http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 이학주 (검색결과 740 건)
- 무료
- 기관 내 무료
- 유료
-
이학주,류지연,김경애,이길수,이재용,박재봉,박진세,최수영 생화학분자생물학회 2004 Experimental and molecular medicine Vol.36 No.1
Enzyme/prodrug approach is one of the actively developing areas for cancer therapy. In an effort to develop more efective enzyme/prodrug sys-tems, cel-permeable cytosine deaminase was pro-duced by fusing yeast cytosine deaminase (yCD) which is an eficient delivery peptide of the foreign proteins into cels. The purified Tat-yCD fusion protein expresed in Escherichia coli was readily transduced into mamalian cels in a time- and dose-dependent manner. A significant level of the transduced Tat-yCD protein was recovered in the cel and was stable for 24 h as indicated by both results of the enzymatic assay of 5-fluorocytosine (5-FC) conversion to 5-fluorouracil (5-FU) and Western blot analysis. The cels transduced with toxicity of 5-FC, while cels treated with yCD are unafected by 5-FC. In addition, a strong bystander effect was observed with conditioned media from cells transduced with Tat-yCD added to non-trans-duced cels. Tat-yCD fusion protein demonstrated here for its ability to transduce into cells and con-vert nontoxic prodrug 5-FC to the toxic antimeta-bolite 5-FU, may be a useful approach for cancer therapy.
-
-
-
NS-2 시뮬레이터를 사용한 Hr/M/1 대기 체계의 성능평가
이학주,장재신,이규호 인제대학교 2008 仁濟論叢 Vol.23 No.1
통신시스템을 포함하여 대기체계를 모델링할 때 널리 사용되는 Poisson 프로세스는 패킷 또는 사건이 Poisson 분포에 따라서 발생한다. Poisson 분포는 패킷 또는 사건의 발생 간격이 지수분포를 따르며, 지수분포는 Memoryless 속성 때문에 계산이 쉬워지는 장점을 갖는다. 흔히 지수분포를 따르는 서비스를 연속해서 받으면 (직렬로 연결하면), 확률분포가 덜 랜덤해지며, 지수분포를 병렬로 연결하면, 그 속성의 랜덤한 정도가 증가한다. 지수분포가 병렬로 연결되어 있는 구조를 흔히 Hyper-지수분포라고 하며 Hr/M/1 대기체계는 이러한 속성을 갖는 대표적인 대기체계이다. 버퍼는 무한 크기이며, 서버는 한 개로 지수분포에 따라서 서비스를 수행한다. 본 연구에서는 Hr/M/1의 대기체계를 NS-2 네트워크 시뮬레이터를 사용하여 구현하였고, 성능분석을 수행하였다. 분석된 결과의 정당성을 입증하기 위해 수학적으로 완료되어 있는 M/M/1 대기체계와 그 결과를 비교하였다. 성능 평가의 척도로는 평균 큐 크기와 지연시간, 큐 표준편차와 지연시간 표준편차를 사용하였으며, 성능결과 분석 및 비교를 통해 본 연구에서 도출한 연구결과가 타당함을 입증할 수 있었다.
-
-
大學生의 學業成就 變因에 관한 硏究 : 不振者와 速進者의 特性 比較
李學柱 연세대학교 교육대학원 1990 연세교육과학 Vol.38 No.-
The successful academic achievement is one of the most important objectives in all levels of eduction. Particularly, it should be emphasized in higher edcation which pursues in nature, because the academic achievement is a primary reference for apprising the efficiency of higher education itself as well as for proving the indivual student academic performance. In recent, the increase of underachievers among college students is one of the most critical in korea. Because of their low academic achievement, a large number of college students are sanctioned annually by colleges, and this trend would be continued. If the college do not take appropriate measures to solve this problem, the college could not avoid public critics for its lack of quality-control efforts. This study was designed to identify the psychological factors that affect the students academic achievement. For the purpose of this study, the researcher analyzed the student psychological factors in terms of his/her academic achievement levels. The psychological factors were categorized six groups as cognitive style, learning style, self-concept, anxiety, locus of control, and attribution. The students academic achievement levels were divided into three groups : the underachiever; the overachiever; and the average group. The researcher also identified that how these factors affect the students' academic achievement, and proposed several suggestions that would contribute to the prevention and prescription of the students' low academic achievement. The subject of this study were 232 student who were randomly sampled among 1,774 senior students of U university in korea. The subjects were divided into three groups as mentioned earlier. The standards of this grouping were each student's score of the National Preliminary College Entrance Examination(NPCEE) and the Grade Point Average(GPA) of previous six semester. The conclusions of this study are summarized as follows. First, the psychological characteristics of the overachieving students were as following : in general they conducted their study to purse higher GPA and personal meanings, showed positive academic self-concept, and attributed their academic achievement to the internal and stable attributions. Also, these psychological characteristics and facilitating anxity of students contributed to the prediction of their academic achievement. Second, the average group mainly depended on operation learning style and showed high interal locus of control. In terms of their attributions to the academic achievment, they attributed their academic achievement to the External , Unstable, Uncontroable, and Controllable attributions. Academic Self-Concept, Non-academic Self-Concept, and Dibilitating Anxiety variables were helpful for the prediction of their academic achievement. Third, although the underachieving students showed relatively high chronic anxiety. the chronic anxiety did not contribute to the prediction of their academic achievement. Fourth, in general, the achieving orientation in learning style, academic self-concept, trait-anxiety, typical effort, and ability attribution were the important variables to differentiate three groups as overachieving, underachieving and average students. Recommendations First, to differentiate the underachieving students from normal students, appropriate instruments should be developed. In order to develop the instruments such instruments used in this syudy as LISS, SCS, STAI, AS should be properly refered. Second, strategies for solving the underachieving student problems should be designed within a college level. For example, the above instruments would be useful to find out the potential underachieving students. Though the introduction of periodical advice system for underachieving students, the college should provide them with various opportunities for establishing their learning style, encouraging their positive self-concept, relieving their chronic anxiety, and changing their attribution modes. Third, to improve the students' underachievement problems and to minimize undersirable bad effects, the college curriculum should be revised to integrate both the students' cognitive and affective factors.
-
-
-
-
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
