• Journal of Internet Computing and Services
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• v.6 no.3
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• pp.17-30
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• 2005

A PAK(Password-Authenticated Key Exchange) protocol is used as a protocol to provide both the mutual authentication and allow the communication entities to share the session key for the subsequent secure communication, using the human-memorable portable short-length password, In this paper, we propose distributed key exchange protocols applicable to a smartcard using the MTI(Matsumoto, Takashima, Imai) key distribution protocol and PAK protocol. If only one server keeps the password verification data which is used for password authentication protocol. then It could easily be compromised by an attacker, called the server-compromised attack, which results in impersonating either a user or a server, Therefore, these password verification data should be distributed among the many server using the secret sharing scheme, The Object of this paper Is to present a password-based key exchange protocol which is to allow user authentication and session key distribution, using the private key in a smartcard and a password typed by a user. Moreover, to avoid the server-compromised attack, we propose the distributee key exchange protocols using the MTI key distribution protocol, And we present the security analysis of the proposed key exchange protocol and compare the proposed protocols with the existing protocols.

• Horticultural Science & Technology
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• v.34 no.6
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• pp.878-885
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• 2016

A study was conducted to examine the effects of light quality on the growth and phytochemical contents of ice plant in a closed-type plant production system. Seeds were sown in a 128-cell plug tray using rockwool. The seedlings were then transplanted into a deep floating technique system with recirculating nutrient solution (EC $1.5dS{\cdot}m^{-1}$, pH 6.5) in a closed-type plant production system. The nutrient solution was supplied at two weeks after transplanting with 2.0 mM NaCl concentration in all treatments for the development of the bladder cells. The three light sources with different light qualities used were as followed; FL (fluorescent lamps), combined RW LED (red:white = 7:3), and combined RBW LED (red:blue:white = 8:1:1) at $150{\mu}mol{\cdot}m^{-2}{\cdot}s^{-1}$ PPFD with a photoperiod of 14/10 hours (light/dark). The results showed that the FL treatment had the greatest growth enhancement effects on the leaf area and the fresh and dry weights of the shoots and roots. The SPAD values were significantly higher under the FL and RBW LED treatments, at 29.8 and 30.6, respectively. No significant difference was observed in salinity under all treatments. Chlorophyll fluorescence was significantly higher under the FL treatment. The total phenol content and antioxidant activity were the highest under the RBW LED treatment. The total flavonoid content was significantly higher under the RBW LED and FL treatments. Hence, the results indicate that the growth of ice plant was maximized under the FL treatment. The phytochemical contents were maximized under the RBW LED treatment.

• The Korean Journal of Mycology
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• v.19 no.4
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• pp.266-275
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• 1991

The gene CDC70 encoding the${\alpha}-subunit$ of G protein has been known to be a component involved in mating pheromone signalling in the yeast, Saccharomyces cerevisiae. To isolate mutations of the genes involved in the signal transduction, Saccharomyces cerevisiae the strain bearing the cdc70-5 mutation was mutagenized to be forced to recover the ability of colony-formation at restrictive temperature, which means the new mutation can suppress the temperature sensitivity of the cdc70-5 phenotypes. Among these suppressors, $sir^-$ and $mat{\alpha}2^{-}$ mutations are excluded because of no relationship to signal transducer. And the selected suppressors were analyzed for the linkage relationships by the tetrad analysis. Out of fifteen suppressors isolated, twelve were classified into four linkage groups, designated as sga1, sga2, sga3, sga4 by the tetrad analysis. The other three genes were determined for the linkage.

• Korean Educational Research Journal
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• v.42 no.1
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• pp.35-72
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• 2021

This study is to form develops an effective teaching method centered on the Korean "symbol adverb + predicate" type, helping Chinese students to learn Korean to communicate more accurately when expressing detailed complex feelings and various emotions.Manyforeignlanguage learners try to memorize individual words when they acquire the new vocabulary, this may lead to a problematic in that they cannot use Korean vocabulary accurately and naturally because they do not value the combination of vocabulary words. Since symbolic adverbs are not used in isolation and being frequently used with certain vocabulary words, it is more effective to teach them in the form of instruct learners using "symbol adverb + predicate" forms rather than individual vocabulary words. Accordingly, this research considers a particular vocabulary following symbolic adverbs or vocabulary groups with common semantic qualities that could be frequently introduced. Seven Korean language textbooks used by university in domestic Korea and China are compared and analyzed to reveal the aspects of differences in the use of descriptive words after symbolic adverbs. Finally, based on the textbook analysis results, the government propose a plan to improve the Korean "symbol adverb + predicate" type for Chinese learners. However, this study was limit to being unable to present specific educational measures for Chinese learners in the form of "symbol adverb + predicate". This is expected to complement the limitations of this study in subsequent studies, and lead to more specific discussions.

• Horticultural Science & Technology
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• v.34 no.4
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• pp.596-606
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• 2016

The growth and contents of anthocyanins and ascorbic acid in lettuce(Lactuca sativa L., 'Jeokchima') as affected by supplemental UV-A LED irradiation under different light quality and photoperiod conditions were analyzed in this study. Five light qualities, namely B (blue LED), R (red LED), BUV (blue LED+UV-A LED), RUV (red LED+UV-A LED) and Control (white fluorescent lamps) with photoperiods of 12/12 hours (day/night), 16/8 hours, or 20/4 hours were provided to investigate the effects of light quality and photoperiod on the growth and accumulation of anthocyanins and ascorbic acid in lettuce leaves. As measured 28 days after transplanting, the number of leaves, leaf length, leaf width, leaf area, shoot fresh weight and dry weight of lettuce were significantly affected by light quality and photoperiod. The number of leaves, leaf length, leaf width, leaf area, shoot fresh weight and dry weight of lettuce grown under R treatment increased with increasing light period. By contrast, leaf development was inhibited, but chlorophyll content increased, under B treatment. Supplemental UV-A irradiation significantly decreased leaf length, leaf width, leaf area and shoot fresh weight. Anthocyanins in lettuce increased significantly with decreasing dark period under B treatment. A synergistic effect of supplemental UV-A LED irradiation on anthocyanins accumulation was found for lettuce leaves grown under R treatment but not B treatment. Ascorbic acid in lettuce was greatly affected by photoperiod. Ascorbic acid content at BUV and RUV treatments increased by 20-30% compared to without UV-A LED irradiation. From these results, it was concluded that growth and contents of anthocyanins and ascorbic acid in lettuce are significantly affected by supplemental UV-A LED irradiation. The results obtained in this study will be informative for efforts to improve the nutritional value of leafy vegetables grown in plant factories.

