• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.374-384
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• 2018

This study examined the effects of clarification training on conversational breakdowns and repair strategies of 3 school aged children with ASD. Clarification training provided to the participants during playing the barrier games. The results found that the occurrence of conversational breakdown was decreased in terms of overall and types. The occurrence and appropriateness rates of repair strategies were increased among all participants. Based on the results, 'clarification training' used in this study can be an effective method to train children with ASD for appropriate repair strategies in conversation.

• Journal of Korean Institute of Industrial Engineers
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• v.31 no.4
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• pp.341-348
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• 2005

This paper is concerned with the question of servicing warranties for repairable items. During the warranty period, each time an item fails the manufacturer has the obligation to restore the item to operational condition either by repairing the item or by replacing it with a new item. In this paper, we consider repair-replacement strategies based on the condition of the failed item. For products with phase-type lifetime distributions where the phases represent the condition of the item, we develop algorithms to determine the expected cost of servicing a warranty and use it in making the repair-replacement decision. Illustrative numerical examples are presented. We also propose a dynamic strategy by taking the expected remaining warranty cost into consideration.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.77-101
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• 2006

The present study examines various pedagogical functions of conversational repair strategies employed by the teacher in the ESL classroom. As part of interactional resources, conversational repair is defined as the treatment of trouble occurring in interactive language use and is originally designed to deal with communication problems. Research on conversational repair has focused on ordinary conversation and organization of repair practices. Studies on more pedagogical functions of repair sequences initiated by the teacher are very few. The data were from five hours of ESL structure classes in an intensive English institute at a large U.S. university. They were closely transcribed and microanalyzed following the conversation-analytic methodology. The analysis found that ESL teachers' repair techniques not only resolve communication problems but they are also designed to serve several important instructional purposes of teaching the target language. They include creating opportunities of comprehensible input, inducing modified comprehensible output from students, guiding and controlling student output, and initiating corrections by initiating repair.

• Architectural research
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• v.7 no.2
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• pp.81-89
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• 2005

Over the years, existing bridges have had various degrees of maintenance to extend the service life. As the existing bridges continue to deteriorate, however, each Department of Transportation (DOT) of the United States of America faces increasing demands on the limited funds available for bridge maintenance. Therefore, it is very important for State Department of Transportations to establish Maintenance, Repair, and Rehabilitation (MR&R) strategies for bridge structures such that funds get allocated for appropriate maintenance over the service life. This paper identifies the state-of-art and the state-of-practice of MR&R actions and the use of MR&R strategies in concrete bridge decks. In addition, a questionnaire survey was conducted to identify the type and timing for MR&R actions as well as existing MR&R strategies taken in concrete bridge deck by each DOT. This paper also presents the results of the survey.

• Toxicological Research
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• v.34 no.4
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• pp.297-302
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• 2018

Cells are constantly exposed to endogenous and exogenous chemical and physical agents that damage their genome by forming DNA lesions. These lesions interfere with the normal functions of DNA such as transcription and replication, and need to be either repaired or tolerated. DNA lesions are accurately removed via various repair pathways. In contrast, tolerance mechanisms do not remove lesions but only allow replication to proceed despite the presence of unrepaired lesions. Cells possess two major tolerance strategies, namely translesion synthesis (TLS), which is an error-prone strategy and an accurate strategy based on homologous recombination (homology-dependent gap repair [HDGR]). Thus, the mutation frequency reflects the relative extent to which the two tolerance pathways operate in vivo. In the present paper, we review the present understanding of the mechanisms of TLS and HDGR and propose a novel and comprehensive view of the way both strategies interact and are regulated in vivo.

