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Biological Pathway Extension Using Microarray Gene Expression Data
정태수,김지훈,김기원,김주한 한국유전체학회 2008 Genomics & informatics Vol.6 No.4
Biological pathways are known as collections of knowledge of certain biological processes. Although knowledge about a pathway is quite significant to further analysis, it covers only tiny portion of genes that exists. In this paper, we suggest a model to extend each individual pathway using a microarray expression data based on the known knowledge about the pathway. We take the Rosetta compendium dataset to extend pathways of Saccharomyces cerevisiae obtained from KEGG (Kyoto Encyclopedia of genes and genomes) database. Before applying our model, we verify the underlying assumption that microarray data reflect the interactive knowledge from pathway, and we evaluate our scoring system by introducing performance function. In the last step, we validate proposed candidates with the help of another type of biological information. We introduced a pathway extending model using its intrinsic structure and microarray expression data. The model provides the suitable candidate genes for each single biological pathway to extend it.
鄭泰秀 대진대학교 1995 大眞論叢 Vol.3 No.-
1. This year(1995) is the centennial anniversary of introducing the Western educational system and enacting the law for it, and the semi-centennial one of enacting the educational law based on democratic principles by Independence of Korea(1945). 2. The history of change of the educatonal system in korea is divided by four phases : ① the period of reforming the educational system and enacting its law in 1895 by the Western civilized thought ② the period of two educational laws: the colonial one under the Japanese occupation since 1905 and the one by the provisional government of ROK ③ the reform and legislation of education under the American military administration for three years since 1945 ④ the period of the new one by the foundation of ROK in 1948 3. The history of reform of the educational system is divided by four stage. Their characteristics in brief are as follows : ① the 1st reform in 1945 and in 1948 : the democratic and ethnic education ② the 2nd reform since 1961 : the education for the economic development ③ the 3rd reform since 1980 : the education for the social reformation ④ the 4th reform since 1995 : the education with the open-door policy
國恥 直後의 新韓村과 韓民學校 硏究(1910~1914)
鄭泰秀 대진대학교 1993 大眞論叢 Vol.1 No.-
In the history of Korean independence movement from Japanese rule, the five years from 1910, when the Yi Dynasty fell by the invasion of Japanese Army, to 1914, the year shortly before the end of the First World War, had been a first transition period from the struggle of righteous army to that of independence movement. During the five years, Vladivostok, a Russian port located in the Far East, formed a base for the movement. Some Koreans established a residential quarters, Shinhan Village, there, and organized an assembly called "Shinhan Village Association" and a corps of independence movement called "Kwonuphoe". These organizations established "Hanmin School", which inspired the spirt of the independence movement. This paper aims, firstly, to survey the processes of deportation of Koreans in Vladivostok from "Kaechukni" to a new residence which Russian government provided. Secondly, we look at the procession of organization of Shinhan Village Association, the first assembly of the migrants, and the regulations of the board and its decision. Then we consider the organization of "Kwonuphoe", its board, regulations and activities. Lastly, we examine the first newspapers and cultural activities in Shinhan Village. Most of the paper is dedicated to the background of Hanmin School as an educational institution for Korean immigrants to teach their children their native language, history and culture. It will be considered with regard to the Russian policy of Russianizing Korean on the one hand, and fervent national education on the other. We describe in detail the leading founders of Hanmin School, the managerial states of the School and its curriculum. In an appendix, nine pieces of "chang-ga (vocal music)" such as the national anthem and "Keongukka (the national foundation song)" are recorded which were taught at School to inspire the spirit of national independence. In addition, the list of 501 anti-Japan Koreans in the Russian territory of the Far East and their activities are printed, which Japanese spies of the consulate general at Vladivostok collected to report in February, 1911.