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한국산 물두꺼비(Bufo stejnegeri : 무미목 , 두꺼비과)염색체의 인형성부위에 대한 개체간 및 개체내 변이
이혜영,박창신 한국유전학회 1989 Genes & Genomics Vol.11 No.3
The distribution of the nucleolus organizer regions (NORs) on the chromosomes of 10 individuals of Bufo stejnegeri (Anura, Bufonidae) was investigated by conventional and NORs-staining analysis. 1. Seven individuals exhibit one pair of NORs on the long arm of the chromosome pair 6 (standard form). 2. The one individual had a pericentric inversion on chromosome bearing NORs, whereby a large part of the NORs translocated in an telomeric position on the short arm. Therefore, a trace of original NORs remained an original terminal position on the long arm. Only one of the largest homologues had additional small NORs in the interstitial region of short arm. The possible explanation is the mechanism of translocation and segmentation (or fragmentation) in the NORs cluster (varied form I). 3. The two individuals exhibit inter- and intraindividual variation in number, position and size of the NORs. The mechanisms of these variation were explained by translocation and segmentation (or fragmentation) of NORs (varied form II).
Asian Oncology Nursing(2011~2017년)에 게재된 논문의 경향분석 : 이론 적용을 중심으로
이혜영,김민경,서원진,이민진,허예린,김상희 대한종양간호학회 2019 Asian Oncology Nursing Vol.19 No.1
Purpose: This study was conducted to identify and analyze the trends of theory-based research published in Asian Oncology Nursing(AON) from 2011 to 2017. Methods: We analyzed 22 theory-based studies taken from among the 232 studies published in AON for7years. We analyzed the framework developed by researchers, descriptive summaries of theory, keyword classification of nursing meta-paradigms, the generic character of the studies, and the type of research designs. Results: A total of 23 theories were applied in the22 (9.5%) studies. ‘Nursing’ was the most prevalent field of study (34.8%). In the field of study of theory, nursing theory was the largestwith eight (34.8%), and in the method of theory utilization, all 22 studies were theoretical applications 3 middle-range theories weremost prevalent. In the keyword classification using meta-paradigm in nursing, we found 83 key words. Among them, ‘Health’ relatedkey words were most frequent (53), followed by ‘Cancer’ keywords (13). Conclusion: AON has a high ratio of theoretical study comparedto other journals, but the ratio is still less than 10%, which is still weak. Therefore, it is believed that the attention to, utilization of,application, and institutional establishment of nursing theory should be necessary.
느타리버섯에서의 Pseudomonas tolaasii 오염 연구
이혜영,김광엽,장금일 한국식품위생안전성학회 2001 한국식품위생안전성학회지 Vol.16 No.3
One hundred twenty five bacterial isolates were obtained from the brown blotch-diseased oyster mushrooms collected from markets. Among them, 45 were determined as pathogenic bacteria and white line foaming organisms(WLFO) were 6 strains and white line reaction organisms (WLRO) were 6 strains. All of the white line forming isolates were identified as Pseudomonas tolaasii which is a known pathogen of brown blotch disease of oyster mushroom by GC-MIS(Gas chromatography-microbial identification system). Six of the white line reacting organisms were identified as P. chlornraphis, P. fluorescens biotype A and type C. The rest of them were P. gingeri, P. agarici, P. fluorescens biotype B, P. chlororaphis, non-pathogenic P. tolaasii, P. putida biotype A and B etc. For spectnun of activity of tolaasin, culture filtrates from pathogenic isolates were examined by browning of mushroom tissue and pitting of mushroom caps. The weak pathogenic bacteria didn't induce browning or pitting of mushroom tissue. On the other hand, strong pathogenic isolates showed browning and pitting reaction on mushroom. An extracellular toxin produced by P. tolaasii, was investigated. The hemolysis activity test of 6 strains identified as P. tolaasii were 0.80.9 at 600 nm and 3 strains of WLRO were 0.9-1.0 and Pseudomonas spp. were 1.0-1.2. Observation of fresh mushroom tissue using confocal laser scanning microscopy was carried out for images of optical sectioning and vertical sectioning. Also images of brown blotch diseased oyster mushroom tissue after contamination P. tolaasii was obtained by CLSM.
