• Journal of Microbiology and Biotechnology
• /
• v.25 no.8
• /
• pp.1227-1233
• /
• 2015

Vascular endothelial growth factor (VEGF) plays a key role in angiogenesis through binding to its specific receptors, which mainly occurs to VEGF receptor 2 (VEGFR-2), a kinase insert domain-containing receptor. Therefore, the disruption of VEGFR-2 signaling provides a promising therapeutic approach for the treatment of cancer by inhibiting abnormal or tumorinduced angiogenesis. To explore this potential, we expressed the catalytic domain of VEGFR-2 (VEGFR-2-CD) as a soluble active kinase in Escherichia coli. The recombinant protein was purified and the VEGFR-2-CD activity was investigated. The obtained VEGFR-2-CD showed autophosphorylation activity and phosphate transfer activity comparable to the commercial enzyme. Furthermore, the IC₅₀ value of known VEGFR-2 inhibitor was determined using the purified VEGFR-2-CD. These results indicated a possibility for functional and economical VEGFR-2-CD expression in E. coli to use for inhibitor screening.

• International Journal of Aeronautical and Space Sciences
• /
• v.16 no.2
• /
• pp.177-189
• /
• 2015

This paper presents an all-direct domain decomposition approach for large-scale structural analysis. The proposed approach achieves computational robustness and efficiency by enforcing the compatibility of the displacement field across the sub-domain boundaries via local Lagrange multipliers and augmented Lagrangian formulation (ALF). The proposed domain decomposition approach was compared to the existing FETI approach in terms of the computational time and memory usage. The parallel implementation of the proposed algorithm was described in detail. Finally, a preliminary validation was attempted for the proposed approach, and the numerical results of two- and three-dimensional problems were compared to those obtained through a dual-primal FETI approach. The results indicate an improvement in the performance as a result of the implementing the proposed approach.

• Journal of Korean Elementary Science Education
• /
• v.25 no.4
• /
• pp.454-464
• /
• 2006

The purpose of this study was to develop MBL(Microcomputer Based Laboratory) programs for sixth-grade elementary students in science laboratory instructions and to ascertain the effects of this program on academic achievement and science-related affective characteristics. In laboratory instructions, using the MBL was found to be effective in improving academic achievement for elementary students, especially in the domain of knowledge. In addition, it helped students to improve science-related affective characteristics. The experimental group showed higher levels, especially in the domains of cognition and interest. When our findings were analyzed in detail, the sub-domains that showed positive effects included 'cognition of science' in the domain of cognition, and interest toward science', 'interest toward science learning', 'interest toward science related activities', and 'anxiety for science' in the domain of interest. Male students exhibited improvement in the domain of cognition while female students showed improvement in the domain of interest. In conclusion, utilizing MBL programs as an experimental measurement in the real field of elementary science education can be said to be both positive and desirable.

• Proceedings of the Korean Magnestics Society Conference
• /
• 2014.05a
• /
• pp.47-47
• /
• 2014

• Proceedings of the IEEK Conference
• /
• 2002.06e
• /
• pp.9-12
• /
• 2002

The problem of sub-Nyquist nonuniform sampling for the perfect reconstruction of signals with time-varying spectral contents is studied. The signals are assumed to have a known instantaneous bandwidth in time-frequency domain. As the function of time, the nonuniform sampling pattern of a given signal, that is, the instantaneous sampling frequency is determined by the observation of instantaneous bandwidth based on time-frequency analysis. The proposed sampling pattern guarantees the perfect reconstruction of nonuniform sampled signals under Nyquist-sampling rate in average.

• Bulletin of the Korean Chemical Society
• /
• v.33 no.12
• /
• pp.4201-4203
• /
• 2012

• Proceedings of the Korean Magnestics Society Conference
• /
• 2016.05a
• /
• pp.100-100
• /
• 2016

• Korean Journal of Mathematics
• /
• v.32 no.1
• /
• pp.43-57
• /
• 2024

Given a domain X and a collection H of functions h : X → {0, 1}, the Vapnik-Chervonenkis (VC) dimension of H measures its complexity in an appropriate sense. In particular, the fundamental theorem of statistical learning says that a hypothesis class with finite VC-dimension is PAC learnable. Recent work by Fitzpatrick, Wyman, the fourth and seventh named authors studied the VC-dimension of a natural family of functions ℋ'²_t(E) : 𝔽²_q → {0, 1}, corresponding to indicator functions of circles centered at points in a subset E ⊆ 𝔽²_q. They showed that when |E| is large enough, the VC-dimension of ℋ'²_t(E) is the same as in the case that E = 𝔽²_q. We study a related hypothesis class, ℋ^d_t(E), corresponding to intersections of spheres in 𝔽^d_q, and ask how large E ⊆ 𝔽^d_q needs to be to ensure the maximum possible VC-dimension. We resolve this problem in all dimensions, proving that whenever |E| ≥ C_dq^d-1/(d-1) for d ≥ 3, the VC-dimension of ℋ^d_t(E) is as large as possible. We get a slightly stronger result if d = 3: this result holds as long as |E| ≥ C_3q^7/3. Furthermore, when d = 2 the result holds when |E| ≥ C_2q^7/4.

• Journal of Korean Society for Atmospheric Environment
• /
• v.32 no.4
• /
• pp.372-383
• /
• 2016

This study aimed at analyzing the sensitivity of ozone simulation in accordance with the meteorological nudging for a high nocturnal ozone episode. To demonstrate the effectiveness of nudging methods (e.g., nudging techniques and application domains), the following six experiments were designed: (1) control without nudging, (2) experiment with application of observation nudging to all domains (domain 1~4), and (3)~(6) experiments with application of grid nudging to domain 1, domain 1~2, domain 1~3 and all domains, respectively. As a result, the meteorological nudging had a direct (improvement of input data) and indirect (estimate natural emission) effect on ozone simulation. Nudging effects during the daytime were greater than those during the nighttime due to low accuracy of wind direction during the nighttime. On comparison of the nudging techniques, the experiments in which grid nudging was applied showed more improved results than the experiments in which observation nudging was applied. At this time point, the simulated concentrations were generally similar to the observed concentrations due to the increase in the nudging effect when grid nudging was applied up to the sub-domain. However, for high nocturnal ozone uptakes, the experiment in which grid nudging was applied do domain 1~3 showed better results than the other experiments. This is because, when grid nudging was applied to the high resolution domain (e.g., domain 4 with 1 km), the local characteristics were removed due to the smoothing effects of meteorological conditions.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.29-41
• /
• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.