• Proceedings of the Korea Information Processing Society Conference
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• 2007.05a
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• pp.1487-1490
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• 2007

디지털 위성방송의 시작과 더불어 본격적인 데이터 방송의 시대가 열렸다. 데이터방송이 시작 되면서 데이터방송용 양방향 콘텐츠에 대한 수요가 급속하게 증가하고 있다. 하지만 양방향 콘텐츠 개발에 필요한 저작 도구 및 검증 시스템은 아주 초보적인 수준에 머물러 있는 것이 현실이다. 그러나 방송의 특성상 콘텐츠 상에서의 오류는 방송 사고에까지 이를 수 있는 심각한 상황이 연출 될 수 있다. 본 연구 팀은 이러한 DTV 콘텐츠 개발 요구에 부응하여, 개발자의 콘텐츠 개발 및 사업자 또는 기관에서의 콘텐츠 검증이 원활이 이루어 질수 있도록 하는 양방향 콘텐츠 검증 시스템을 개발 중이다. 양방향 콘텐츠 검증 시스템은 Java 컴파일러, 디버거, 미들웨어, 가상머신, 그리고 IDE 등으로 구성된다. 본 논문에서 제시한 자바 컴파일러는 양방향 콘텐츠 검증 시스템에서 데이터 방송용 자바 애플리케이션(Xlet)을 컴파일하여 에뮬레이팅 하거나 런타임 상에서 디버깅이 가능하도록 하는 바이너리형태의 class 파일을 생성한다. 이를 위해 Java 컴파일러는 *.java 파일을 입력으로 받아 어휘 분석과 구문 분석 과정을 거친 후 SDT(syntax-directed translation)에 의해 AST(Abstract Syntax Tree)를 생성한다. 클래스링커는 생성된 AST를 탐색하여 동적으로 로딩 되는 파일들을 연결하여 AST를 확장한다. 의미 분석과정에서는 확장된 AST를 입력으로 받아 참조된 명칭의 사용이 타당한지 등을 검사하고 코드 생성이 용이하도록 AST를 변형하고 부가적인 정보를 삽입하여 ST(Semantic Tree)를 생성한다. 코드 생성 단계에서는 ST를 입력으로 받아 이미 정해 놓은 패턴에 맞추어 Bytecode를 출력한다.ovoids에서도 각각의 점들에 대한 선량을 측정하였다. SAS와 SSAS의 직장에 미치는 선량차이는 실제 임상에서의 관심 점들과 가장 가까운 25 mm(R2)와 30 mm(R3)거리에서 각각 8.0% 6.0%였고 SAS와 FWAS의 직장에 미치는 선량차이는 25 mm(R2) 와 30 mm(R3)거리에서 각각 25.0% 23.0%로 나타났다. SAS와 SSAS의 방광에 미치는 선량차이는 20 m(Bl)와 30 mm(B2)거리에서 각각 8.0% 3.0%였고 SAS와 FWAS의 방광에 미치는 선량차이는 20 mm(Bl)와 30 mm(B2)거리에서 각각 23.0%, 17.0%로 나타났다. SAS를 SSAS나 FWAS로 대체하였을 때 직장에 미치는 선량은 SSAS는 최대 8.0 %, FWAS는 최대 26.0 %까지 감소되고 방광에 미치는 선량은 SSAS는 최대 8.0 % FWAS는 최대 23.0%까지 감소됨을 알 수 있었고 FWAS가 SSAS 보다 차폐효과가 더 좋은 것으로 나타났으며 이 두 종류의 shielded applicator set는 부인암의 근접치료시 직장과 방광으로 가는 선량을 감소시켜 환자치료의 최적화를 이룰 수 있을 것으로 생각된다.)한 항균(抗菌) 효과(效果)를 나타내었다. 이상(以上)의 결과(結果)로 보아 선방활명음(仙方活命飮)의 항균(抗菌) 효능(效能)은 군약(君藥)인 대황(大黃)의 성분(成分) 중(中)의 하나인 stilbene 계열(系列)의 화합물(化合物)인 Rhapontigenin과 Rhaponticin의 작용(作用)에 의(依)한 것이며, 이는 한의학(韓醫學) 방제(方劑) 원리(原理)인 군신좌사(君臣佐使) 이론(理論)에서 군약(君藥)이 주증(主症)에 주(主)로 작용(作用)하는 약물(藥物)이라는 것을 밝혀주는 것이라고

• Journal of Korean Society of Disaster and Security
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• v.6 no.1
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• pp.65-72
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• 2013

