Jiyoung Ryu

Anti-oxidant activities ofacanthopanax senticosus stems and their lignan components

The antioxidant activities ofAcanthopanax senticosus stems were evaluated in CCI4-intoxicated rats. Then-butanol fraction from the water extract of the stems, when pretreated orally at 200 mg/kg/day for 7 consecutive days in rats, was demonstrated to exhibit significant increases in antioxidant enzyme activities such as hepatic cytosolic superoxide dismutase, catalase and glutathione peroxidase by 30.31, 19.82 and 155%, respectively. Then-butanol fraction whereas showed a significant inhibition of serum GPT activity (65.79% inhibition) elevated with hepatic damage induced by CCI4-intoxication. Eleutheroside B, a lignan component, isolated from then-butanol fraction was found to cause a moderate free radical scavenging effect on DPPH, its scavenging potency as indicated in IC50 value, being 58.5 μM. These results suggested that the stems ofA. senticosus possess not only antioxidant but also hepatoprotective activities.

A Benzenoid from the Stem of Acanthopanax senticosus

Seven compounds were isolated from the stem ofAcanthopanax senticosus by repeated column chromatography. Their structures were elucidated as isovanillin (1), (-)-sesamin (2), isofraxidin (3), (+)-syringaresinol (4), 5-hydroxymethylfurfural (5), eleutheroside B (6), and eleutheroside E (7) by spectral analysis. Among them, isovanillin (1) was isolated for the first time from the family Araliaceae.

Understanding Characteristics of the Gifted in Invention for Establishing the Concept of the Gifted in Invention

Educating gifted students in invention is a totally new area for researchers as well as educators. Establishing the theoretical concept of the gifted in invention has been a challenging task to many education researchers in Korea for last several years. This study was conducted to understand characteristics of the gifted in invention with the eventual purpose to conceptualize `giftedness in invention.` The Future Mind by Gardner was adopted as the frame for categorizing the characteristics of the gifted in invention. Based on Five Minds, this study listed 25 factors with their 80 characteristics after intensive literature review and field surveys. The findings of this study are expected to contribute to establishing the theoretical base of educating the gifted in invention, to identifying gifted youngsters to be great inventors, and to designing the educational programs for them.

Modeling the Conception of Giftedness in Invention Based on Inventor`s Three Main Aptitudes

The purpose of this study was to investigate a useful model of giftedness in invention. Lee, et al.(2012a) with many other specialists in education for the gifted in invention had proposed a model which looked promising as the theoretical foundation for the field of gifted education in invention, which has been absent for a decade after gifted education in the area of invention started in Korea. Results from two delphi studies and specialists numerous discussions by resulted in a more refined model of giftedness in invention. The new model is based on the inventor`s three main aptitudes, which are Knowledge-Skill aptitude, Synthesis-Creativity aptitude, and Character aptitude. These three aptitudes are integrated with 12 factors and 40 behaviors. Through the outcome of this study, we can expect the following : The field of gifted education in invention can have the theorical foundation that practitioners and researchers can share for further practical and academical communication. The new model of giftedness in invention can be used as the basis for identifying promising students who are gifted in invention. Programs and Intervention for gifted students in invention can be designed or evaluated based on the new model.

Teachers` Perception on Differentiation of Gifted Education in Invention from Gifted Education in Science

The purpose of this study was to investigate how teachers recognize the differentiation of gifted education in invention to gifted education in science. An online survey was conducted to more than 500 hundred school teachers to ask (1) if gifted education in invention is necessary as an independent area of gifted education, (2) if gifted education in invention should be differentiated in identification, education programs, councelling, facilities and so on to gifted education in science, and (3) what problems gifted education in invention are facing and how we can promote gifted education in invention. Findings by this study are like the following: 1. Almost all teachers, regardless of whether their duty is related to gifted education in invention or not, recognized the necessity of gifted education in invention as an independent area of gifted education, especially from gifted education in science. 2. Teachers recognized the differentiation of gifted education in invention in diverse aspects of gifted education, like identification, educational programming, and so on, especially to gifted education in science. 3. Teachers recognized the shortage of trained teachers as the most critical obstacles to gifted education in invention, and also thought training programs for teachers as the most important means that can promote gifted education in invention.