• Journal of Species Research
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• v.10 no.3
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• pp.227-236
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• 2021

To obtain unrecorded freshwater bacterial species in Korea, water and sediment samples were collected from streams, lakes, and wetland of the Han River watershed in 2020. Approximately 800 bacterial strains were isolated on R2A agar after aerobic or anaerobic incubation, and identified using 16S rRNA gene sequences. A total of 28 strains, with ≥98.7% 16S rRNA gene sequence similarity with validly published bacterial species but not reported in Korea, were determined to be unrecorded bacterial species in Korea. The unrecorded bacterial strains were phylogenetically diverse and belonged to four phyla, eight classes, 13 orders, 19 families, and 25 genera. The unreported species were assigned to Acetobacter, Alsobacter, Mesorhizobium, Prosthecomicrobium, and Microvirga of the class Alphaproteobacteria; Vogesella, Formosimonas, Aquincola, Massilia, Acidovorax, and Brachymonas of the class Betaproteobacteria; Pseudoxanthomonas, Thermomonas, Lysobacter, Enterobacter, Kosakonia, and Acinetobacter of the class Gammaproteobacteria; Sulfuricurvum of the class Epsilonproteobacteria; Mycolicibacterium, Agromyces, Phycicoccus, and Microbacterium of the class Actinobacteria; Paenibacillus of the class Bacilli; Clostridium of the class Clostridia; and Flavobacterium of the class Flavobacteriia. The details of the unreported species, including Gram reaction, colony and cell morphology, biochemical characteristics, and phylogenetic position are also provided in the description of the strains.

• Communications of the Korean Mathematical Society
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• v.32 no.2
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• pp.233-260
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• 2017

Let R be a factorial domain. In this work we investigate the connections between the arithmetic of Int(R) (i.e., the ring of integer-valued polynomials over R) and its monadic submonoids (i.e., monoids of the form {$g{\in}Int(R){\mid}g{\mid}_{Int(R)}f^k$ for some $k{\in}{\mathbb{N}}_0$} for some nonzero $f{\in}Int(R)$). Since every monadic submonoid of Int(R) is a Krull monoid it is possible to describe the arithmetic of these monoids in terms of their divisor-class group. We give an explicit description of these divisor-class groups in several situations and provide a few techniques that can be used to determine them. As an application we show that there are strong connections between Int(R) and its monadic submonoids. If $R={\mathbb{Z}}$ or more generally if R has sufficiently many "nice" atoms, then we prove that the infinitude of the elasticity and the tame degree of Int(R) can be explained by using the structure of monadic submonoids of Int(R).

• Korean Journal of Clinical Pharmacy
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• v.25 no.2
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• pp.120-129
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• 2015

Objectives: Drug utilization review program in Korea has provided 'drug combinations to avoid (DCA)' alerts to physicians and pharmacists to prevent potential adverse drug events or inappropriate drug use. Seven hundred and six DCA pairs have been announced officially by the Ministry of Food and Drug Safety (MFDS) by March, 2015. Some DCA pairs could be grouped based on the drug interaction mechanism and its consequences. This study aimed to investigate the drug-drug interaction (DDI) pairs, which may be potential DCAs, generated by the drug class-drug class interaction method. Methods: Eleven additive/synergistic and one antagonistic drug class-drug class interaction groups were identified. By combining drugs of two interacting drug class groups, numerous DDI pairs were made. The status and severity of DDI pairs were examined using Lexicomp and Micromedex. Also, the DCA listing rate was calculated. Results: Among 258 DDI pairs generated by the drug class-drug class interaction method, only 142 pairs were identified as official DCA pairs by the MFDS. One hundred and four pairs were identified as potential DCA pairs to be listed. QT prolonging agents-QT prolonging agents, triptans-ergot alkaloids, tricyclic antidepressants-monoamine oxidase inhibitors, and dopamine agonists-dopamine antagonists were identified as drug class-drug class interaction groups which have less than 50 % DCA listing rate. Conclusion: To improve the clinicians' adaptability to DCA alerts, the list of DCA pairs needs to be continuously updated.

