• 한국정보디스플레이학회:학술대회논문집
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• 2008.10a
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• pp.153-156
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• 2008

The use of high Xe content gas is a powerful method for improving the discharge efficacy in PDP, but the accompanying high driving voltage prevents it from being used aggressively. In this paper, we tried to find a method to lower the driving voltage under high Xe gas condition with a new protecting layer. The effective secondary electron emission caused by Xe ions can result in the low voltage driving in panels with high Xe content gas and more importantly high luminous efficacy which were confirmed with the computer simulation and panel experiment.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• 한국정보디스플레이학회:학술대회논문집
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• 2008.10a
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• pp.809-812
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• 2008

Structural parameter variation effects (changing the coplanar gap under different discharge dimensions) and use of complex gas mixtures (He, Ne, Ar and Xe) in mercury-free fluorescent lamps are studied in this paper. Pure Neon gas is the best buffer gas for obtaining high luminous efficiency in mercury-free fluorescent lamps. It is shown that with a shorter coplanar gap (30mm), a high luminous efficiency can be obtained at low operating voltage, as well as high luminance uniformity and stable discharge with a Ne-Xe 20% gas mixture.

• Proceedings of the Korean Magnestics Society Conference
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• 2015.11a
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• pp.145-146
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• 2015

• Proceedings of the Korean Magnestics Society Conference
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• 2014.11a
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• pp.53-54
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• 2014

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.65-83
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• 2007

The purpose of this study was to survey science teachers, perception and attitudes on disposal of school laboratory waste water and materials. To fulfill this aim, a questionnaire was administered to 244 secondary school science teachers. The result of this study revealed that there was no large disparity in the degree of understanding of laboratory waste disposal and the laboratory waste water treatment, and in secondary science teachers' perception and practicing attitude on the environment. While science teachers had deep understanding of laboratory waste disposal and its influence on environmental pollution, they expressed less positive attitude toward the actual disposal of waste materials and waste water, and participation in teacher training. Therefore, it is necessary to provide standards of systematized disposal methods and proper disposal facilities in middle and high school laboratories, as well as to investigate teachers' needs before providing teacher training program.

• Steel and Composite Structures
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• v.16 no.6
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• pp.577-593
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• 2014

An exact dynamic stiffness method is introduced for investigating the free vibration characteristics of the steel-concrete composite beams consisting of a reinforced concrete slab and a steel beam which are connected by using the stud connectors. The elementary beam theory is used to define the dynamic behaviors of the two beams and the relative transverse deformation of the connectors is included in the formulation. The dynamic stiffness matrix is formulated from the exact analytical solutions of the governing differential equations of the composite beams in undamped free vibration. The application of the derived dynamic stiffness matrix is illustrated to predict the natural frequencies and mode shapes of the steel-concrete composite beams with seven boundary conditions. The present results are compared to the available solutions in the literature whenever possible.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.660-673
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• 2006

There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.

• Mycobiology
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• v.48 no.2
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• pp.148-152
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• 2020

We investigated the antifungal susceptibilities and the cyp51 mutant strains among Aspergillus fumigatus clinical isolates obtained from 10 university hospitals in Korea. Of the 84 isolates examined, two itraconazole-resistant isolates were found with no amino acid substitution in the cyp51A/cyp51B genes. However, 19 (23.2%) azole-susceptible isolates harbored amino acid substitutions: Nine isolates harbored one to five mutations in cyp51A with high polymorphism, and 11 isolates exhibited the same Q42L mutation in cyp51B. Overall, a low azole resistance rate and high frequency of cyp51A/cyp51B amino acid substitutions were observed in the azole-susceptible A. fumigatus isolates in Korea.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.1
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• pp.23-32
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• 2014

Aim of this research is suggesting a satisfied studying space for lecturer, student and curriculum by abstraction of improvement plan which based on investigation and analysis of the space that teacher is using in lecturer and study support facility in school which managed in 'Department system'. This research focused on analyse of teacher's laboratory, teacher's room, and common room in middle and high school which managed and designed by 'Department system' and registered on 'Seoul office of education' and designed in management of department system between 2009 and 2012. With these process, a conclusion of this research is as in the following. Firstly, plan of teachers' private place which is efficient and stable is required through to get out of module which can cover subject band and grade band. Secondly, we have to focus on size of teachers' convenience facilities for convenience or official usage, movement radius, and improvement of working environments. Thirdly, 'Subject type teachers' laboratory' which organized by teachers who teach same subject is more efficient than 'Task type laboratory' which organized by teachers who working on same task for management of school. In fourth, 'Task type teachers' laboratory' arranged regardless with teachers' class room to teach, and it makes lack of connectivity between teacher and class room.