• The Journal of Fisheries Business Administration
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• v.25 no.2
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• pp.89-102
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• 1994

This paper is to survey the major results of the game-theoretic models and recent research directions of the literature on auctions and competitive biddings. This paper classifies the auctions and competitive biddings into the following four major types:(i) English auction, (ii) Dutch auction, (iii) the first-price sealed-bid auction, (iv) the second-price sealed-bid auction. In order to survey the major ideas related to auctions and competitive biddings, we use two representative theoretical models developed under the game-theoretic framework : (i) the independent private value model are summarized as follows ; (1) The Dutch auction and the first-price auction are strategically equivalent, and so are the English auction and the second-price auction. (2) At the symmetric equilibria, the expected selling price is the same for all four types of auction. Meanwhile, the major results of the general model are as follows ; (1) When bidders are uncertain about their value extimate, the English and second-price auctions are not equivalent, but the dutch and the first-price auctions are still strategically equivalent. (2) The English auction generates the higher expected prices than the second-price auction. Also, when bidders are risk-neutral, the second-price auction generated higher average prices than the Dutch and the first-price auctions.

• Proceedings of the KOSOMBE Conference
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• v.1998 no.11
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• pp.243-244
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• 1998

The second telemetry is designed for supplying additional function which the first telemetry system doesn't have and as a part system of the External Management System (EMS). It makes a patient and an animal move more freely with wireless communication at a distance of free activity from the PC and can get most data from the first telemetry to send to the PC. Recently, our laboratory is developing a RF system for the second telemetry.

• The Korean Journal of Cytopathology
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• v.19 no.2
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• pp.99-106
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• 2008

Background : Second opinion diagnosis of outside pathology slides is a common practice for efficient and proper patient management. We analyzed cytology slides from outside hospitals submitted for a second opinion diagnosis to determine whether the second opinion diagnosis had any influence on patient care. Methods : We reviewed 1,153 outside cytology slides referred to Asan Medical Center for second opinions from January, 2007, to December, 2007. All cases were categorized into three groups; no diagnostic discrepancy, minor diagnostic discrepancies (no impact on the management), and major diagnostic discrepancies (significant impact on the management and subsequent follow-up). Results : The thyroid was the most common organ system (933 cases, 80.9%), Forty cases (3.6%) belonged to the major diagnostic discrepancy group and 149 cases (12.8%) to the minor discrepancy group. For validation of second opinion diagnoses in major discrepancy cases, subsequent biopsy or surgical resection specimens and clinical information were reviewed, which were available in 29 cases. The second opinion diagnoses resulted in alteration of clinical management in 21 of 29 cases. Conclusion : For all referred patients, second opinion diagnosis is important and mandatory for appropriate patient care.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.205-213
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• 2017

Purpose: This study observes the degrees of perfectionism (both self-oriented and socially-prescribed perfectionism), academic resilience, and satisfaction with major in nursing students and identifies the influence of perfectionism and academic resilience on satisfaction with major. Methods: Data from 115 second or third-year students in a nursing were collected for two months at different three universities. The data were analyzed with descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical multiple regression. Results: Satisfaction with major was higher for second year students compared to third year students. And the satisfaction was higher for those with a higher Grade point average (${\geq}_-3.5$) compared to those with a lower. Self-oriented perfectionism had a higher score than socially-prescribed perfectionism and academic resilience based on self-control was rated the highest score of the subcategories. The degree of satisfaction was positively correlated with Self-oriented perfectionism and academic resilience. The final regression model showed that grade and academic resilience accounted for 34.2% of the variance in predicting the level of satisfaction with major. Conclusion: The results suggest that it is crucial to find a strategy that could enhance academic resilience, especially designed for upper-year university students, to improve the level of satisfaction with major.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.32-41
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• 2021

The purpose of this study is to develop indicators to establishing the education system, focusing the curriculum in each department of H University for quality management of the curriculum. The indicator was developed based on previous studies and cases studies of other universities, and the validation of them was confirmed by the Delphi survey method. The Delphi surveys were conducted by two times, and 16 and 15 people participated for the first and second survey, respectively. We derived the following major results through developing the indicator. First, in order to conduct an education inspection of major courses, , , , , and are required. Second, the checking factors should be evaluated based on the contents in each stage, and can be regarded as a core activity in the curriculum. Accordingly, the checking factors becomes the basis for the establishment of the indicator to establishing the education system, and the indicator can be an expression method that represents the basis data for determining the factors to be evaluated.

