3 research outputs found

    λΆ€μ‚° μ•”λ°˜μ‘°κ°„λŒ€ λŒ€ν˜•μ €μ„œλ™λ¬Όμ˜ λ‹€μ–‘μ„± 연ꡬ: ν˜•νƒœν•™μ  뢄석 및 DNA λ°”μ½”λ”©

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    In the present study a total of 88 species, which corresponds to 9 phyla, 12 classes, 30 orders, 53 families, and 73 genera, were found and listed from the rocky shores in Busan, Korea. DNA barcoding based on the primers of COI and H3 which are DNA regions has been successfully performed as well as critical analysis of the morphological characteristics. Fail-safe verification with two primers in the COI and H3 regions was successful. This result was confirmed in a phylogenetic tree with clusters being formed by species. Five species viz. Anachis miser miser, Calliostoma koma, Cantharidus japonicus, Heptacarpus rectirostris, and Vexillum emiliae have been firstly reported NCBI viz. a global genetic database, and 18 species viz. Cantharidus jessoensis, Cellana grata, Cleantiella isopus, Coscinasterias acutispina, Halosydna brevisetosa, Ischnochiton boninensis, Ischnochiton comptus, Ischnochiton hayamii, Leptodius affinis, Modiolus comptus, Monodonta confusa, Nassarius fraterculus, Onithochiton hirasei, Placiphorella stimpsoni, Rhyssoplax kurodai, Siphonaria zelandica, Tegula xanthostigma, and Tristichotrochus unicus were firstly reported to NCBI from Korean waters. In addition, occurrences of three invasive species of Ciona intestinalis, Herdmania momus, and Crepidula onyx have been confirmed with possible negative impacts on marine logistics, aquaculture, and fisheries of Busan area. In terms of macrozoobenthos distribution, differences in community compositions have been found between the communities from Anchorage Ground and the Reference Site. This difference in community composition was further demonstrated in the MDS analysis of the Bray–Curtis similarity matrix. The Anchorage Ground is a place where a number of ships from around the world are anchoring before going in the Busan Port. Macrobenthic biodiversity in this zone was significantly higher compared to the Reference Site. These difference in community structure may be attributed to differences in site environments such as pollution status and the physical settings. The present study has contributed to the better understanding of macrozoobenthos community composition along the southern coast of Korea