• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.73-82
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• 2022

Early detection continues to be the mainstay of breast cancer control as well as the improvement of its treatment. Even so, the absence of cancer symptoms at the onset has early detection quite challenging. Therefore, various researchers continue to focus on cancer as a topic of health to try and make improvements from the perspectives of diagnosis, prevention, and treatment. This research's chief goal is development of a system with deep learning for classification of the breast cancer as non-malignant and malignant using mammogram images. The following two distinct approaches: the first one with the utilization of patches of the Region of Interest (ROI), and the second one with the utilization of the overall images is used. The proposed system is composed of the following two distinct stages: the pre-processing stage and the Convolution Neural Network (CNN) building stage. Of late, the use of meta-heuristic optimization algorithms has accomplished a lot of progress in resolving these problems. Teaching-Learning Based Optimization algorithm (TIBO) meta-heuristic was originally employed for resolving problems of continuous optimization. This work has offered the proposals of novel methods for training the Residual Network (ResNet) as well as the CNN based on the TLBO and the Genetic Algorithm (GA). The classification of breast cancer can be enhanced with direct application of the hybrid TLBO- GA. For this hybrid algorithm, the TLBO, i.e., a core component, will combine the following three distinct operators of the GA: coding, crossover, and mutation. In the TLBO, there is a representation of the optimization solutions as students. On the other hand, the hybrid TLBO-GA will have further division of the students as follows: the top students, the ordinary students, and the poor students. The experiments demonstrated that the proposed hybrid TLBO-GA is more effective than TLBO and GA.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.49 no.3
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• pp.15-26
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• 2012

Recently, due to applicability increase of vector data based digital map for geographic information and evolution of geographic measurement techniques, large volumed GIS(geographic information service) services having high resolution and large volumed data are flowing actively. This paper proposed an efficient vector map compression technique using the SEC(spatial energy compaction) based on classified bins for the vector map having 1cm detail and hugh range. We encoded polygon and polyline that are the main objects to express geographic information in the vector map. First, we classified 3 types of bins and allocated the number of bits for each bin using adjacencies among the objects. and then about each classified bin, energy compaction and or pre-defined VLC(variable length coding) were performed according to characteristics of classified bins. Finally, for same target map, while a vector simplification algorithm had about 13%, compression ratio in 1m resolution we confirmed our method having more than 80% encoding efficiencies about original vector map in the 1cm resolution. Also it has not only higher compression ratio but also faster computing speed than present SEC based compression algorithm through experimental results. Moreover, our algorithm presented much more high performances about accuracy and computing power than vector approximation algorithm on same data volume sizes.

• Journal of the Korean Society for Library and Information Science
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• v.15
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• pp.119-140
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• 1988

This paper is the study on the Medium Designator in Non-book materials. Main contents of this study were as follows; 1. The medium designator serves to indicate the class of material to which an item belongs. This is used to give an 'early warning' ;to the catalogue user. 2. This medium designator may be further divided into two elements ; a general material designation (GMD), for example video-recording, and a specific material designation (SMD), for example, videodisc. 3. GMD: In cataloging, a term indicating the broad class of material to which a bibliographic item belongs, such as 'motion picture', and SMD : In descriptive cataloging, a term indicating the special class of material (usually the class of physical object) to which a biblographic item belongs, such as videocassette. 4. Locating the medium designator after the title proper was not prescribed until ISBD(G) and AACR2. In pre-ISBD(G) codes, the ,early, warning type of medium designator was placed after all title information. But in AACR2, the medium designator is placed after the title proper, but before parellel title and other title information. 5. In Terminology, Two separate lists of designations are given in AACR2, l.1C1, one for British and one for North American use. The British list contains fewer terms, and uses generic categories to group together some of the North American list. 6. The problem of where to place the medium designator might be circumvented by using some kind of early alerting device other than a formal element of biblliographic description. Various alternatives have been suggested. A more popular device is the provision of symbols or 'media code' which are part of the call number and indicate the porticular medium type. 'Colour-coding' the use of used by some libraries but is now longly discouraged. 7. According to Frost. The medium designatorhas been generally reeognized as serving three functions; 1) as a statement of the nature or basic format of the item cataloged and thus as a meant of informing the user as to the type of material at hand; 2) as a description of the physical charaetistics of medium and as a means of alerting the user to equipment needed to make use of the item. 3) as a device to distinguish different physical formats which share the same title. 8. AACR2 raises some problems which decision makers have neet had to face preriously It provides a GMD for every item in the collection including books and it makes the application of any or all GMD's optional.

• Journal of the Institute of Electronics Engineers of Korea TE
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• v.37 no.1
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• pp.35-41
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• 2000

This paper considers the consturction of 24/25 I-NRZI (Interleaved - Non Return to Zero Inverse) modulator designs for DVCR (Digital Video Cassette Recorder), and size of validity bit in order to store the amplitude value of square-wave and the standard data ( sine and cosine coefficients) at ROM Table that to acceptable the spectrum standard. The validity bit size of the standard data and the amplitude value of square-wave that to store at ROM Table are affected the size of pilot signal on the output spectrum, and the hardware size of modulator. At the designable 24/25 I-NRZI modulator, we simulated using random pattern (F0,F1,F2) that to verification the output data of the spectrum. Moreover, the resultant of the spectrum analysis, at the optimizing value, is 0.065 on the amplitude value of square-wave, and 3bit on the size of bit in order to store the standared data at ROM Table. In order to verify the hardware of designable 24/25 I-NRZI modulator, we perform to modeling of C-language firstly, and coding to Verilog HDL (Cadence Verilog XL) and synthesized using Synopsys (Library "Samsung KG75") tool as a base of spectrum results. In a foundation of this result, we are considered the size of hardware. In this paper, a considerable 24/25 I-NRZI modulator designable less than 10,000 gates as that is improved consturction as regards the path method of pre-coder etc, and able to application digital camcorders as now practical use.