• Journal of Bio-Environment Control
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• v.28 no.2
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• pp.134-142
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• 2019

This study was conducted to evaluate the growth characteristics of lettuce (Lactuca sativa L.) as affected by artificial light sources and different growing media in a closed-type plant production system (CPPS). The lettuce seeds were sown in the 128-cell plug tray filled with 5 different growing media such as urethane sponge (US), rock-wool (RW), Q-plug (QP), TP-S2 (TP) and PU-7B (PU). The germination rate of lettuce seeds was examined during 12 days after sowing. On the 13 days after sowing, the lettuce seedlings were transplanted in a CPPS with temperature $25{\pm}1^{\circ}C$ and nutrient solution (EC $2.0dS{\cdot}m^{-1}$, pH 6.5) using recirculating deep floating technique system. The light sources were set with FL (fluorescent lamps) and combined RB LEDs (red : blue = 7 : 3) with $150{\pm}10{\mu}mol{\cdot}m^{-2}{\cdot}s^{-1}$ PPFD and a photoperiod of 14/10 hours (light/dark). The initial germination rate of lettuce was the highest in TP. The final germination and mean daily germination were the significantly highest in RW, QP and TP. The plant height, leaf length, leaf width, leaf area, and fresh and dry weights of shoot were the greatest in QP irradiated with RB LED. The number of leaves, fresh and dry weights of root and SPAD were the greatest in QP and TP irradiated with RB LED. The root length was the longest in TP irradiated with RB LED. Therefore, these results indicate that RB LED was effective for the growth of lettuce and it was also found that the QP and TP were effective for the germination and growth of lettuce in a CPPS. In addition, we confirmed the applicability of the newly developed growing medium TP for the lettuce production in a CPPS.

• Journal of Bio-Environment Control
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• v.26 no.4
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• pp.386-392
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• 2017

This study was conducted to examine the growth and phytochemical contents of spinach (Spinacia Oleracea L. 'Sushiro') as affected by different fluorescent lamps in a closed-type plant production system. Seeds were sown in a 128-cell plug tray filled in rockwool. The seedlings were transplanted into a DFT (deep floating technique) system with recycling nutrient solution (EC $1.5dS{\cdot}m^{-1}$ and pH 6.5) in a closed-type plant production system. The seedlings were grown under 3 types of fluorescent lamp, #S (NBFHF 32S8EX-D, CH LIGHTING Co. Ltd., China), #O (FHF32SSEX-D, Osram Co. Ltd., Germany), and #P (FLR32SS EX-D, Philips Co. Ltd., The Netherlands) at $150{\mu}mol{\cdot}m-2{\cdot}s^{-1}\;PPFD$ with a photoperiod of 14/10 (light/dark) hours. Plants were cultured under condition of $25{\pm}1^{\circ}C$ temperature and $60{\pm}10%$ relative humidity after transplanting. Thirty plants per each treatment were cultivated for $6^{th}$ week after transplanting. And growth and phytochemical contents were measured at $3^{rd}$ and $6^{th}$ week. At the $3^{rd}$ week after transplanting, the parameter values of plant height and leaf width were higher in the #O than the others. However, fresh and dry weights of root were the greatest in the #P. In addition, total phenolic concentration was the greatest in the #P. At $6^{th}$ week after transplanting, the #O had the greatest growth of spinach in the plant height and fresh and dry weights of shoot. The total phenolic contents significantly increased in the #O and showed significantly difference. However, there was no significant difference all treatments in antioxidant activity. Therefore, these results suggest that the #O was suitable for the growth and phytochemical accumulation of spinach in a closed-type plant production system.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.254-264
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• 2003

Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p<.05). According to the achievement level, it was founded that 'middle' level students replied 'to remember' more frequently than high and low levels in relation to school science laboratory work. Finally, students who had ideas that scientists do laboratory work for verifying a theory had the similar ideas about school science laboratory work. In conclusion, students are lack of diverse and proper views about laboratory work. It is recommended that teacher need to make clear the purpose of laboratory work and help students to understand of it.

• Journal of Science Education
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• v.39 no.2
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• pp.180-208
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• 2015

The purpose of this study was to investigate secondary students' perception of a good secondary science classes. Subjects were 18 secondary students who enrolled in alternative school located in Korea. The instruments of this study was a questionnaire which consisted of 18 items on 4 domains. Also data were collected from in-deep interviews and students' drawing. The results of the study were summarized as follows; First, students explained that good schools have the characteristics of the interesting and respectful atmosphere. Also there are good relationships between teachers and students. Second, they emphasized that good teachers are humanistic teachers. Third, good science classes are based on the constructivism in terms of the education methods. The results suggest that it may be necessary to remodel the merits of the alternative schools to solve the problem of public school. It is important to develop expertise of the science teachers in alternative school through teacher education programs based on the constructivism. Also it is necessary to provide appropriate learning space and various media for effective science teaching and learning in alternative school.