• Title/Summary/Keyword: Y STRs

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Intelligent Anti-Money Laundering Systems Development for the Korea Financial Intelligence Unit

  • Shin Kyung-Shik;Kim Hyun-Jung;Lee In-Ho;Kim Hyo-Sin;Kim Jae-Sik
    • Proceedings of the Korea Inteligent Information System Society Conference
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    • 2006.06a
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    • pp.294-300
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    • 2006
  • This case study shows constructing the knowledge-based system using a rule-based approach for detecting transactions regarding money laundering in the Korea Financial Intelligence Unit (KoFIU). To better manage the explosive increment of low risk suspicious transactions reporting from financial institutions and to conjugate data converged into the KoFIU from various organizations, the adoption of a knowledge-based system is definitely required. We designed and constructed the knowledge-based system for anti-money laundering by committing experts of each specific financial industry co-worked with a knowledge engineer. The outcome of the knowledge base implementation shows that the knowledge-based system is filtering STRs in the primary analysis step efficiently and so has made great contribution to improve efficiency and effectiveness of the analysis process. It can be said that establishing the foundation of the knowledge base under the entire framework of the knowledge-based system for consideration of knowledge creation and management is indeed valuable.

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Haplotype Analysis of BRCA1 Gene D17S855 and D17S1322 Markers in Iranian Familial Breast Cancer Patients

  • Miresmaeili, Sayed Mohsen;Tamandani, Dor Mohammad Kordi;Kalantar, Seyed Mehdi;Moshtaghiun, Seyed Mohammad
    • Asian Pacific Journal of Cancer Prevention
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    • v.17 no.7
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    • pp.3615-3617
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    • 2016
  • Background: Breast cancer molecular analysis by linkage analysis has the advantage of facilitating early diagnosis in asymptomatic genetic carriers, with a view to the preventive follow-up of these subjects and genetic counseling. The aim of this study was to evaluate BRCA1 gene D17S855 and D17S1322 markers in breast cancer patients. Materials and Methods: A series of 85 BC patients and 85 unrelated healthy women were recruited for haplotype analysis performed using two short tandem repeat markers located within the BRCA1 gene locus. Each marker was amplified with PCR genomic DNA from each individual and fluorescently end-labeled primers. Results: Both D17S855 and D17S1322 markers included 12 kinds of alleles. Results indicate that most of the BC patients shared two common 121-150 (11.2%, RR=1.56 and p=0.02) and 121-146 (5.6%, RR=1.9 and p=0.02) haplotypes. Conclusions: Our results should be helpful to understand the haplotype phase in the BRCA1 gene and establish a genetic screening strategy in the Iranian population.

The Effect of Teacher-led Group Theraplay on Ego Resilence, Peer Competence and Teacher-child Relationships Among Full-day Kindergarteners (교사의 집단치료놀이가 유치원 종일반 유아의 자아탄력성, 또래유능감 및 교사-유아 관계에 미치는 영향)

  • Kim, Kyung Eun;Han, You Jin
    • Korean Journal of Childcare and Education
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    • v.9 no.5
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    • pp.299-320
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    • 2013
  • This research aims to develop and evaulate the effectiveness a group theraplay program for teachers than can boost full-day kindergarteners' ego resilence, peer competence and teacher-child relationships. A total of 14 children attending a full-day kindergarten located in Seoul were the subjects of this study. The experimental group consisted of 7 children exposed to 10 sessions of group theraplay for 50 minutes per session, held twice a week. The control group consisted of 7 children who did not receive any treatment. The teacher evaluated ego resilience, children's peer competence and student-teacher relationships to investigate two group's behavioral changes. Data analysis was done by performing the non-parametric Mann-Whitney test and Wilcoxon test after classifying and evaluating pre- and post-examinations of each group. The results of this research are as follows : The group theraplay program was found to be effective based on the study results of improving ego resilience and peer competence among full-day kindergartners and strengthening teacher-child relationships.