이혜영 한국정보과학회 2004 정보과학회논문지 : 시스템 및 이론 Vol.31 No.7
구분선형 파라미터화의 특성 중 파라미터 평면상에서 중복되는 삼각형이 발생하지 않도록 하는 일대일 맵핑이 특히 강조된다. 일대일 맵핑은 아핀변환식의 비음수 계수 값으로 보장된다. Floater는 3차원 메쉬를 geodesic polar-mapping으로 평면화한 후 무게중심 좌표를 이용, 비음수 계수 값을 산출하였다. 그러나 평면화 된 삼각형은 이미 3차원상의 원형이 왜곡된 상태로 이 계수를 사용한 파라미터화는 원형왜곡을 심화시킨다. 본 논문에서는 기존의 Floater 방법을 개선한, 새로운 구분 선형 파라미터화 방법을 제안하고자 한다. 메쉬상의 직선형 측지선 길이를 이용하여 무게중심 좌표를 간단히 산출할 수 있는 새로운 방법으로 계산의 과부하 없이 비음수 계수 값을 3차원 메쉬상에서 직접 계산한다. 위의 비음수 계수로 구성된 선형시스템을 사용하여 삼각형의 중복이 없이 일대일 맵핑이 보장되는 구분선형 파라미터화를 제공한다. 본 방법은 기존 Floater방법의 평면화 단계를 제거함으로써, 이로 인한 원형왜곡을 감소시키고 파라미터화 전체 과정도 단순화하였다. Among the desirable properties of a piecewise linear parameterization, guaranteeing a one-to-one mapping (i.e., no triangle flips in the parameter plane) is often sought. A one-to-one mapping is accomplished by non-negative coefficients in the affine transformation. In the Floater's method, the coefficients were computed after the 3D mesh was flattened by geodesic polar-mapping. But using this geodesic polar map introduces unnecessary local distortion. In this paper, a simple variant of the original shape-preserving mapping technique by Floater is introduced. A new simple method for calculating barycentric coordinates by using straightest geodesics is proposed. With this method, the non-negative coefficients are computed directly on the mesh, reducing the shape distortion introduced by the previously-used polar mapping. The parameterization is then found by solving a sparse linear system, and it provides a simple and visually-smooth piecewise linear mapping, without foldovers.
이혜영,박희정,박해육 한국정책분석평가학회 2004 한국정책분석평가학회 학술대회발표논문집 Vol.2004 No.세미나
본 연구는 ISD 모델과 CBC모델을 활용하여 평가교육 교과과정의 기초적인 안을 제안하였다. 평가자 역량과 평가과정에서 필요한 지식요소들을 구체화하여 교과내용을 구성하는 데 있어서 근본 토대로 활용하였으며, 교육과정에 관한 수요조사를 통하여 실제 교육수요자들이 원하는 교과내용과 과목이 무엇인지를 분석하여 교과과정 구성에 반영하였다. 본 연구에서는 평가교육과정 모듈을 평가이론, 평가방법, 평가기법, 평가제도, 평가관리 및 커뮤니케이션 기술, 평가자 윤리등 6가지로 구분하였으며, 구체적인 교과목으로 조직발전론, 평가 역사, 평가이론, 평가유형, 평가기획 및 설계, 평가 준비작업 및 평가, 조사설계, 자료수집방법, 자료수집, 성과측정, 데이터 분석방법, 평가도구 개발, 평가결과의 활용방법, 평가과정 관리, 대인기술과 커뮤니케이션 기술, 평가자 윤리 및 규범 등을 제시하였다.