• Korean Journal of Materials Research
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• v.14 no.6
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• pp.402-406
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• 2004

$WSi_2$, $TiSi_2$, $CoSi_2$, and $TaSi_2$ are general silicides used today in semiconductor devices. $WSi_2$ thin films have been proposed, studied and used recently in CMOS technology extensively to reduce sheet resistance of polysilicon and $n^{+}$ region. However, there are several serious problems encountered because $WSi_2$ is oxidized and forms a native oxide layer at the interface between $WSi_2$ and $Si_3$$N_4$. In this study, we have introduced 20 $slm-N_2$ gas from top to bottom of the furnace in order to control native oxide films between $WSi_2$ and $Si_3$$N_4$ film. In resulting SEM photographs, we have observed that the native oxide films at the surface of $WSi_2$ film are removed using the long injector system.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.45 no.5
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• pp.110-116
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• 2008

This paper presents a new postprocessing method to eliminate the false minutiae, that caused by the skelectonization of fingerprint image, and an image compression method using Isometric Self Organizing Map(ISOSOM). Since the SOM has simple structure, fast encoding time, and relatively good classification characteristics, many image processing areas adopt this such as image compression and pattern classification, etc. But, the SOM shows limited performances in pattern classification because of it's single layer structure. To maximize the performance of the pattern classification with small code book, we a lied the Isometric SOM with the isometry of the fractal theory. The proposed Isometric SOM postprocessing and compression algorithm of fingerprint image showed good performances in the elimination of false minutiae and the image compression simultaneously.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.19-36
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• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.