• 대한방사선방어학회:학술대회논문집
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• 2009.11a
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• pp.176-177
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• 2009

• Journal of the Speleological Society of Korea
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• v.4 no.5
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• pp.5-13
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• 1979

종유굴이 생성되어 어떠한 경로로 발달하며 다시 쇠퇴하여 붕괴되고 마는가에 대한 우리들의 관심은 크다. 더구나 어떤 지역에 카르스트지형에 발달하며 동굴의 발달원인을 구명한다는 것은 매우 중요한 일이다 이제 필자는 종유동의 유형과 특성, 동굴의 성인, 그밖에 동굴의 이용과 자연보존에 과한 제논문에 뒤이어 이번에는 이들 종유동들이 형성ㆍ발달되어 가는 윤회과정을 분석코자 한다.(중략)

• Proceedings of the Korean Vacuum Society Conference
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• 2006.02a
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• pp.131-131
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• 2006

• Proceedings of the Korean Vacuum Society Conference
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• 2005.08a
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• pp.163-163
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• 2005

• Proceedings of the Korean Society of Dyers and Finishers Conference
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• 2007.11a
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• pp.103-104
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• 2007

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2011.10a
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• pp.247-248
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• 2011

• Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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• 2009.10a
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• pp.153-157
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• 2009

A Highly efficient Mercury-free Flat Fluorescent Lamp (MFFL) with dielectric barrier Xe gas discharge was developed for an alternative of conventional line-type Cold Cathode Fluorescent Lamps (CCFLs) which shows a wide voltage margin and a stable discharge operation for diffuse glow discharge with an application of a auxiliary electrode. Electro-optic characteristics of the MFFL were examined through the changes in ambient temperature, total pressure and Xe partial pressure. the single cell is expanded into a multi-structured configuration to realize a large sized lamp by a simple repetition of the single cells, and a new driving scheme is proposed for an adaptive brightness control using dual auxiliary electrodes and bi-polar drive scheme. In addition, interesting application of this ultra high luminance flat lamp by the optimization of the gas condition and the pattern of the rear phosphor layer is suggested as a good alternative of daylight lamp source

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.437-452
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• 2007

Complementarity, complementary principle and complementary approach have been often used in school mathematics but its meaning has not been obvious. Thus this paper tries to make explicit the meaning by looking around complementary characteristic of mathematical knowledge. First of all, we examines the general meaning of complementarity and Investigate complementary characteristics of mathematical concepts through incommensurability and zeno's paradox. From this, complementary approach to school mathematics is studied. To understand and uncover complementary characteristics of mathematical concepts make it possible for student to have an insight. It is the most important thing that students can have an image of mathematics as a living system rather than as a mechanical application of rules and fragmentary in formations.

• Journal of the Korean Vacuum Society
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• v.15 no.6
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• pp.556-562
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• 2006

The plasma display panel is made of many small discharge cells, which consist of a discharge space between the cathode and anode. An electrical discharge occurs in the discharge space filled by neon and xenon gases. The electron temperature is determined from the sparking criterion, which theoretically estimates the electrical breakdown voltage in terms of the xenon mole fraction. The plasma in the cell emits vacuum ultraviolet lights of 147 nm and 173 nm, exciting fluorescent material and converting VUV lights to visible lights. The physical mechanisms of all these processes have been theoretically modeled and experimentally measured. The theory and experimental data agree reasonably well. However, new materials and better configuration of cells are needed to enhance discharge and light emission efficiency and to improve the PDP performance.

• Journal for History of Mathematics
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• v.33 no.6
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• pp.327-343
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• 2020

This study investigate philosophical discussions related to the Zeno's paradoxes in order to derive the mathematics educational implications. The paradox of Zeno's motion is sometimes explained by the calculus theories. However, various philosophical discussions show that the resolution of Zeno's paradox by calculus is not a real solution, and the concept of a continuum which is composed of points and the real number continuum may not coincide with the physical space and time. This is supported by the fact that the hyperreal number system of nonstandard analysis could be another model of a straight line or time and that an alternative explanation of Zeno's paradox was possible by the hyperreal number system. The existence of two different theories of the continuum suggests that teachers and students may not have the same view of the continuum. It is also suggested that the real world model used in school mathematics may not necessarily match the student's intuition or mathematical practice, and that the real world application of mathematics theory should be emphasized in education as a kind of 'correspondence.'