In this study, the early suicide prevention program was applied to the elementary school students and compared the prior & post effect of the program, and verified the status of psychology change like emotional status, or temptation to take a suicide, and presented the possibility as a suicide prevention program. The period of adolescence is the very unstable period in the process of growth being cognitively immature, emotionally impulsive period. It is the period emotionally unstable and unpredictable possible to select the method of suicide as an extreme method to escape the reality, or impulsive problem solving against small conflict or dispute situation. Many stress of the student such as recent nuclear family, expectation of parents to their children, education problem, socio-environmental elements, individual psychological factor lead students to the extreme activity of suicide in recent days. In this study, the scope of stress experienced in the elementary school as well as idea and degree of temptation regarding suicide by the suicide prevention program were identified, and through prevention program such as meditation training, breath training and through experience of anger control, emotion-expression, self overcome and establish positive self-identity and make understanding Self-control, Self-esteem & preciousness of life based on which the effect to suicide prevention was analyzed. The study was made targeting 51 students of 2 classes of 6th grade of elementary school of Goyang-si and processed 30 minutes every morning focused on through experience & activity of the principle & method of brain science. The data was collected for 20 times before starting morning class by using Suicide Probability Scale(herein SPS-A) designed to predict effectively suicide Probability, suicide risk prediction scale, surveyed by 7 areas such as Positive outlook, Within the family closeness, Impulsivity, Interpersonal hostility, Hopelessness, Hopelessness syndrome, suicide accident. Analytical methods and validation was used the Wilcoxon's signed rank test using SPSS Program. Though the process of program in short period, but there was a effective and positive results in the 7 areas in the average comparison. But in the t-test result, there was a different outcome. It indicated changes in the 3 questionnaires (No.7, No.14, No.19) out of 31 SPS-A questionnaires, and there was a no change to the rest item. It also indicated more changes of the students in the class A than class B. And in case of the class A students, psychological changes were verified in the areas of Hopelessness syndrome, suicide accident among 7 areas after the program was processed. Through this study, it could be verified that different results could be derived depending on the Student tendency, program professional(teacher in charge, processing lecturer). The suicide prevention program presented in this article can be a help in learning and suicide prevention with consistent systematization, activation through emotion and impulse control based on emotional stress relief and positive self-identity recovery, stabilization of brain waves, and let the short period program not to be died out but to be continued connecting from childhood to adolescence capable to make surrounding environment for spiritual, physical healthy growth for which this could be an effective program for suicide prevention of the social problem.

• Journal of Life Science
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• v.30 no.3
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• pp.313-319
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• 2020

Recently, cattle epidemic diseases are caused by a pathogen such as a virus or bacterium. Such diseases can spread through various pathways, such as feed intake, respiration, and contact between livestock. Diagnosis based on the ELISA (Enzyme-linked immunosorbent assay) and PCR (Polymerase chain reaction) methods has limitations because these traditional diagnostic methods are time consuming assays that require multiple steps and dedicated equipment. In this review, we propose the use of the CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats) Cas system based on DNA and RNA levels for early point-of-care diagnosis in cattle. In the CRISPR/Cas system, Cas effectors are classified into two classes and six subtypes. The Cas effectors included in class 2 are typically Cas9 in type II, Cas12 in type V (Cas12a and Cas12b) and Cas13 in type VI (Cas13a and Cas13b). The CRISPR/Cas system uses reporter molecules that are attached to the ssDNA strands. When the Cas enzyme cuts the ssDNA, these reporters either fluoresce or change color, indicating the presence of a specific disease marker. There are several steps in the development of a CRISPR/Cas system. The first is to select the Cas enzyme depending on DNA or RNA from pathogens (viruses or bacteria). Based on that, the next step is to integrate the optimal amplification, transducing method, and signal reporter. The CRISPR/Cas system is a powerful diagnostic tool using a gene-editing method, which is faster, better, and cheaper than traditional methods. This system could be used for early diagnosis of epidemic cattle diseases and help to control their spread.

• Journal of the Korean Society of Food Science and Nutrition
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• v.36 no.11
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• pp.1399-1408
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• 2007