• Journal of Microbiology and Biotechnology
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• v.16 no.10
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• pp.1529-1536
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• 2006

We cloned a gene of ompH(D:4) from pigs infected with P. multocida D:4 in Korea [16]. The gene is composed of 1,026 nucleotides coding 342 amino acids (aa) with a signal peptide of 20 aa (GenBank accession number AY603962). In this study, we analyzed the ability of the ompH(D:4) to induce protective immunity against a wild-type challenge in mice. To determine appropriate epitope(s) of the gene, one full and three different types of truncated genes of the ompH(D:4) were constructed by PCR using pET32a or pRSET B as vectors. They were named ompH(D:4)-F (1,026 bp [1-1026] encoding 342 aa), ompH(D:4)-t1 (693 bp [55-747] encoding 231 aa), ompH(D:4)-t2 (561 bp [187-747] encoding 187 aa), and ompH(D:4)-t3 (540 bp [487-1026] encoding 180 aa), respectively. The genes were successfully expressed in Escherichia coli BL21(DE3). Their gene products, polypeptides, OmpH(D:4)-F, -t1, -t2, and -t3, were purified individually using nickel-nitrilotriacetic acid (Ni-NTA) affinity column chromatography. Their $M_rs$ were determined to be 54.6, 29, 24, and 23.2 kDa, respectively, using SDS-PAGE. Antisera against the four kinds of polypeptides were generated in mice for protective immunity analyses. Some $50{\mu}g$ of the four kinds of polypeptides were individually provided intraperitoneally with mice (n=20) as immunogens. The titer of post-immunized antiserum revealed that it grew remarkably compared with pre-antiserum. The lethal dose of the wild-type pathogen was determined at $10{\mu}l$ of live P. multocida D:4 through direct intraperitoneal (IP) injection, into post-immune mice (n=5, three times). Some thirty days later, the lethal dose ($10{\mu}l$) of live pathogen was challenged into the immunized mouse groups [OmpH(D:4)-F, -t1, -t2, and -t3; n=20 each, two times] as well as positive and negative control groups. As compared within samples, the OmpH(D:4)-F-immunized groups showed lower immune ability than the OmpH(D:4)-t1, -t2, and -t3. The results show that the truncated-OmpH(D:4)-t1, -t2, and -t3 can be used for an effective vaccine candidate against swine atrophic rhinitis caused by pathogenic P. multocida (D:4) isolated in Korea.

• Journal of the Korean Society of Marine Environment & Safety
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• v.25 no.1
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• pp.18-26
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• 2019

The Maritime Labour Convention, 2006, (MLC) aimed to ensure decent working conditions for seafarers and entered into force on August 20, 2013. It was considered as the fourth pillar in the maritime sector. This paper evaluates how the MLC has been implemented in the field and what issues were addressed in the shipping industry. To achieve this, statistical analysis was conducted using inspection data of Port State Control (PSC) carried out by the Paris MOU and the Tokyo MOU during 2010-2012 and 2014-2016 for deficiencies under the MLC and International Labour Organization (ILO) No. 147 Convention. This study compared pre-2013 and post-2013 deficiency data according to ship's age, size (gross tonnage) and type. The results showed that, although the deficiencies reported by the Tokyo MOU during 2014-2016 were nearly double those from 2010-2012, the deficiency share against total deficiencies for the Tokyo MOU remained two thirds of those for the Paris MOU. This study suggests that the Tokyo MOU should strengthen its inspection efforts on MLC and ILO should provide clear references, such as guidelines and a unified interpretation for national discretions under the MLC for the purpose of harmonized PSC inspections. Additionally, it would be desirable to consolidate the deficiency coding system for the MLC by deleting the codes for the ILO No. 147 Convention, which was incorporated into the MLC. It would also be beneficial to add new deficiency codes for social security, including seafarers' leave and repatriation.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.13 no.6
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• pp.33-43
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• 2003

In this paper, we proposed a real-time watermarking algorithm to be combined and to work with a DWT(Discrete Wavelet Transform)-based image compressor. To reduce the amount of computation in selecting the watermarking positions, the proposed algorithm uses a pre-established look-up table for critical values, which was established statistically by computing the correlation according to the energy values of the corresponding wavelet coefficients. That is, watermark is embedded into the coefficients whose values are greater than the critical value in the look-up table which is searched on the basis of the energy values of the corresponding level-1 subband coefficients. Therefore, the proposed algorithm can operate in a real-time because the watermarking process operates in parallel with the compression procession without affecting the operation of the image compression. Also it improved the property of losing the watermark and the efficiency of image compression by watermark inserting, which results from the quantization and Huffman-Coding during the image compression. Visual recognizable patterns such as binary image were used as a watermark The experimental results showed that the proposed algorithm satisfied the properties of robustness and imperceptibility that are the major conditions of watermarking.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.61-71
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• 2021

In a situation where the online learning is expanding due to COVID-19, the current maker education has limitations in applying it to classes. This study is to design the class of online maker education using artificial intelligence tools in elementary school. Also, it is to identify the responses to it and to confirm whether it helps improve the learner's computational thinking and creative problem solving ability. The class was designed by the literature review and redesign of the curriculum. Using interveiw, the responses of instructor and learners were identified. Pre- and post-test using corresponding sample t-test was conducted. As a result, the class consisted of ten steps including empathizing, defining making problems, identifying the characteristics of material and tool, designing algorithms and coding using remixes, etc. For computing thinking and creative problem solving ability, statistically significant difference was found. This study has the significance that practical maker activities using educational artificial intelligence tools in the context of elementary education can be practically applied even in the online environment.