• Bulletin of the Korean Chemical Society
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• v.22 no.9
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• pp.945-947
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• 2001

The He-Xe interaction potential has been determined using a direct inversion of the experimentally reduced-viscosity collision integrals obtained from the corresponding states correlation. The potential is in a good agreement with the previously determined potential. The potential predicts viscosity and diffusion coefficients and they are found to be in a good agreement with experiment.

• Korean Institute of Interior Design Journal
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• v.22 no.3
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• pp.70-80
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• 2013

This study aims to discover characteristics of interaction through media artistic space, a field of media investigation, for understanding interaction which represents the age of new media and a view on development of interaction which plays a bigger role in it. To achieve this, a research infrastructure was prepared by having access to expression components of which media are applied in a context of art history on media art. Further, physical interaction, perceptual interaction, and mediational interaction were derived by presenting interaction discussed in the existing various areas from an integrated perspective. Subsequently, in order to understand the contents of interaction and its activity, cases were analyzed through analytic frames consisting of interaction elements of subordinate concepts which each interaction has. For results derived from the research, interaction characteristics of media serve as a leading role in space as they are actively used as a potential tool. Therefore, although interaction has been variously represented, it forms a relationship focused on participants, and in order to build a closer relationship with the participants and further interaction, it will be possibly developed in a manner of thinking.

• Journal of Microbiology and Biotechnology
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• v.27 no.3
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• pp.644-647
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• 2017

Peptidyl prolyl cis/trans isomerases (PPIases) catalyze the cis/trans isomerization of peptidyl-prolyl peptide bonds preceding prolines. We investigated the protein-protein interaction between a 22 kDa PPIase (VaFKBP22, an FK506-binding protein) and the molecular chaperone DnaK derived from Vibrio anguillarum O1 (VaDnaK) using GST pull-down assays and a bacterial two-hybrid system for in vivo and in vitro studies, respectively. Furthermore, we analyzed the three-dimensional structure of the protein-protein interaction. Based on our results, VaFKBP22 appears to act as a cochaperone of VaDnaK, and contributes to protein folding and stabilization via its peptidyl-prolyl cis/trans isomerization activity.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• Wind and Structures
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• v.22 no.3
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• pp.349-368
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• 2016

A preconditioning technique is presented for a simultaneous solution to wind-membrane interaction. In the simultaneous equations, a linear elastic model was employed to deal with the fluid-structure data transfer at the interface. A Lagrange multiplier was introduced to impose the specified boundary conditions at the interface and strongly coupled simultaneous equations are derived after space and time discretization. An initial linear elastic model preconditioner and modified one were derived by treating the linearized elastic model equation as a saddle point problem, respectively. Accordingly, initial and modified fluid-structure interaction (FSI) preconditioner for the simultaneous equations were derived based on the initial and modified linear elastic model preconditioners, respectively. Wind-membrane interaction analysis by the proposed preconditioners, for two and three dimensional membranous structures respectively, was performed. Comparison was made between the performance of initial and modified preconditioners by comparing parameters such as iteration numbers, relative residuals and convergence in FSI computation. The results show that the proposed preconditioning technique greatly improves calculation accuracy and efficiency. The priority of the modified FSI preconditioner is verified. The proposed preconditioning technique provides an efficient solution procedure and paves the way for practical application of simultaneous solution for wind-structure interaction computation.

• Structural Engineering and Mechanics
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• v.22 no.3
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• pp.351-370
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• 2006

In this study, the earthquake damage response of the concrete arch dams was investigated including dam-reservoir interaction. A continuum damage model which is a second-order tensor and includes the strain softening behavior was selected for the concrete material. Fluid-structure interaction problem was modeled by Lagrangian approach. Sommerfeld radiation condition was applied to the truncated boundary of reservoir. The improved form of the HHT-${\alpha}$ time integration algorithm was used in the solution of the equations of motion. The arch dam Type 5 was selected for numerical application. For the dynamic input, acceleration records of the 10 December 1967 Koyna earthquake were chosen. These records were scaled with earthquake acceleration scale factor (EASF) and then used in the analyses. Solutions were obtained for empty and full reservoir cases. The effects of EASF and damping ratio on the response of the dam were studied.

• Educational Technology International
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• v.22 no.2
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• pp.199-225
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• 2021

The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learner-content, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.19-24
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• 2022

The article determines that, in the preservation of cultural heritage, lifestyle, an important role is played by the subjects' high assessment of the probability of achieving the result they need through the implementation of traditional models, ways of interaction. If dissatisfaction with the results of interaction is great, but there are no necessary conditions for a phased resolution of contradictions, for changing, developing interpersonal relations within the framework of the existing system, interaction becomes more difficult. It has been determined that the presence of effective models that show the possibility of meeting the requirements for the psyche of a variety of individuals from the side of activity, activating an extended search for mutually acceptable ways to success, depends on the development of the personality and its social relations, the success of interaction between people, socially psychological climate in the team.

• Journal of the Korean Magnetic Resonance Society
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• v.22 no.4
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• pp.125-131
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• 2018

Chemical shift perturbation (CSP) is a simple NMR technique for studying binding of a protein to various ligands. CSP is the only technique that can directly provide both a value for the dissociation constant and a binding site from the same set of measurements. To accurately analyze the CSP data, the exact binding mode such as multiple binding, should be carefully considered. In this review, we analyzed systematically the CSP data with multiple modes. This analysis might provide insight into the mechanism on how proteins selectively recognize their target ligands to achieve the biological function.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.407-417
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• 2013

The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.