with providing basic data for the prospective future studies.Macrozoobenthos account for over 95% of the world's animal species. They are grouped into more than 30 phyla and make up most of the macroscopic life in the oceans. However, there are few studies on the distribution and diversity of macrozoobenthos in Busan. In May 2022, field research was conducted at 4 sites, divided into an Anchorage Ground and a Reference Site. Using COI and H3 genes, 5 species were first reported to NCBI, a global gene site, and 18 species were first reported to NCBI in Korean waters. A total of 88 species were identified. 56 Mollusca (63.6%), 12 Arthropoda (13.6%), 6 Echinodermata (6.8%), 4 Chordata (4.5%), 3 Annelida (3.4%), 3 Porifera (3.4%), 2 Platyhelminthes (2.3%), 1 Brachiopoda (1.1%), and 1 Cnidaria (1.1%). Based on cluster analysis of the Bray-Curtis similarity of macrozoobenthos, the Anchorage Ground was clearly identified as a group with a relatively higher diversity. The three invasive species found only in the Anchorage Ground in this study are Ciona intestinalis, Herdmania momus, and Crepidula onyx. This study is the first report using molecular methods to analyze the distribution, identification, and community composition of macrozoobenthos on the rocky shore of Busan, which is part of the Anchorage Ground.|λŒ€ν˜•μ €μ„œλ™λ¬Όμ€ μ „ 세계 동물 μ’… 수의 95% 이상을 μ°¨μ§€ν•œλ‹€. 이듀은 30개 μ΄μƒμ˜ κ³„ν†΅κ΅°μœΌλ‘œ λΆ„λ₯˜λ˜λ©° κ±°μ‹œμ μΈ ν•΄μ–‘ μƒλ¬Όμ˜ λŒ€λΆ€λΆ„μ„ μ°¨μ§€ν•œλ‹€. κ·ΈλŸ¬λ‚˜ λΆ€μ‚° μ§€μ—­μ—μ„œλŠ” λŒ€ν˜•μ €μ„œλ™λ¬Όμ˜ 뢄포와 닀양성에 λŒ€ν•œ 연ꡬ가 거의 이루어지지 μ•Šκ³  μžˆλ‹€. 2022λ…„ 5μ›” λ¬˜λ°•μ§€ (Anchorage Ground) 와 기쀀지 (Reference Site) 둜 κ΅¬λΆ„ν•˜μ—¬ 총 4개 μ •μ μ—μ„œ ν˜„μž₯ 쑰사λ₯Ό μ‹€μ‹œν•˜μ˜€λ‹€. κΈ€λ‘œλ²Œ μœ μ „μž μ‚¬μ΄νŠΈ NCBI에 COI와 H3 μœ μ „μž μ˜μ—­μ„ μ΄μš©ν•΄μ„œ 5μ’…μ˜ DNAλ₯Ό 졜초둜 λ³΄κ³ ν•˜κ³ , μš°λ¦¬λ‚˜λΌ ν•΄μ—­μ—μ„œλŠ” 18쒅을 처음 λ³΄κ³ ν–ˆλ‹€. 총 88쒅이 ν™•μΈλ˜μ—ˆμœΌλ©° κ·Έ ꡬ성은 연체동물 56μ’… (63.6%), μ ˆμ§€λ™λ¬Ό 12μ’… (13.6%), 극피동물 6μ’… (6.8%), 척삭동물 4μ’… (4.5%), ν™˜ν˜•λ™λ¬Ό 3μ’… (3.4%), 해면동물 3μ’… (3.4%), νŽΈν˜•λ™λ¬Ό 2μ’… (2.3%), 완쑱동물 1μ’… (1.1%), μžν¬λ™λ¬Ό 1μ’… (1.1%)이닀. λŒ€ν˜•μ €μ„œλ™λ¬Όμ˜ Bray-Curtis μœ μ‚¬λ„μ— λŒ€ν•œ 집괴 뢄석을 톡해 λ¬˜λ°•μ§€λŠ” μƒλŒ€μ μœΌλ‘œ 더 높은 닀양성을 가진 μ§‘λ‹¨μœΌλ‘œ λͺ…ν™•ν•˜κ²Œ ν™•μΈλ˜μ—ˆλ‹€. 