimester, we measured the serum homocysteine and folate concentrations . The MTHFR 677 genetic polymorphism was determine by performing PCR-RFLP assay. The expression of DNA methylation in the human placentas was estimated by using immunohistochemistry method. Results : Serum folate was negatively correlated with the serum homocysteine concentration for all the MTHFR genotypes. We found positive correlation between the folate concentrations and the DNA methylation in the human placenta (p<0.05). An increasing concentration of homocysteine was associated with reduced DNA methylation in the human placenta. The coefficient value was -2.03 (-3.77, -0.29) on the regression model (p<0.05). Conclusion : These findings suggest that the maternal folate and homocysteine levels along with the MTHFR 677 genetic polymorphism during pregnancy affect the DNA methylation in the human placenta.
무릎관절 멀리건 테이핑이 균형능력과 각근력에 미치는 효과와 측정의 반복에 의한 효과 비교
박보현,최수홍,김성중,박수형,오강오,Park, Bo-hyun,Choi, Su-hong,Kim, Sung-joong,Park, Su-hyung,Oh, Kang-o 대한정형도수물리치료학회 2018 대한정형도수물리치료학회지 Vol.24 No.2
Background: The purpose of this study was to compare the effects of mulligan taping on knee joints on balance ability and strength with repeated measurements. Methods: Seventeen patients were randomly assigned to the 8 taping group and the 9 repeat measurement group. To measure the balance ability, fall risk assessment equipment was used, and the measurement of the muscle strength was performed by using the equipment of the same company. Results: Balanced abilities and muscle strength were increased in groups with taping only after Mulligan taping. Conclusions: The application of mulligan taping did not have the effect of stimulating the inherent receptive sensation. However, active grouping of the knee joint taping only, and muscle strength and muscle strength were increased. It increases the stability and activity of the muscles that operate on the balance of the active knee joint and muscle strength, thereby enhancing exercise prevention and prevention performance and exercise performance.
박보현 ( Bo Hyun Park ) 한말연구학회 2012 한말연구 Vol.- No.30
The purpose of this paper is to clarify the concept and categorize the styles of the Joseon Dynasty period`s Hangeul calligraphy first, then to find the educational significance, necessity and possibility. This paper can be summarized as follows. To understand the Hangeul calligraphy exactly, it is necessary to examine the related concepts, calligraphy and typography. Calligraphic styles of Hangeul are categorized as Haerye style, Eonhae style, Gung style according to the time of the creation and destruction, To overview the features of each style, it is meaningful that find out how to teach the Hangeul calligraphy as educational contents, We would suggest to include each features of Hangeul calligraphy in Korean education`s contents.
박보현 ( Bo Hyun Park ) 고려대학교 한국어문교육연구소 2013 한국어문교육 Vol.13 No.-
본 연구는 ``문법 평가가 문법 지식을 평가하는 것``을 부정적으로 보거나 우려의 시선으로 바라보는 것에 대항 의문에서 출발한다. 본 연구에서는 문법 교육의 결과를 평가하기 위해 문법 지식을 평가하는 것은 당연함에도 불구하고 그것을 부정적으로 바라보는 이유가 무엇인지 알아보고자 하였고, 문법 지식 평가에 대한 오해의 이유를 두 가지 측면에서 살펴보았다. 첫째는 문법 지식에 대한 오해의 측면이고, 둘째는 문법 평가에서 문법 능력과 문법 지식의 관계에 대한 이해 부족의 측면이다. Ⅱ장에서는 문법 지식에 대한 오해의 측면을 살펴보았다. 문법 지식에 대한 오해는 결국 지식과 지식 교육 자체에 대한 오해와 경계 그리고 ``문법지식``과 ``문법 정보``의 혼동에서 유래했다. 이 때문에 문법 지식도 명제적 지식에 국한된 단순 암기의 대상이나 내용으로 취급되었고 이것이 문법 지식에 대한 오해를 야기했음을 밝혔다. 본 연구는 문법 평가의 올바른 방향과 방법을 정립하기 위해 반드시 검토해야 하는 문법 지식의 개념과 위상에 대해 논의한 연구라는 점에서 의의를 가진다. The 21st century is the knowledge-based society. In such society, knowledge is regarded as central concepts and means of society. However, the world of our education uses to criticize the "knowledge education" intensively from long time ago. It`s about the same in the evaluating Korean Grammar. In this article, I confirmed that it`s reasonable to evaluate a grammatical knowledge so as to check a result of the grammar education. Also, I brought out a question about the status of grammatical knowledge is too low and I suggested that it`s necessary to reconsider the status of the grammatical knowledge in the evaluating grammar. In order to obtain my point, I examined the misapprehension about the knowledge and coarified that the grammatical knowledge is not simple memorization in a narrow sense. In is reasonable to evaluate the grammatical knowledge in assessing grammar because the grammatical knowledge is a main factor of a grammatical ability. In this article, I didn`t set up a specific action plan of assessing grammar. Nevertheless, it is meaningful discussion to found a right direction and way in assessing grammar.
박보현 ( Bo Hyun Park ) 한국문법교육학회 2011 문법 교육 Vol.15 No.-
This article aims to examine the teaching method for the interrogative in medieval Korean by selecting it among the contents on Korean language history education. It is important to educate the interrogative in medieval Korean to students, because there are something different between medieval and modern Korean. Until now it is too difficult to educate the contents on Korean language history. This makes students hesitate learning about it, although it has been taught in the classroom. Therefore I suggest the teaching method, jigsaw to education of interrogative in medieval Korean. It will arouse students` interest about Korean language history and improve the quality of teachers` instruction.