• 한국수산과학회지
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• 제35권5호
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• pp.490-496
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• 2002

한국, 미국, 일본지역에 서식하는 연어에서 추출한 genomic DNA를 이용하여 연어의 mtDNA NDI 영역, D-loop 영역, growth hormone, IGF-I, MCH2, histone H3의 염기서열을 분석하여, 최적의 primer를 제작하여 PCR을 실시한 결과, mtDNA NDI 영역은 Ks12, Ks24, As11, As14, Js13, Js15에서 증폭된 DNA를 확인하였으며, D-loop 영역, growth hormone, IGF-I, histone H3, MCH2에서는 모든 시료에서 증폭된 DNA를 확인하였다. DGGE 분석의 결과, mtDNA NDI 영역 (AF133701, 449-880), D-loop 영역 (AF125518, 11-514)과 growth hormone (AFO05927, 181-530)에서는 이형다양성을 확인하였으며, IGF-I (AF063216, 962-1461)과 MCH2 (M27281, 70-593)는 모두 이형다양성이 나타났으나, histone H3 (AF017147, 7-487)는 모두 이형다양성이 관찰되지 않았다. 그리고 real time PCR 관찰 결과는 DGGE의 결과와 유사한 점을 찾을 수 없었지만, real time PCR도 각각의 유전자에 따라 서로 다른 DNA 생성 패턴을 보여 DNA 변이를 쉽게 구별하는데 보조적인 도움이 되었다.

• Annals of Clinical Microbiology
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• 제21권4호
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• pp.86-91
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• 2018

배경: PANA RealTyper HPV kit (PANAGENE, Korea; PANA RealTyper)는 multiplex real-time PCR과 melting curve analysis를 이용하여 human papillomavirus (HPV)의 유전자형을 검출한다. 본 연구에서는 PANA Real Typer와 AdvanSure HPV GenoBlot assay (LG Life Sciences, Korea; AdvanSure assay)를 비교하였다. 방법: 자궁경부암 검진을 받은 환자에서 채취한 검체를 60개 수집하였다. AdvanSure assay와 PANA RealTyper는 고위험군 HPV 20종을 검출할 수 있다. 저위험군 HPV의 경우 AdvanSure assay는 15종을, PANA RealTyper는 2종의 유전자형을 구별할 수 있고 18종의 유전자형을 검출할 수 있다. 결과: 총 60개 중 40개 검체에서 54개의 고위험군 유전자형이 검출되었으며 18개 검체에서 20개의 저위험군 유전자형이 검출되었다. 고위험군에서 두 방법 간 일치율은 94.4-100%였다. PANA Real Typer에서만 양성으로 검출된 9개 유전자형 중 7개(HPV 16 (n=1), 39 (n=1), 52 (n=1), 58 (n=2), 68 (n=2))은 진양성으로 판별되었다. AdvanSure assay에서만 양성으로 나온 4개 유전자형 중 3개는 HPV 59였다. 저위험군에서 AdvanSure assay에서 검출된 19개 유전자형 중 HPV 6 2개, HPV 11 1개였다. HPV 6 중 한 개는 PANA RealTyper에서만 양성이었다. 결론: PANA RealTyper는 AdvanSure assay와 동등한 검출력을 보였으며, 임상 검사실에서 HPV 유전자형 검사에 유용하게 쓰일 수 있을 것으로 생각한다.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1988년도 한국자동제어학술회의논문집(국내학술편); 한국전력공사연수원, 서울; 21-22 Oct. 1988
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• pp.338-342
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• 1988

Recently, in sequence control systems, high flexibility and maintenance of control software are required. This is because product life cycles become shorter and control specification must be changed frequently. The authors extend the concept of Safe Petri Net to develop the design and analysis tool for sequence control systems taking the safeness and notation of input/output functions into consideration. Extended Safe Petri Net (S-Net) is proposed as such a new graph model and real time scanning algorithm based on S-Net is developed.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2003년도 ICCAS
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• pp.2151-2154
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• 2003

Internet is deeply rooted in everyday life and many things are performed using internet in real-world, therefore internet users increased because of convenience. Also internet accident is on the increase rapidly. The security vendor developed security system to protect network and system from intruder. Many hackings can be prevented and detected by using these security solutions. However, the new hacking methods and tools that can detour or defeat these solutions have been emerging and even script kids using these methods and tools can easily hack the systems. In consequence, system has gone through various difficulties. So, Necessity of intruder trace-back technology is increased gradually. Trace-back technology is tracing back a malicious hacker to his real location. trace-back technology is largely divided into TCP connection trace-back and IP packet trace-back to trace spoofed IP of form denial-of-service attacks. TCP connection trace-back technology that autonomously traces back the real location of hacker who attacks system using stepping stone at real time. In this paper, We will describe watermark trace-back system using TCP hijacking technique to supplement difficult problem of connection maintenance happened at watermark insertion. Through proposed result, we may search attacker's real location which attempt attack through multiple connection by real time.

