• 통합자연과학논문집
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• 제14권4호
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• pp.159-161
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• 2021

In this article, we will study which prime numbers are represented by the principal form. p = x² + ny². We will also give some results related to the form of primes of the form x² + axy + y².

• Asian-Australasian Journal of Animal Sciences
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• 제13권2호
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• pp.226-235
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• 2000

A survey on feeding practices was conducted with thirty-one cattle farmers belonging to three categories: households without land and no income from agricultural labour (Class 100;10 farms), households without land but deriving considerable income from agricultural labour (Class 101;10 farms), and households with land and without income from agricultural labour (Class 110;11 farms). Information on the types of feeds given of one year. In addition, samples of the feeds offered and refused were collected every two weeks and analysed for dry matter, organic matter (OM), crude protein (CP) and in vitro organic matter digestibility (OMD). Grass was usually cut at an early stage of growth, as such the CP(11.8%) and OMD (62%) were relatively high. All types of rice straw (whole, lower and upper part) and sugarcane forage (tops and leaves) were low in CP (<6 and <8.9%, respectively) and OMD (<45 and <47%, respectively). Rice bran and tofu waste was of much better quality than any other feed. The average number of different feeds in the rations (mean of all farms) was 1.98, with a lower value for class 101 (1.80), than for classes 100 and 110 (2.11 and 2.02, respectively). Of the total amount of OM consumed, 42% was rice straw, 21% grass, 19% maize forage, 10% sugarcane forage, <4% other forages (soya and groundnut straw), 1.3% rice bran and 2.9% tofu waste. The total amount of OM offered varied from <80 $g/kg^{0.75}/d$ in August/September to 1.5 times as much in May (P<0.01). The intake of digestible organic matter (IDOM) for farm class 110 ($37.7g/kg^{0.75}/d$) was significantly (p<0.001) lower than that for classes 100 and 101 (44.1 and $41.3g/kg^{0.75}/d$, respectively). The highest CP/IDOM ratio was recorded for farm class 101 (0.201 as compared to 0.181-0.184).

• Restorative Dentistry and Endodontics
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• 제42권1호
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• pp.48-53
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• 2017

Objectives: The aim of this study was to investigate the ability of the fluorescence-aided caries excavation (FACE) device to detect residual caries by comparing conventional methods in vivo. Materials and Methods: A total of 301 females and 202 males with carious teeth participated in this study. The cavity preparations were done by grade 4 (Group 1, 154 teeth), grade 5 (Group 2, 176 teeth), and postgraduate (Group 3, 173 teeth) students. After caries excavation using a handpiece and hand instruments, the presence of residual caries was evaluated by 2 investigators who were previously calibrated for visual-tactile assessment with and without magnifying glasses and trained in the use of a FACE device. The tooth number, cavity type, and presence or absence of residual caries were recorded. The data were analyzed using the Chi-square test, the Fisher's Exact test, or the McNemar test as appropriate. Kappa statistics was used for calibration. In all tests, the level of significance was set at p = 0.05. Results: Almost half of the cavities prepared were Class II (Class I, 20.9%; Class II, 48.9%; Class III, 20.1%; Class IV, 3.4%; Class V, 6.8%). Higher numbers of cavities left with caries were observed in Groups 1 and 2 than in Group 3 for all examination methods. Significant differences were found between visual inspection with or without magnifying glasses and inspection with a FACE device for all groups (p < 0.001). More residual caries were detected through inspection with a FACE device (46.5%) than through either visual inspection (31.8%) or inspection with a magnifying glass (37.6%). Conclusions: Within the limitations of this study, the FACE device may be an effective method for the detection of residual caries.

• 인간식물환경학회지
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• 제24권6호
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• Journal of Information Display
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• 제12권3호
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• pp.145-152
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• 2011

Since the discovery of fullerenes as a class of nanostructure compounds, many potential applications have been suggested for their unusual structures and properties. The isolated pentagon rule (IPR) states that all pentagonal carbon rings are isolated in the most stable fullerene. Fullerenes $C_n$ are a class of spherical carbon allotrope group with unique properties. Electron transfer between fullerenes and other molecules is thought to involve the transfer of electrons between the molecules surrounding the fullerene cage. One class of electron transfer molecules is the methanofullerene derivatives ([6,6]-phenyl $C_{61}$-butyric acid methyl ester (PCBM), 4-(2-ethylhexyloxy)-[6,6]-phenyl $C_{61}$-butyric acid methyl ester (p-EHO-PCBM), and 4-(2-ethylhexyloxy)-[6,6]-phenyl $C_{61}$-butyric acid (p-EHO-PCBA), 10-12). It has been determined that $C_{60}$ does not obey IPR. Supramolecular complexes 1-9 and 10-12 are shown to possess a previously unreported host.guest interaction for electron transfer processes. The unsaturated, cis-geometry, thiocrown ethers, (1-9) (described as [X-UT-Y], where X and Y indicate the numbers of carbon and sulfur atoms, respectively), are a group of crown ethers that display interesting physiochemical properties in the light of their conformational restriction compared with a corresponding saturated system, as well as the sizes of their cavities. Topological indices have been successfully used to construct mathematical methods that relate structural data to various chemical and physical properties. To establish a good relationship between the structures of 1-9 with 10-12, a new index is introduced, ${\mu}_{cs}$. This index is the ratio of the sum of the number of carbon atoms ($n_c$) and the number of sulfur atoms ($n_s$) to the product of these two numbers for 1-9. In this study, the relationships between this index and oxidation potential ($^{ox}E_1$) of 1-9, as well as the first to third free energies of electron transfer (${\Delta}G_{et(n)}$, for n = 1-3, which is given by the Rehm-Weller equation) between 1-9 and PCBM, p-EHO-PCBM, and p-EHO-PCBA (10-12) as [X-UT-Y]@R(where R is the adduct PCBM, p-EHO-PCBM, and p-EHO-PCBA group) (13-15) supramolecular complexes are presented and investigated.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 한국과학교육학회지
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• 제29권7호
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• pp.767-782
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• 2009

