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최미연 인제대학교 1990 仁濟論叢 Vol.6 No.2
For surveying of chemical constituents concerning tastes of the corn seeds, non volatile components such as sugars, free amino acids, nucleotides, minerals and organic acids were analyzed and determined. Nutritional components ; The contents were moisture 10.72%, total sugar 74.25%, crude protein 1.88% (pure protein 0.7%, extractive-N 0.05%, free amino acid-N 0.032%, ammonia-N 0.01%, amide-N 0.008%) crude lipid 6.69%, crude fiber 1.52%, crude ash 2.0%, respectively. And the Calorie content is 364.542 Cal. The acidity is -0.98, and the alkalinity is 0.24 so the corn seeds were confirmed as the weak alkaline food. The content of total free amino acids was 439mg%, and that of the major components such as Aspartic acid, proline, glutamic acid and showed 75.81% to the total amounts. The contents of maltotetrose, maltotriose, Maltose, Glucose, Fructose were 210mg%, 34.2mg%, 400.8mg%, 320mg%, 278.2mg%, respectively. The organic acids were isolated 12 peaks and identified by GC analysis, they were trace amounts. The nucleotides were composed of CMP, GMP, IMP, but showed the trace amounts. Magnesium, Iron, phosphorus, calcium were the major components of ashes, but trace amounts of cadmium and lead were determined.
최미연 한국교원대학교 유아교육연구소 2008 한국유아교육연구 Vol.10 No.-
특수아동의 현재 학습수행 수준을 파악하고 장단기 목표를 작성하는 일은 개별화교육계획 작성에 있어서 가장 핵심적인 요소라고 할 수 있다. 따라서 본 연구에서는 특수아동의 개별화교육계획의 핵심적인 요소인 현재 학습수행 수준 파악 및 장단기 목표 작성을 위해 활동표본평가를 적용해 보고 그 경험 내용을 질적으로 분석하였다. 또한 활동표본평가 적용의 연구 결과의 제시와 함께 활동표본평가가 특수아동의 교육진단을 위한 검사도구에 적절함을 논하였다. The purpose of this study was to offer data for successful Individualized Education of special education with a child as application Work Sampling System(WSS) for planning Individualized Education Plan(IEP) and as analyzing to the result in quality. For this purpose, the study question was as follows: 1. How is the experience contents of WSS application for planning IEP? 1-1. How are the experience contents of WSS application for understanding Present Level of Educational Performance? 1-2. How are the experience contents of WSS application for planning Long term goal and Short term objectives? 1-3. What are complements for application WSS? WSS was used for instruments for study and all three components of WSS, developmental checklist, portfolios, and summary reports, were used. The data for this study are contents of WSS, Present Level of Educational Performance planning contents and Long term goal and Short term objectives planning contents of IEP, researcher's journal, interview contents of the study participants. The process of interpreting data was made up of collection and combination, classification and categorization, analysis and translation of the classified data. The results of this study were as follows: After applied to planning IEP, WSS showed that it can help to design Present Level of Educational Performance and plan Long term goal and Short term objectives of IEP but there were two complements for application WSS. First, WSS supported to understand Present Level of Educational Performance of IEP on whole and detailed development area. Furthermore, WSS reduced time of understanding Present Level of Educational Performance and helped understand long and short term learning tasks and find the zone of proximal development and understand Present Level of Educational Performance of developmental disability. Second, WSS supported to plan Long term goal and Short term objectives of IEP. Namely, WSS supported to change Long term goal and Short term objectives into meaningful and functional goal and objectives. And WSS helped find Long term goal and Short term objectives of children in undeveloped area and supported it on low developmental level. And developmental checklist and developmental guideline offered performance frame of hierarchical relationship learning task for planning Long term goal and Short term objectives. Third, WSS had two complements in application process. One was that special education teacher, inclusive class teacher, and parents need to assess the developmental checklist on each condition. The other was that need deeper standards than this WSS standards. Because the participants of this study were elementary school student.
Effects of Serotonin on Erythropoietin Expression in Mouse Hippocampus
최미연,손현 한국뇌신경과학회 2013 Experimental Neurobiology Vol.22 No.1
Serotonin (5-hydroxytryptamine, 5-HT), a monoamine neurotransmitter, regulates neurological functions such as mood, sleep, and appetite. Erythropoietin (EPO) is well known for erythropoiesis but has recently emerged as a therapeutic agent in brain diseases. However, the mechanisms that induce EPO in the brain remain unclear. The present study was undertaken to investigate whether the effects of 5-HT involve EPO in murine hippocampal neurons. 5-HT produced a significant increase in neuronal differentiation of hippocampal neural progenitor cells. Expression of erythropoietin was increased in 5-HT-treated cells as well. The actions of 5-HT and EPO appeared to be similar in neurite outgrowth and spine formation. In addition, we show that hippocampal expression of EPO was decreased by chronic unpredictable stress (CUS) and that antidepressant treatment to maintain 5-HT concentration in synaptic cleft reversed this effect. In conclusion, actions of antidepressants might involve EPO induction in the brain.
현행 처용무 ‘수양수무(垂楊手舞) 1동작’의 무용서사와그 상상계
최미연 대한무용학회 2014 대한무용학회논문집 Vol.72 No.3
After the comparison of Suyangsumu-1, the current Cheoyong-mu, with Korean traditionaldances this study reached the following conclusion. First, the description on Suyangsuobang-mu in Akhakguebeom is different from the complicatedcurrent Cheoyong-mu composed of Suyangsumu1. Second, Among Korean traditional ethnic dances, Paltukjaebi has a similar dance routinewith Daejinmu. If we classify them as Paltukjaebi style, it will probably found that theyshare a common implication―driving the evil away. The Baehwanmu can be interpreted as being pleased after defeating the evil. The Suyangsumu-1 embodies the mythical archetype of our people, which resolves conflictsin human relations as forgiveness and reconciliation.