• 한국수학사학회지
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• 제21권2호
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• pp.135-152
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• 2008

본 연구는 학생들의 수학을 공부하는 이유와 수학 교과목에 대한 평소 생각, 수학을 일상생활에 활용하는 응용 태도, 수학 교과서에 대한 학생들의 반응 등을 조사 분석하여 수학 공부를 해야 하는 이유를 바르게 인식시켜 수학 공부에 대한 동기를 높이고자 한다. 우리가 생활하고 있는 주변에서 수학적인 이론의 기본 지식들이 어떠한 방법으로 사용되고 있는지 실례를 들어서 분석하고 활용한다. 수학공부를 해야 하는 이유를 크게 세 가지로 나누어 첫째는 수학적인 지식을 통하여 삶의 지혜를 얻기 위한 학문으로서의 수학, 둘째는 실용능력배양을 위한 도구과목으로서의 수학, 셋째는 문화인으로서 갖춰야할 교양과 오락으로서 즐길 줄 아는 수학에 대한 쓰임새를 알게 하여 친생활적인 과목이 되도록 한다. 이런 과정의 결과로부터 효과적인 수학 교육 방안을 마련하여 보고자 한다.

• ALGAE
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• 제31권2호
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• pp.167-174
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• 2016

Biological response of cells to variable conditions should affect the expression level of certain genes. Quantification of these changes in target genes needs stable internal controls. Real-time quantitative polymerase chain reaction (PCR) has traditionally used reference or ‘housekeeping’ genes, that are considered to maintain equal expression in different conditions, to evaluate changes in target genes between samples and experimental conditions. Recent studies showed that some housekeeping genes may vary considerably in certain biological samples. This has not been evaluated in red algae. In order to identify the optimal internal controls for real-time PCR, we studied the expression of eleven commonly used housekeeping genes; elongation factor 1-alpha, glyceraldehyde-3-phosphate dehydrogenase, β-actin, polyubiquitin, 30S ribosomal gene, 60S ribosomal gene, beta-tubulin, alpha-tubulin, translation initiation factor, ubiquitin-conjugating enzyme, and isocitrate dehydrogenase in different life-history stages of Bostrychia moritziana. Our results suggest that glyceraldehyde-3-phosphate dehydrogenase (GAPDH) and 30S ribosomal gene, have the most stable gene expression levels between the different life history stages (male, female, carposporophyte, and tetrasporophyte), while the other genes are not satisfactory as internal controls. These results suggest that the combinations of GAPDH and 30S would be useful as internal controls to assess expression level changes in genes that may control different physiological processes in this organism or that may change in different life history stages. These results may also be useful in other red algal systems.

• 한국학교수학회논문집
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• 제5권2호
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• pp.71-82
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• 2002

This study purported to develop the learning materials for the optional activities of mathematics, apply them to the students, and examine the effect on the learner's interest and attitude to mathematics. In order to conduct this study, the learning materials for the mathematics optional activities were developed according to the units of grade 8-Ga and the developed learning materials of the mathematics optional activities were inputted in two classes for 18 units after the second grade middle school students in Daejeon area received the questionnaire regarding the learning attitude and the interest in the mathematics. After that, the questionnaire regarding the learning attitude and the interest in the mathematics and the examination regarding the response to the application of the learning materials for mathematics optional activities were conducted and did t-test. The results of the study as follows : First The learning materials applied exciting games for mathematics optional activities aroused interest in mathematics and made the learners have confidence in mathematics learning. Second, There was affirmative change in the interest and attitude to the mathematics learning with the application of the mathematics optional learning materials. Third The leaning materials of the mathematics optional activities made the learners think mathematical questions connected with the real life and try various ways to solve the questions. Here are some suggestions to study the development of the learning materials such as story, game, quiz and craft. First it is necessary to develop the learning materials applied the games or the real life matters connected with mathematics for all grade middle school students and use them in the mathematics optional activities. Second, many students feel a great interest in animation. moving picture, sound graphic, etc. If the multimedia learning materials included the real life matters or the games are developed, the learners will feel more interest in mathematics. Third, the systematic and economical support is continuously needed in order that teachers are given much time to study and the opportunity to attend the training course for the understanding of the optional activities and the development of the various learning materials.