이 μ—°κ΅¬μ—μ„œ λ¬˜λ°•μ§€μ—μ„œλ§Œ λ°œκ²¬λ˜λŠ” μΉ¨μž…μ’… μ„Έ 쒅은 Ciona intestinalis (유령멍게), Herdmania momus (λΆ„ν™λ©κ²Œ) 및 Crepidula onyx (λš±λš±μ΄μ§šμ‹ κ³ λ‘₯) 이닀. λ³Έ μ—°κ΅¬λŠ” λ¬˜λ°•μ§€μ— μ†ν•˜λŠ” λΆ€μ‚°μ˜ μ•”λ°˜ν•΄μ•ˆμ— μ„œμ‹ν•˜λŠ” λŒ€ν˜•μ €μ„œλ™λ¬Όμ˜ 뢄포, 동정 및 ꡰ집 ꡬ성을 λΆ„μ„ν•˜κΈ° μœ„ν•΄ λΆ„μžμ  방법을 μ΄μš©ν•œ 졜초의 보고이닀.1. Introduction 1 2. Materials and Methods 4 2.1. Study area 4 2.2. Sample preparation 4 2.3. Morphological identification of species 9 2.4. Data analysis 9 2.5. Primer sequences 11 2.6. Target PCR mixture 11 2.7. PCR condition and sequencing 11 2.8. Phylogenetic analyses 12 3. Results 16 3.1. Diversity of macrozoobenthos 16 3.2. DNA analysis sample information 32 3.3. Phylogenetic relationships 37 3.4. Distribution and species composition of macrozoobenthos 40 3.5. Community structure 45 4. Discussion 48 4.1. Analysis of molecular identity 48 4.2. Spatial distribution of macrozoobenthos 50 4.3. Comparison with previous studies on macrozoobenthos community composition in other areas 53 4.4. Prospective invasive species 56 4.4.1. Ciona intestinalis 56 4.4.2. Herdmania momus 57 4.4.3. Crepidula onyx 57 5. Conclusion 59 References 60 Appendix 68Maste

    The Mediating Role of Incompleteness and Task Avoidance/Sensation Seeking in Academic Initiation- and Completion-Procrastination

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : 심리학과 μž„μƒβˆ™μƒλ‹΄μ‹¬λ¦¬ν•™ 전곡, 2016. 2. κΆŒμ„λ§Œ.지연행동은 과제의 μ°©μˆ˜μ™€ 완성을 λΆˆν•„μš”ν•˜κ²Œ λ―Έλ£¨λŠ” 것을 μ˜λ―Έν•œλ‹€. λ³Έ μ—°κ΅¬μ˜ λͺ©μ μ€ 학업적 지연행동(academic procrastination), 즉 ν•™μ—… μƒν™©μ—μ„œ λ‚˜νƒ€λ‚˜λŠ” μ§€μ—°ν–‰λ™μ˜ 두 ν•˜μœ„μœ ν˜•μΈ μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—°μ˜ κ°œλ…μ„ μ •κ΅ν™”ν•˜κ³ , 두 μœ ν˜•μ˜ 지연행동을 μœ λ°œν•˜λŠ” 심리적 λ§€κ°œμš”μΈμ„ νƒμƒ‰ν•˜λŠ” 것이닀. 좩동성과 학업적 μ°©μˆ˜μ§€μ—°μ˜ 관계λ₯Ό λ§€κ°œν•˜λŠ” λ³€μΈμœΌλ‘œ κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬λ₯Ό κ°€μ •ν•˜μ˜€κ³ , μ™„λ²½μ£Όμ˜μ™€ 학업적 μ™„μˆ˜μ§€μ—°μ˜ 관계λ₯Ό λ§€κ°œν•˜λŠ” λ³€μΈμœΌλ‘œ λΆˆμ™„μ „κ°μ„ κ°€μ •ν•˜μ—¬ 맀개효과λ₯Ό ν™•μΈν•˜μ˜€λ‹€. λ˜ν•œ μ‹€μ œ κ³Όμ œμˆ˜ν–‰ μƒν™©μ—μ„œ μ°©μˆ˜μ™€ μ™„μˆ˜ 행동을 μΈ‘μ •ν•˜μ—¬, μžκΈ°λ³΄κ³ μ‹ μΈ‘μ •μΉ˜μ™€μ˜ 관계λ₯Ό νƒμƒ‰ν•˜κ³ , 학업적 μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—° λͺ¨ν˜•μ˜ μƒνƒœν•™μ  타당성을 ν™•μΈν•˜κ³ μž ν•˜μ˜€λ‹€. 연ꡬ 1μ—μ„œλŠ” 234λͺ…μ˜ λŒ€ν•™μƒμ„ λŒ€μƒμœΌλ‘œ 학업적 착수-μ™„μˆ˜μ§€μ—° 척도, Barratt 좩동성 척도, 닀차원적 μ™„λ²½μ£Όμ˜ 척도λ₯Ό μ‹€μ‹œν•˜κ³ , κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬, λΆˆμ™„μ „κ°μ„ μΈ‘μ •ν•˜μ—¬ 이듀 κ°„μ˜ 관련성을 νƒμƒ‰ν•˜μ˜€λ‹€. 