• The korean journal of orthodontics
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• v.47 no.5
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• pp.277-288
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• 2017

Objective: Treating Class II subdivision malocclusion with asymmetry has been a challenge for orthodontists because of the complicated characteristics of asymmetry. This study aimed to explore the characteristics of dental and skeletal asymmetry in Class II subdivision malocclusion, and to assess the relationship between the condyle-glenoid fossa and first molar. Methods: Cone-beam computed tomographic images of 32 patients with Class II subdivision malocclusion were three-dimensionally reconstructed using the Mimics software. Forty-five anatomic landmarks on the reconstructed structures were selected and 27 linear and angular measurements were performed. Paired-samples t-tests were used to compare the average differences between the Class I and Class II sides; Pearson correlation coefficient (r) was used for analyzing the linear association. Results: The faciolingual crown angulation of the mandibular first molar (p < 0.05), sagittal position of the maxillary and mandibular first molars (p < 0.01), condylar head height (p < 0.01), condylar process height (p < 0.05), and angle of the posterior wall of the articular tubercle and coronal position of the glenoid fossa (p < 0.01) were significantly different between the two sides. The morphology and position of the condyle-glenoid fossa significantly correlated with the three-dimensional changes in the first molar. Conclusions: Asymmetry in the sagittal position of the maxillary and mandibular first molars between the two sides and significant lingual inclination of the mandibular first molar on the Class II side were the dental characteristics of Class II subdivision malocclusion. Condylar morphology and glenoid fossa position asymmetries were the major components of skeletal asymmetry and were well correlated with the three-dimensional position of the first molar.

• Journal of The Korean Astronomical Society
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• v.52 no.6
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• pp.217-225
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• 2019

We apply a modified Convolutional Neural Network (CNN) model in conjunction with transfer learning to predict whether an active region (AR) would produce a ≥C-class or ≥M-class flare within the next 24 hours. We collect line-of-sight magnetogram samples of ARs provided by the SHARP from May 2010 to September 2018, which is a new data product from the HMI onboard the SDO. Based on these AR samples, we adopt the approach of shuffle-and-split cross-validation (CV) to build a database that includes 10 separate data sets. Each of the 10 data sets is segregated by NOAA AR number into a training and a testing data set. After training, validating, and testing our model, we compare the results with previous studies using predictive performance metrics, with a focus on the true skill statistic (TSS). The main results from this study are summarized as follows. First, to the best of our knowledge, this is the first time that the CNN model with transfer learning is used in solar physics to make binary class predictions for both ≥C-class and ≥M-class flares, without manually engineered features extracted from the observational data. Second, our model achieves relatively high scores of TSS = 0.640±0.075 and TSS = 0.526±0.052 for ≥M-class prediction and ≥C-class prediction, respectively, which is comparable to that of previous models. Third, our model also obtains quite good scores in five other metrics for both ≥C-class and ≥M-class flare prediction. Our results demonstrate that our modified CNN model with transfer learning is an effective method for flare forecasting with reasonable prediction performance.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.3
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• pp.351-360
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• 2007

Purpose: The purpose of this study was to develop a Problem-Based Learning (PBL) package, test its application and evaluate students' recognition of the effectiveness of PBL in nursing colleges. Method: Thirteen steps were used in the process developing the PBL package. After its application, the first questionnaire for self-evaluation and satisfaction with PBL class was given to 94 nursing students in December, 2005. To further evaluate the students' recognition of the effectiveness of PBL, a second questionnaire was given to 83 nursing students out of the 96 in May, 2007 after clinical practice. Data analysis was conducted using means with standard deviation. Results: The results of students' self-evaluation showed high achievement in learning outcome and process using the PBL method. Also, they expressed satisfaction with the subject management, the lecturer and their peers after the PBL class. Students recognized that the PBL class had positive effectiveness in clinical practice and wanted more PBL classes and the inclusion of complex cases from well designed packages. Conclusion: PBL class could be considered as an opportunity to fortify student nurses' abilities to adjust to the real clinical situation.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.225-238
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• 2013

