• Proceedings of the Microbiological Society of Korea Conference
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• 2007.05a
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• pp.120-122
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• 2007

All living organisms use numerous signal-transduction pathways to sense and respond to their environments and thereby survive and proliferate in a range of biological niches. Molecular dissection of these signalling networks has increased our understanding of these communication processes and provides a platform for therapeutic intervention when these pathways malfunction in disease states, including infection. Owing to the expanding availability of sequenced genomes, a wealth of genetic and molecular tools and the conservation of signalling networks, members of the fungal kingdom serve as excellent model systems for more complex, multicellular organisms. Here, we employed Cryptococcus neoformans as a model system to understand how fungal-signalling circuits operate at the molecular level to sense and respond to a plethora of environmental stresses, including osmoticshock, UV, high temperature, oxidative stress and toxic drugs/metabolites. The stress-activated p38/Hog1 MAPK pathway is structurally conserved in many organisms as diverse as yeast and mammals, but its regulation is uniquely specialized in a majority of clinical Cryptococcus neoformans serotype A and D strains to control differentiation and virulence factor regulation. C. neoformans Hog1 MAPK is controlled by Pbs2 MAPK kinase (MAPKK). The Pbs2-Hog1 MAPK cascade is controlled by the fungal "two-component" system that is composed of a response regulator, Ssk1, and multiple sensor kinases, including two-component.like (Tco) 1 and Tco2. Tco1 and Tco2 play shared and distinct roles in stress responses and drug sensitivity through the Hog1 MAPK system. Furthermore, each sensor kinase mediates unique cellular functions for virulence and morphological differentiation. We also identified and characterized the Ssk2 MAPKKK upstream of the MAPKK Pbs2 and the MAPK Hog1 in C. neoformans. The SSK2 gene was identified as a potential component responsible for differential Hog1 regulation between the serotype D sibling f1 strains B3501 and B3502 through comparative analysis of their meiotic map with the meiotic segregation of Hog1-dependent sensitivity to the fungicide fludioxonil. Ssk2 is the only polymorphic component in the Hog1 MAPK module, including two coding sequence changes between the SSK2 alleles in B3501 and B3502 strains. To further support this finding, the SSK2 allele exchange completely swapped Hog1-related phenotypes between B3501 and B3502 strains. In the serotype A strain H99, disruption of the SSK2 gene dramatically enhanced capsule biosynthesis and mating efficiency, similar to pbs2 and hog1 mutations. Furthermore, ssk2, pbs2, and hog1 mutants are all hypersensitive to a variety of stresses and completely resistant to fludioxonil. Taken together, these findings indicate that Ssk2 is the critical interface protein connecting the two-component system and the Pbs2-Hog1 pathway in C. neoformans.

• Archives of design research
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• v.14 no.2
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• pp.187-196
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• 2001

Today's internet advertisement market is growing rapidly placing great importance on banner advertisements. Still, banner advertisements are being ignored by the users because most of these banners are exaggerated, visually distracted and they usually interfere with internet surfing. These banners make the agents and the users feel displeased and furthermore, make internet market unstable. 'Rich-Media'came in sight as the new way of advertising means in the internet market as the users demand for more dynamic and interactive media. In Rich-Media, sound and animation interact with former animated banner advertisements. Internet advertising businesses inducing web agencies have positive views about Rich-Media, because more information and ideas are shared through aural and visual integration and it is very effective way to draw attentions from the users. In this study, we have examined the effects of Rich-Media advertisements through surveys. As a result, Rich-Media advertisements are superior to ordinary banner advertisements in visual effect, leading interests of users, inducing mouse did(s and providing of information. The recent uses of Rich-Media is just a mere beginning, but we expect to make the Rich-Media an essential medium of internet advertisement as we continue studying the uses and effects of Rich-Media.