자료 뢄석 κ²°κ³Ό, κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬λŠ” 좩동성과 학업적 μ°©μˆ˜μ§€μ—° κ°„μ˜ 관계λ₯Ό λΆ€λΆ„λ§€κ°œν•˜λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬μœΌλ©°, λΆˆμ™„μ „κ°μ€ μ™„λ²½μ£Όμ˜μ™€ 학업적 μ™„μˆ˜μ§€μ—° κ°„μ˜ 관계λ₯Ό μ™„μ „λ§€κ°œν•˜λŠ” κ²ƒμœΌλ‘œ ν™•μΈλ˜μ—ˆλ‹€. 연ꡬ 2λŠ” 연ꡬ 1의 결과에 λŒ€ν•˜μ—¬ μƒνƒœν•™μ  타당성을 ν™•μΈν•˜κΈ° μœ„ν•˜μ—¬ μˆ˜ν–‰λ˜μ—ˆλ‹€. μ‹€μ œ ν•™μ—… μƒν™©μ—μ„œ, 과제의 μ°©μˆ˜μ™€ μ™„μˆ˜ μ‹œμ μ„ μΈ‘μ •ν•˜μ—¬ μ°©μˆ˜μ§€μ—° 및 μ™„μˆ˜μ§€μ—°μ˜ 행동적 μΈ‘μ •μΉ˜λ‘œ μ‘°μž‘μ μœΌλ‘œ μ •μ˜ν•˜κ³ , 자기보고λ₯Ό 톡해 μΈ‘μ •ν•œ 학업적 μ°©μˆ˜μ§€μ—° 및 μ™„μˆ˜μ§€μ—°κ³Όμ˜ 관계λ₯Ό νƒμƒ‰ν•˜μ˜€λ‹€. λ˜ν•œ, 행동적 μΈ‘μ •μΉ˜μ™€ 좩동성, μ™„λ²½μ£Όμ˜, κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬, λΆˆμ™„μ „κ°μ˜ 관계λ₯Ό ν™•μΈν•˜κ³ μž ν•˜μ˜€λ‹€. 이λ₯Ό μœ„ν•˜μ—¬, 4μ£Ό λ™μ•ˆ λ™μΌν•œ μ‹€μ œ 과제λ₯Ό 뢀여받은 λŒ€ν•™μƒ 35λͺ…을 λŒ€μƒμœΌλ‘œ μ°©μˆ˜μ™€ μ™„μˆ˜μ‹œμ μ„ μˆ˜μ§‘ν•˜κ³ , 과제λ₯Ό ν•˜λŠ” λ™μ•ˆ κ²½ν—˜ν•œ λΆˆμ™„μ „κ°κ³Ό κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬λ₯Ό μΈ‘μ •ν•˜μ˜€λ‹€. 과제λ₯Ό 마친 ν›„μ—λŠ” 학업적 착수-μ™„μˆ˜μ§€μ—° 척도λ₯Ό ν†΅ν•˜μ—¬ μžκΈ°λ³΄κ³ μ‹μœΌλ‘œ 지연행동을 ν‰μ •ν•˜κ²Œ ν•˜κ³  μ„±κ²©νŠΉμ„±μΈ 좩동성과 μ™„λ²½μ£Όμ˜λ₯Ό μΈ‘μ •ν•˜μ˜€λ‹€. 뢄석 κ²°κ³Ό, 학업적 μ°©μˆ˜μ§€μ—° 및 μ™„μˆ˜μ§€μ—°μ˜ μžκΈ°λ³΄κ³ μ‹ μΈ‘μ •μΉ˜λŠ”, μ‹€μ œ κ³Όμ œμƒν™©μ—μ„œ 과제의 μ°©μˆ˜μ™€ μ™„μˆ˜ μ‹œμ μ˜ 지연을 λ°˜μ˜ν•˜κ³  μžˆλ‹€λŠ” 것과, μ°©μˆ˜μ§€μ—°μ€ κ³Όμ œνšŒν”Ό/μžκ·ΉμΆ”κ΅¬μ™€, μ™„μˆ˜μ§€μ—°μ€ λΆˆμ™„μ „κ°κ³Ό 관련이 μžˆμŒμ„ ν™•μΈν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬λŠ” 학업적 μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—°μ΄ λ‚˜νƒ€λ‚˜λŠ” 심리적 κΈ°μ œμ— λŒ€ν•˜μ—¬ 좔가적인 μ„€λͺ…을 μ œκ³΅ν•¨μœΌλ‘œμ¨ 좩동성과 μ™„λ²½μ£Όμ˜κ°€ 지연행동에 λ―ΈμΉ˜λŠ” 영ν–₯을 정ꡐ화 ν•˜μ˜€λ‹€λŠ” 데 μ˜μ˜κ°€ μžˆλ‹€. μ•„μšΈλŸ¬, λ³Έ 연ꡬ 결과의 μ‹œμ‚¬μ κ³Ό ν•œκ³„μ μ— λŒ€ν•˜μ—¬ λ…Όμ˜ν•˜μ˜€λ‹€.Procrastination is the unnecessary behavior which prohibits initiating and completing the given tasks. The aim of the present study is to examine the two subtypes of academic procrastination, academic initiation-procrastination(AIP) and academic completion- procrastination(ACP), and investigate the psychological mediating factors AIP and ACP. A series of empirical studies were conducted in order to assess (1) the possible mediating role of task avoidance/sensation seeking(TA/SS) in the relationship between impulsiveness and AIP, and (2) the mediation effect of incompleteness in the relationship between perfectionism and ACP. Also, procrastinatory behavior in the natural setting was assessed in order to examine the ecological