• Journal of Biosystems Engineering
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• 제36권1호
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• pp.48-57
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• 2011

The computer vision system was designed and constructed to measure the weight of a dairy cattle. Its development involved the functions of image capture, image preprocessing, image algorithm, and control integrated into one program. The experiments were conducted with the model dairy cattle and the real dairy cattle by two ways. First experiment with the model dairy cattle was conducted by using the indoor vision experimental system, which was built to measure the model dairy cattle in the laboratory. Second experiment with real dairy cattle was conducted by using the outdoor vision experimental system, which was built for measuring 229 heads of cows in the cattle facilities. This vision system proved to a reliable system by conducting their performance test with 15 heads of real cow in the cattle facilities. Indirect weight measuring with four methods were conducted by using the image processing system, which was the same system for measuring of body parameters. Error value of transform equation using chest girth was 30%. This error was seen as the cause of accumulated error by manually measurement. So it was not appropriate to estimate cow weight by using the transform equation, which was calculated from pixel values of the chest girth. Measurement of cow weight by multiple regression equation from top and side view images has relatively less error value, 5%. When cow weight was measured indirectly by image surface area from the pixel of top and side view images, maximum error value was 11.7%. When measured cow weight by image volume, maximum error weight was 57 kg. Generally, weight error was within 30 kg but maximum error 10.7%. Volume transform method, out of 4 measuring weight methods, was minimum error weight 21.8 kg.

• 대한수학교육학회지:학교수학
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• 제11권3호
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• pp.513-526
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• 2009

학교교육에서 확률의 독립사건의 정의 P(B | A)=P(B)가 직관적으로 설명할 수 없고 실생활과 다른 개념으로 잘 못 판단되어 질 수 있는 원인을 분석하고, 확률의 독립사건의 전형적인 문제와 정리들을 이용하여 실생활 개념과 정확하게 일치하고 직관적으로 설명 가능하다는 사실을 '구술형식'으로 논증한다. 확률과 통계 단원은 물리와 유사한 자연현상과 실생활에 더 밀접한 학문이므로 '수리식'을 보완한 '구술형식'의 보급은 불가피하다. 따라서 확률교육에서 오랜 기간 지속되어 온 '수리식'을 보완하여 '수리식'이 갖는 의미를 직관적으로 쉽게 이해 가능한 새로운 개념 습득 방법인 '구술형식'으로 설명할 필요성과 가능성을 제시한다. 본 논문을 통하여 그동안 학교교육이 확률의 독립사건 정의의 '수리식' 의미를 파악하지 못하여 확률교육의 맥이 막혀 있었다면 확률교육의 흐름에 새로운 지평을 여는 커다란 파급효과를 기대할 수 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권3호
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• pp.317-334
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• 2016

Knowledge and data interpretation on statistical estimation was important to have statistical literacy that current curriculum was said not to satisfy. The author investigated mathematics teachers' MKT on statistical estimation concerning interpretation of confidence interval by using questionnaire and interview. SMK of teachers' confidence was limited to the area of textbooks to be difficult to interpret data of real life context. Most of teachers wrongly understood SMK of interpretation of confidence interval to have influence upon PCK making correction of students' wrong concept. SMK of samples and sampling distribution that were basic concept of reliability and confidence interval cognized representation of samples rather exactly not to understand importance and value of not only variability but also size of the sample exactly, and not to cognize appropriateness and needs of each stage from sampling to confidence interval estimation to have great difficulty at proper teaching of statistical estimation. PCK that had teaching method had problem of a lot of misconception. MKT of sample and sampling distribution that interpreted confidence interval had almost no relation with teachers' experience to require opportunity for development of teacher professionalism. Therefore, teachers were asked to estimate statistic and to get confidence interval and to understand concept of the sample and think much of not only relationship of each concept but also validity of estimated values, and to have knowledge enough to interpret data of real life contexts, and to think and discuss students' concepts. So, textbooks should introduce actual concepts at real life context to make use of exact orthography and to let teachers be reeducated for development of professionalism.