• Cartoon and Animation Studies
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• s.48
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• pp.217-247
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• 2017

A brand webtoon is the webtoon to be planned for advertising. It can be appealed like a webtoon, so recently it becomes popular as one of brand storytelling contents. This study looked at the fact that the webcomic artists have released webtoons having apparent style as a series for many years in the online portal site have published multiple brand webtoons. And it analyzed the expression, narrative structure, and character being shared between their webtoon and brand webtoons. Through this analysis, we can look a spin-off phenomenon between their webtoon and brand webtoons. The spin-off phenomenon means a making the other stories basis on character or situation of drama, movie, novel and etc that have already published, like a supplementary story. And we can recognize a spin-off phenomenon in these cases that have the same story style what make an emotion like the genre, concept, world concept, expression style, narrative structure or use the same characters. For this study, It analyzed Kwak baek soo's and 5 brand webtoons including on Naver, Kim yang soo's and 3 brand webtoons on Naver, Kim Jin's and 2 brand webtoons on Naver, and Petermon's and 1 brand webtoon on Daum. And It analyzed how the readers have accepted it through making a comparison between number of recommendations and reply of brand webtoon and the original webtoon in the same esason. This research will be helpful for study about brand webtoon storytelling and also webtoon storytelling through analyzing how the expression and narrative structure of webtoon are adapted to brand webtoon and get likability.

• Journal of Internet Computing and Services
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• v.19 no.4
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• pp.53-63
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• 2018

The traditional mass media function of conveying information and forming public opinion has rapidly changed into an environment in which information and opinions are shared through social media with the development of ICT technology, and such social media further strengthens its influence. In other words, it has been confirmed that the influence of the public opinion through the production and sharing of public opinion on political, social and economic changes is increasing, and this change is already in use on the political campaign. In addition, efforts to grasp and reflect the opinions of the public by utilizing social media are being actively carried out not only in the political area but also in the public area. The purpose of this study is to explore the possibility of using social media based public opinion in educational policy. We collected media data, analyzed the main topic and probability of occurrence of each topic, and topic trends. As a result, we were able to catch the main interest of the public(the 'Domestic Computer Education Time' accounted for 43.99%, and 'Prime Project Selection' topics was 36.81% and 'Artificial Intelligence Program' topics was 7.94%). In addition, we could get a suggestion that flexible policies should be established according to the timing of the curriculum and the subject of the policy even if the category of the policy is same.

• Journal of KIISE:Computer Systems and Theory
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• v.33 no.1_2
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• pp.15-34
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• 2006

This paper introduces an empirical modeling technique. This technique uses a set of sample results which are collected from a few small scale simulations. Empirical models are developed by applying a couple of statistical estimation techniques to these samples. We built two types of models for cache miss rates in Symmetric Multiprocessor systems. One is for the changes of input data set size while the specification of target system is fixed. The other is for the changes of the number of processors in target system while the input data set size is fixed. To develop accurate models, we built individual model for every kind of cache misses for each shared data structure in a program. The final model is then obtained by integrating them. Besides, combined use of Least Mean Squares and Robust Estimations enhances the quality of models by minimizing the distortion due to outliers. Empirical modeling technique produces extremely accurate models without analysis on sample data. In addition, since only snail scale simulations are necessary, once a set of samples can be collected, empirical method can be adopted in any research areas. In 17 cases among 24 trials, empirical models present extremely low prediction errors below $1\%$. In the remaining cases, the accuracy is excellent, as well. The models sustain high quality even when the behavioral characteristics of programs are irregular and the number of samples are barely enough.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.667-680
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• 2018

The purpose of this study is to investigate 1) the types of knowledge students ask for in their reading comprehension of science textbooks using an online annotation system, 2) the accuracy of the knowledge provided by the students to their peers, 3) the frequency of knowledge sharing behaviors, 4) the evaluation of the effect of collaborative reading, and 5) the trust among peers as knowledge sharers. Questions made by 241 students in the second grade of middle school using an online annotation system in two chapters of the science textbook were analyzed using Bloom's revised taxonomy and their answers were grouped according to five accuracy categories. Also, questionnaires for the evaluation of the effectiveness of collaborative reading comprehension and of trust among the students were used. The students asked their peers 'understanding questions' which comprised almost 80% of the total questions they made and were similar with individual metacognitive strategies for reading comprehension. Of the total threads, 71% has scientifically correct threads shared by the students. The frequency of the knowledge sharing behaviors was high but this was affected by the rewards (point system). Students evaluated that collaborative reading comprehension conducted through an online annotation system were helpful in their learning. In addition, the ratio of students trusting their peers who did the knowledge sharing is over 80%. This study shows that when students use an online annotation system, they can fill one another's cognitive gaps in the reading process by sharing knowledge. Also, collaborative reading using an online annotation system has proved that cognitive individualization is possible through sharing knowledge interactively and dynamically, unlike reading hard copies of textbooks which are a one way information transfer.