This study was conducted to compare health and nutritional status of 45 home-living elderly people receiving free Meals on Wheels (MOW) (13 men, 32 women) and 81 low income class elderly people receiving free congregate meals (CM) (10 men, 71 women) served in Seoul. Data were obtained from questionnaires, anthropometry and interviews for the 24-hour dietary recall methods. There were no significant differences between the two groups in age and body mass index. Education level, type of housing, family type and income of the two groups also were not significantly different. In MOW, frequencies of exercise were lower while the prevalence of stroke, respiratory disease and loneliness were higher, compared with the CM. The scores of ADL, IADL and food habit of MOW were lower than those of CM. The average daily nutritional intake of both MOW and CM were as a whole under the DRI for Koreans. Energy and macro-nutrient intakes of MOW were tended to be lower than CM (except protein intakes for female). Ca, K, vitamin A, vitamin $B_1$, vitamin $B_2$, vitamin C and folate intakes of MOW were less than 50% of DRI. Percentages of subjects consuming energy less than 75% of EER and 4 nutrients intakes less than EAR were higher in MOW (42.2%) than in CM (1.2%). Our results indicated that dietary nutritional status of MOW was very poor, especially in the case of female elderly groups. For the welfare of the home-living elderly people receiving free MOW, meal service programs should be improved in quality of diet by national supports.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Korean Journal of Microbiology
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• v.46 no.1
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• pp.15-20
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• 2010

Xenotransplantation of pig organs is complicated by the existence of polytropic replication-competent porcine endogenous retroviruses (PERV) capable of infecting human cells. Two classes of infectious human-tropic replication-competent PERVs (PERV-A and PERV-B) and one class of ecotropic PERV-C are known. The potential for recombination between ecotropic PERV-C and human-tropic PERVs adds another level of infectious risk. A recombinant PERV-A/C (PERV-A14/220) virus is 500-fold more infectious than PERV-A. Two determinants of this high infectivity was identified; one was isoleucine-to-valine substitution at position 140 in RBD (receptor binding domain), and the other lies within the PRR (proline rich region) of the envelope protein. To examine whether the effects of the cytoplasmic tail of the PERV-C Env on fusogenesity also influences infectivity, we constructed a pseudotype retroviral vectors containing MoMLV core protein and PERV envelopes. Pseudotyping experiments with the PERV envelope glycoproteins indicated that recombinant PERV-A/C virus is 10-fold more infectious than PERV-A by lacZ staining. This result supports the suggestion that viral transduction of PERV-A/C is enhanced by a membrane-proximal cytoplasmic amphiphilic ${\alpha}$-helix in PERV-C Env tail.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.646-658
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• 2004

In this study, the effects of feedback types in self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment and the feedback provided were also examined. Ten classes from a middle school were chosen. Five of those classes were assigned to the comparative group that any type of feedback was not provided and the other five classes were assigned to the experimental group which feedback was provided. The experimental group was further divided into three groups for implement of three types of feedback. Experimental group A was given feedback in the form of written comments and experimental group B was provided feedback through correct-wrong response to the students answer. Experimental group C was provided oral feedback to the whole class. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. There were significant differences between the experimental group and comparative group in understanding of scientific concepts. The enhancement of science-related attitudes was also significantly higher for the experimental group. There were significant differences between the experimental groups in science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the types of feedback in experiment groups. Interviews with the students of the experimental groups showed that students had positive attitudes towards self-assessment and the types of feedback. And they regarded self-assessment and feedback as helping them understand the science concepts. In conclusion, it was acknowledged that providing feedback in self-assessment showed considerably positive influences on the improvement of the understanding of scientific concepts and science-related attitudes.

• Korean Journal of Biological Psychiatry
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• v.5 no.1
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• pp.34-45
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• 1998

We provide the reader with a brief introduction to the neurobiology of neuropeptides. Several comprehensive reviews of the distribution and neurochemical, neurophysiological, neuropharmacological and behavioral effects of the major neuropeptides have recently appeared. In reviews of the large number of neuropeptides in brain and their occurance in brain regions thought to be involved in the pathogenesis of major psychiatric disorders, investigators have sought to determine whether alternations in neuropeptide systems are associated with schizophrenia, mood disorders, anxiety disorders, alcoholism and neurodegenerative disease. There is no longer any doubt that neuropeptide-containing neurons are altered in several neuropsychiatric disorders. One of the factors that has hindered neuropeptide research to a considerable extent is the lack of pharmacological agents that specifically alter the synaptic availability of neuropeptides. With the exception of naloxone and naltrexone, the opiate-receptor antagonists, there are few available neuropeptide- receptor antagonists. Two independent classes of neuropeptide-receptor antagonists has been expected to be clinically useful. Naltrexone, a potent ${\mu}$-receptor antagonist, has been used successfully to reduce the need for alcohol consumption. And cholecycstokinin antagonists are now in development as a new class of anxiolytics, which would be expected to be free from tolerance and physical dependence and lack of sedation. In this review, we deal with these two kinds of neuropeptide system, the opioid system and cholesystokinins in the brain. The role of opioid systems in the reinforcement after alcohol consumtion and that of cholesystokinins in the pathogenesis of anxiety will be discussed briefly. As we know, the future for neuropeptides in psychiatry remains bright indeed.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.