• Korean Journal of Organic Agriculture
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• v.19 no.spc
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• pp.13-16
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• 2011

The occurrence of major pest infestation was compared between conventional tea plantation and organic tea plantation at Sulloc tea garden in Dosun-dong, Seogwipo-si, Jeju-do from 2002 to 2009. Tetranychus kanzawai was observed a lot in the second year, but it waned from late June. There was not much difference between conventional farming and organic farming in terms of pest density. Empoasca onukii was infested in the second year of organic farming compared with conventional farming, which highlighted the fact that second year of organic farming requires a special care. Scirotothrips dorsalis was highly dense in the second and third year of conventional farming, but its occurrence was lowered when the farming technique was shifted to organic farming. The number of Homona magnanima peaked 4 times each year. In 2008, the first year of organic farming, saw high occurrence of 771.2 per trap per year. In 2009, the second year, the population per trap dropped to 80, showing a great variance depending on year. The occurrence of Caloptilia theivora peaked 5 times annually. In 2008, the first year of organic farming, an average of 2,779 pests per trap was found, and in the following year, 4,143 pests were observed. It showed that density rose in organic growing period.

• Journal of Chest Surgery
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• v.23 no.6
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• pp.1191-1203
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• 1990

Pulmonary atresia and ventricular septal defect with major aortopulmonary collateral arteries [abbreviated as PA+VSD+MAPCA in the following] has limited the success of attempts at accurate diagnosis and complete surgical repair. From April 1986 to September 1990, 23 patients with PA+VSD+MAPCA among 96 patients of PA+VSD in Seoul National University Children’s Hospital were encountered. The group comprised 14 male and 9 female patients with ages ranging from 17 days to 177 months [mean 49.6 months]. We operated one stage total repair on good pulmonary artery sized two patients by R.E.V. [Reparation a l’etage ventriculaire] and Rastelli operation respectively. And the 11 patients who had independent MAPCAs and hypoplastic central pulmonary artery were dealt with unifocalization and modified Blalock-Taussig Shunt and followed by second stage repair in 3 patients later. We successfully had managed 7 patients whose MAPCAs could be ligated with modified Blalock-Taussig Shunt and followed by second stage repair in 3 patients with R.E.V or Rastelli operation. Recently, three obstruction after 11 unifocalization procedures made us to try palliative right ventricle-pulmonary artery conduit operation by Gore-Tex vascular graft interposition under cardiopulmonary bypass. And so we managed another 3 patients with these procedures for the purpose of pulmonary artery growth whose central pulmonary artery were severely hypoplastic. We experienced one death after second stage repair whose central pulmonary artery was created by 12mm Gore-Tex vascular graft and was unifocalized.

• Korean Journal of Human Ecology
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• v.12 no.4
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• pp.403-416
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• 2003

The recent study was examined the effects of stress related to self-esteem upon the types of deficiency, the genders, the grades. A Questionnaire was distributed to 172 elementary school students in 4th, 5th and 6th grades. The results of this study were as follows : First, children's stresses were related to their self-esteem and their self-esteem was explained mostly by the stress from home environment. Second, children's stress upon the birth order was higher in the first than in the second and the third birth order. Third, their self-esteem was explained mostly by the support from friends, teachers, and academic fields. Forth, children's stress of divorced and separated families as a reason of deficiency was higher than their stress upon the separation by death.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.436-450
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• 2009

The purpose of this study is to analyze scope and sequence of undergraduate curricula in the department of physical education. For this purpose, this paper has used the types of undergraduate subjects, which are based on analysis tools on the scope and the sequence of the Department of Education major curriculum by Kim and Lee(2005). The major results of this study were as follows. First, the proportion of major content knowledge is far more pedagogical content knowledge. Second, the scope of Physical Education major curriculum is too much stressed on 'the subjects of major content' and on 'the subjects of specific area' than 'the subjects of major skills' and 'comprehensive problem solving'. Third, the Physical Education major curriculum has shown the specific sequence; introduction/foundation courses and theory courses, application courses orderly. Whileas, application course and synthesis course are slim to none.