• Structural Monitoring and Maintenance
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• v.2 no.2
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• pp.133-143
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• 2015

Civil engineering infrastructure is aging and requires cost-effective maintenance strategies to enable infrastructure systems operate reliably and sustainably. This paper presents an approach for determining risk-cost balanced repair strategy of corrosion damaged reinforced concrete structures with consideration of uncertainty in structural resistance deterioration. On the basis of analytical models of cover concrete cracking evolution and bond strength degradation due to reinforcement corrosion, the effect of reinforcement corrosion on residual load carrying capacity of corroded reinforced concrete structures is investigated. A stochastic deterioration model based on gamma process is adopted to evaluate the probability of failure of structural bearing capacity over the lifetime. Optimal repair planning and maintenance strategies during the service life are determined by balancing the cost for maintenance and the risk of structural failure. The method proposed in this study is then demonstrated by numerical investigations for a concrete structure subjected to reinforcement corrosion. The obtained results show that the proposed method can provide a risk cost optimised repair schedule during the service life of corroded concrete structures.

• BMB Reports
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• v.51 no.9
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• pp.437-443
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• 2018

Non-homologous end joining (NHEJ), and to a lesser extent, the error-free pathway known as homology-directed repair (HDR) are cellular mechanisms for recovery from double-strand DNA breaks (DSB) induced by RNA-guided programmable nuclease CRISPR/Cas. Since NHEJ is equivalent to using a duck tape to stick two pieces of metals together, the outcome of this repair mechanism is prone to error. Any out-of-frame mutations or premature stop codons resulting from NHEJ repair mechanism are extremely handy for loss-of-function studies. Substitution of a mutation on the genome with the correct exogenous repair DNA requires coordination via an error-free HDR, for targeted transgenesis. However, several practical limitations exist in harnessing the potential of HDR to replace a faulty mutation for therapeutic purposes in all cell types and more so in somatic cells. In germ cells after the DSB, copying occurs from the homologous chromosome, which increases the chances of incorporation of exogenous DNA with some degree of homology into the genome compared with somatic cells where copying from the identical sister chromatid is always preferred. This review summarizes several strategies that have been implemented to increase the frequency of HDR with a focus on somatic cells. It also highlights the limitations of this technology in gene therapy and suggests specific solutions to circumvent those barriers.

• Journal of Korean Foot and Ankle Society
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• v.25 no.2
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• pp.89-94
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• 2021

The surgical repair of an Achilles tendon acute rupture is a proven, traditional treatment for optimal functional recovery. However, concerns regarding complications such as re-rupture, wound problems and infections are driving new techniques, including minimally invasive approaches and nonoperative treatments. If we understand the characteristics and contemplate treatment strategies for possible complications, the surgical repair of the Achilles tendon is an attractive option and can be expected to yield satisfactory functional recovery.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2005.05a
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• pp.686-691
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• 2005

We are concerned with the question of servicing warranties for repairable items. During the warranty period, each time an item fails the manufacturer has the obligation to restore the item to operational condition either by repairing the item or by replacing it by a new item. In this paper, we consider the repair-replacement strategies based on the condition of the failed item. For products with phase-type lifetime distributions where the phases represent the condition of the item, we develop algorithms to determine the expected cost of servicing a warranty and use it in making the repair-replacement decision. Illustrative numerical examples are presented. We also propose a dynamic strategy by taking the expected remaining warranty cost into consideration.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.111-131
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• 2007

This study explores teacher's corrective feedback types in an error treatment sequence in Korean EFL classroom setting. Corrective feedback moves are coded as explicit correction, recast, or initiations to self-repair. The frequency and distribution of each corrective feedback type are examined. But the special focus was given on feedback types eliciting learner's self-repair (clarification request, metalinguistic feedback, elicitation, and repetition of error) because initiations to self-repair are believed to facilitate language learning more than other strategies. The results of the study are as follows. First, there was an overwhelming tendency for teacher to use recasts whereas initiations to self-repair were not used as much as recast (52.4% vs. 29.5%). Second, the teacher tended to select feedback types in accordance with error types: namely, recasts after phonological, lexical, and translation errors and initiations to self-repair after grammatical errors though the differences were not significant. Finally, teacher's belief and students' expectation on corrective feedback were compared with actual corrective feedback representations respectively and some mismatches were found. Though both teacher and the students acknowledged the importance and necessity of self-repair, self-repair were not put into practice as such. Therefore, this study suggests more initiations to self-repair be used for effective language learning.