The researchers who are studying biology and teachers who are teaching biology think that the genetics-related concepts are highly significant than other concepts in biology. With such background, researches on the identification of major concepts have been under way to guide in biology class. Minimal research has been carried out, however, on what concepts should be taught to achieve the specific objectives of the class in relation to the unit of genetics in middle and high school. Accordingly this study was designed to determine the concepts of genetics that should be taught to achieve the objectives of the genetics unit in secondary school. For this purpose 5 instructional objectives of the genetics unit on the 9th grade and 4 instructional objectives of Biology I were selected and the concepts that were taught to achieve class objectives. The survey was conducted among 114 science teachers from middle schools and 85 biology teachers from high schools. The results indicated that 9.1 and 10.2 concepts on average were taught in the 9th grade and in Biology I respectively. Moreover statistical difference in the number of concepts that were taught according to the teachers' teaching experiences appeared among the middle school teachers (p<.05). But such statistical difference did not appear among the high school teachers (p>.05). Furthermore the concepts for the 9th grade consist of the basic genetics concepts although Biology I concepts were integrated and advanced contents for same concepts. Thus this finding suggests that concepts of genetics units to be taught in middle and high school were in linkage.

• Molecules and Cells
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• 제43권7호
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• pp.607-618
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• 2020

microRNAs (miRNAs) are non-coding RNA molecules involved in the regulation of gene expression. miRNAs inhibit gene expression by binding to the 3' untranslated region (UTR) of their target gene. miRNAs can originate from transposable elements (TEs), which comprise approximately half of the eukaryotic genome and one type of TE, called the long terminal repeat (LTR) is found in class of retrotransposons. Amongst the miRNAs derived from LTR, hsa-miR-3681 was chosen and analyzed using bioinformatics tools and experimental analysis. Studies on hsa-miR-3681 have been scarce and this study provides the relative expression analysis of hsa-miR-3681-5p from humans, chimpanzees, crab-eating monkeys, and mice. Luciferase assay for hsa-miR-3681-5p and its target gene SHISA7 supports our hypothesis that the number of miRNA binding sites affects target gene expression. Especially, the variable number tandem repeat (VNTR) and hsa-miR-3681-5p share the binding sites in the 3' UTR of SHISA7, which leads the enhancer function of hsamiR-3681-5p to inhibit the activity of VNTR. In conclusion, hsa-miR-3681-5p acts as a super-enhancer and the enhancer function of hsa-miR-3681-5p acts as a repressor of VNTR activity in the 3' UTR of SHISA7.

• Nonlinear Functional Analysis and Applications
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• 제28권4호
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• pp.943-956
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• 2023

Let p(z) be a polynomial of degree n and for any complex number 𝛽, let D_𝛽p(z) = np(z) + (𝛽 - z)p'(z) denote the polar derivative of the polynomial with respect to 𝛽. In this paper, we consider the class of polynomial $$p(z)=(z-z_0)^s \left(a_0+\sum\limits_{{\nu}=0}^{n-s}a_{\nu}z^{\nu}\right)$$ of degree n having a zero of order s at z₀, |z₀| < 1 and the remaining n - s zeros are outside |z| < k, k ≥ 1 and establish upper bound estimates for the maximum of |D_𝛽p(z)| as well as |p(Rz) - p(rz)|, R ≥ r ≥ 1 on the unit disk.

• 간호행정학회지
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• 제7권1호
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• pp.15-23
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• 2001

This study was a methodological research to develop computerized patient classification system. The subjects of this investigation were 435 inpatients except redundant data and outliers in P University Hospital from January 18, 2000 to January 24, 2000. The data was analyzed by discrimination analysis and adopted discriminant variables were 1) sum of frequency for the nursing activities, 2) the number of nursing activities that do not need to consider intensity of the activities, and 3) total hours of nursing activities that need to consider their intensities. Discriminant function developed by this study classified the patients into 4 groups; class I, 251 ; class II, 125 ; class III, 39 ; class IV, 20. The Hit ratio was 89.23. Based on this study, following suggestions can be made for the future research 1. Inclusive patient classification system, which includes more expanded direct nursing care factors, need to be developed and examined. 2. This developed classification system can be utilized to evaluate patient distribution and to estimate adequate numbers of nursing staffs in each nursing unit.