validity of the academic initiation- and completion- procrastination model. In study 1, 234 undergraduate students completed several surveys - the Academic Initiation- Completion Procrastination Scale(AICPS), Multi-dimensional Perfectionism Scale(MPS-F), Barratt Impulsiveness Scale(BIS), task avoidance/sensation seeking(TA/SS) and incompleteness scale - and the relationships among the variables were analyzed. The results revealed that TA/SS partially mediated the relationship between impulsiveness and AIP. Also, Incompleteness fully mediated the relationship between perfectionism and ACP. Study 2 was designed to examine the ecological validity of the academic initiation- and completion-procrastination model by examining procrastinatory behavior in the natural setting. 40 undergraduate students reported on impulsiveness and perfectionism via survey. Moreover, they participated in challenging academic task for 4 weeks, and reported on their feelings of incompleteness, task avoidance/sensation seeking, the timings of planned initiation, actual initiation, and actual completion during the period. After the task was completed, participants subjectively reported on their academic initiation- and completion-procrastination. Correlation analysis was performed, and the results indicated that the behavioral AIP was positively correlated with TA/SS, the behavioral ACP was correlated with incompleteness. However, perfectionism was not significantly correlated with the behavioral ACP. Therefore, the self-report scale seemed to significantly assess procrastinatory behaviors in natural settings. The findings of the current study can provide additional explanation of psychological mechanism in academic initiation- and completion-procrastination. Clinical implications and limitations of the current study and suggestions for further study were discussed.μ„œ λ‘  1 지연행동에 λŒ€ν•œ 선행연ꡬ 3 학업적 μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—° 4 학업적 μ™„μˆ˜μ§€μ—°κ³Ό μ™„λ²½μ£Όμ˜ 6 학업적 μ°©μˆ˜μ§€μ—°κ³Ό 좩동성 7 문제제기 및 연ꡬλͺ©μ  9 연ꡬ 1. 학업적 μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—°μ˜ λ§€κ°œμš”μΈ 탐색 10 방법 11 κ²°κ³Ό 14 λ…Όμ˜ 21 연ꡬ 2. 학업적 μ°©μˆ˜μ§€μ—°κ³Ό μ™„μˆ˜μ§€μ—°μ˜ 행동적 μΈ‘μ •μΉ˜μ™€ μžκΈ°λ³΄κ³ μ‹ μΈ‘μ •μΉ˜μ˜ 관계 23 방법 26 κ²°κ³Ό 30 λ…Όμ˜ 37 μ’…ν•©λ…Όμ˜ 40 μ°Έκ³ λ¬Έν—Œ 44 λΆ€ 둝 55 Abstract 63Maste
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