The purpose of this study is to find out The Effects of the Learning Motive, Interest and Science Process Skills using the 'Light' Unit on Science-based STEAM. As the subject, 2 classes in the 6th grade of G elementary school located in Busan were selected. Through the pre/post inspection design between experiment and comparison class, the units of science courses in the first semester of 6th grade '1. Light' were applied. The results were as follows: Firstly, it was observed that it would have a meaningful effect to improve the learning motive of students who performed STEAM education. Secondly, it was observed that it would have a meaningful effect to improve the interest of students who performed STEAM education. Especially, the results of 'attention', 'relevance', 'confidence' and 'satisfaction' in the experimental class were higher than those of students in the comparative class. The experimental class gave a positive effect on the 'attention', 'confidence' and 'satisfaction'. According to statistical analysis, this result is meaning. Thirdly, the test on science processing skills showed that there was not statistic meaningful differences between the two groups. But, in the sub-parts, there was statistic meaningful differences between the two groups on the 'integrated inquiry ability'.

• Journal of Technologic Dentistry
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• v.33 no.3
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• pp.227-236
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• 2011

Purpose: The purpose of this study was to reduce the remake rate of dental prosthesis. We examined remake cause and major factor of dental prosthesis to determine methods for raising dental prosthesis satisfaction. Methods: Subjects included dental technicians in the metropolitan areas of the cities of Daegu and Gyeong-buk. Surveys were filled out by consenting dental technicians. Statistical analysis was done using SPSS version 19.0 for Windows. We determined frequencies and percentage, calculating means, and standard deviations, and determining statistical significance using t-tests, analysis of variance. Results: Impression or material transform is high among remake cause and margin is high among remake major factor. Crown class showed differences in General characteristics associated with age, number of employees, and number of connection dental. Porcelain class showed differences in General characteristics associated with age, number of employees, and number of connection dental. Denture class showed differences in General characteristics associated with age, monthly salaray, and career. Implant class showed differences in General characteristics associated with age, education, and career. Conclusion: In order to reduce remake rate of dental prosthesis, communication of dentist, dental technician, and the patient are require and correct information of patient and dental prosthesis are need.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.256-266
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• 2023

The purpose of this study is to investigate the relationship between stress and school life adaptation according to the degree of participation in physical education class and perception of middle school students. In order to achieve this research objective, the subjects of this study were sampled using cluster random sampling from male and female students attending middle schools in Gwangju Metropolitan City and Jeollanam-do in 2020. 150 males and 150 females, a total of 300 people were sampled. The statistical analysis used for data analysis was frequency analysis, exploratory factor analysis, reliability analysis, and multiple regression analysis using SPSS Windows 21.0 Version. The conclusions obtained in this study through data analysis by such methods and procedures are as follows. First, it was found that middle school students' participation in physical education classes and perceptions had a partial effect on stress. Second, it was found that the degree of participation and awareness of middle school students' physical education class had a partial effect on their adaptation to school life. Third, middle school students' stress was found to have a partial effect on school life adaptation.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.499-507
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• 2016

A flipped learning class was held in an attempt to overcome the limits of lecture-type classes in pre-service science teacher training and to provide a student-oriented education suitable for digital native generation. The principles of teaching-learning in flipped learning were applied to the general ADDIE model to design the class; learning materials were developed accordingly. The developed flipped learning materials and class design were verified for their validity using an expert panel's Delphi method and validity test, in which the validity was verified with 0.75 CVR. The developed flipped learning materials were applied to the theory of science education and the instructional effectiveness was analyzed. The results suggest that the students' motivation to study, interest, and confidence in learning increased; however, their satisfaction in class decreased by 30% as compared to the lecture-type class and their self-confidence in the improvement of their academic achievement was not sufficient. In order for a flipped learning class to be successful, the class should be small in size, which would ensure appropriate teacher-student communication and individualized learning; also, the students' burden of learning should be reduced and accessibility to video materials for pre-class learning should be reinforced.