• Informatization Policy
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• v.24 no.4
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• pp.3-16
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• 2017

With the development of social media services in the era of Web 2.0, the public opinion formation site has been partially shifted from the traditional mass media to social media. This phenomenon is continuing to expand, and public opinions on government polices created and shared on social media are attracting more attention. It is particularly important to grasp public opinions in policy formulation because setting up educational policies involves a variety of stakeholders and conflicts. The purpose of this study is to explore public opinions about education-related policies through an empirical analysis of social media documents on education policies using opinion mining techniques. For this purpose, we collected the education policy-related documents by keyword, which were produced by users through the social media service, tokenized and extracted sentimental qualities of the documents, and scored the qualities using sentiment dictionaries to find out public preferences for specific education policies. As a result, a lot of negative public opinions were found regarding the smart education policies that use the keywords of digital textbooks and e-learning; while the software education policies using coding education and computer thinking as the keywords had more positive opinions. In addition, the general policies having the keywords of free school terms and creative personality education showed more negative public opinions. As much as 20% of the documents were unable to extract sentiments from, signifying that there are still a certain share of blog posts or tweets that do not reflect the writers' opinions.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.363-373
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• 2006

The purposes of this study were to analyze the within-group verbal interactions in Thinking Science activities and compare the characteristics of verbal interactions shown by the pupils as well as the differences in help by e teacher in Korea with those in the UK. For the purposes of this study, 16 pupils from comparable groups by cognitive level were selected from both countries. Verbal interactions and teacher help during group discussions were audio/ video taped and the types of students' interactions were classified into interactions related to problem solving, management of classroom loaming and others. The results of this study showed that the verbal interactions in Korean groups were more activated than those in the UK groups. However, the percentages of high level interactions such as metacognitive questions, elaborative suggestions and logical argumentations were higher in the UK groups than those in the Korean groups. Observation of the within-group activities revealed that the pupils of both countries shared some common ground in the following ways; neither recognized the need to formulate the hypothesis in the process of inquiry and that the procedures of discussion were dominated by the pupils of higher cognitive level as the discussion proceeded. It was also observed that the pupils in the UK were considerate in response to the questions posed by both their peers or the teacher, while the pupils in Korea were influenced by their prior knowledge in the subject. Analysis of the teacher help during the inquiry activities showed that the tendency fur the teacher to emphasize the process rather than the product in the procedures of discussion and the extent he/she allowed the pupils to think and consider were closely related to the characteristics of the teacher himself/herself and was found to be a point of commonality in both countries. However, the teachers in the UK revealed the tendency of trying to propose the task to the pupils in concrete and systematic ways and guide the discussion based on the thinking of the pupils, while those in Korea tried to use strategies designed to draw out active verbal interactions among the pupils.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.8
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• pp.1123-1132
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• 2018

In this paper, we design and implement a public bicycle sharing system based on smart phone application capable of distributing access codes via internet connection. When smartphone user uses the application to request a bicycle unlock code, server receives the request and sends an encrypted code, which is used to unlock the bicycle at the station and the same code is used to return the bicycle. The station's hardware prototypes were built on top of Internet devices such as raspberry pi, arduino, keypad, and motor driver, and smartphone application basically includes shared bike rental and return functionality. It also includes an additional feature of reservation for a certain time period. We tested the implemented system, and found that it is efficient because it shows the average of 3-4 seconds delay. The system can be implemented to manage multiple bikes with a single control box, and as the user can use a smartphone application, this makes the system more cost effective.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.