• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.198-209
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• 1993

This paper was made for the purpose of research for newly formed of Common Science subject and setting up for Common Science subject's place. For this purpose, I 1) reviewed the bacground of curriculum revision and newly formed Common Science subject. 2)reviewed the change of the current of science education and the study of Common Science subject in Korea. 3) examined Common Science subject as integrated science The results were as follow: l.Newly formed of Common Science subject motivated by current of science education in the wordwide, direction of the 6th curriculum in Korea and the actual condition of integrated science in foreign country. 2.1t emphasize on learning of inquiry method than system of knowlege,introduction to material connected with real life and science and technology in society in the Common Science subject. In principle,the level of concept in Common Science subject keep within level of Science subject in middle school. 3.Common Science subject is characterized by integrated science. And Common Science subject have to become more integrated science in the textbook and the teaching-learning as well as in curriculum.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of Science Education
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• v.43 no.1
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• pp.64-78
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• 2019

The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1993.04a
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• pp.237-243
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• 1993

This paper describes the design and implementation of a prototype modeling environment, Hypertext-based Integrated Modeling Environment(HIME). It implements a modeling framework, call Integrated Modeling Framework(IMF), which has been developed to increase model-related productivity and to integrate modeling knowledge and various information resources.

• Journal of Microbiology and Biotechnology
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• v.23 no.12
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• pp.1791-1801
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• 2013

Diketopiperazine is produced by various organisms, including bacteria, fungi, and animals, and has been suggested as a novel signal molecule involved in the modulation of genes with various biological functions. Vibrio vulnificus, which causes septicemia in humans, produces cyclo($\small{L}$-phenylalanine-$\small{L}$-proline) (cFP). To understand the biological roles of cFP, the effect of the compound on the expression of the total mRNA in V. vulnificus was assessed by next-generation sequencing. Based on the transcriptomic analysis, we classified the cFP-regulated genes into functional categories and clustered them according to the expression patterns resulted from treatment with cFP. From a total of 4,673 genes, excepting the genes encoding tRNA in V. vulnificus, 356 genes were up-regulated and 602 genes were down-regulated with an RPKM (reads per kilobase per million) value above 3. The genes most highly induced by cFP comprised those associated with the transport and metabolism of inorganic molecules, particularly iron. The genes negatively regulated by cFP included those associated with energy production and conversion, as well as carbohydrate metabolism. Noticeably, numerous genes related with biofilm formation were modulated by cFP. We demonstrated that cFP interferes significantly with the biofilm formation of V. vulnificus.

• The Plant Pathology Journal
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• v.36 no.3
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• pp.289-296
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• 2020

Type VI secretion system (T6SS) is a contact-dependent secretion system, employed by most gram-negative bacteria for translocating effector proteins to target cells. The present study was conducted to investigate T6SS in Xanthomonas oryzae pv. oryzae (Xoo), which causes bacterial blight in rice, and to unveil its functions. Two T6SS clusters were found in the genome of Xoo PXO99^A. The deletion mutants, Δhcp1, Δhcp2, and Δhcp12, targeting the hcp gene in each cluster, and a double-deletion mutant targeting both genes were constructed and tested for growth rate, pathogenicity to rice, and inter-bacterial competition ability. The results indicated that hcp in T6SS-2, but not T6SS-1, was involved in bacterial virulence to rice plants. However, neither T6SS-1 nor T6SS-2 had any effect on the ability to compete with Escherichia coli or other bacterial cells. In conclusion, T6SS gene clusters in Xoo have been characterized, and its role in virulence to rice was confirmed.

• STI Policy Review
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• v.4 no.2
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• pp.96-112
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• 2013

The need for designing and implementing integrated policy was further emphasized in tandem with the increase in interest concerning policy coordination and interactions. An active discussion is taking place in the field of innovation policy concerning "integrated innovation policy," which considers innovation along with financial, regional development, social, and environmental policies together in a holistic manner. In Korea since the beginning of the 2000s, there were many attempts at implementing integrated innovation policy through the restructuring of the overall S&T administration system. For the purposes of taking an integrated approach to S&T policies as well as to S&T-related human resources, industrial, and regional development policies, the Roh Administration (February 2003~February 2008) elevated the S&T Minister to the level of Deputy Prime Minister as well as launching the Office of Science, Technology, and Innovation (OSTI) (October 2004 ~ February 2008) under the Ministry of Science and Technology. This study investigates the policy coordination activities of the OSTI from the perspective of policy integration. It deals with the background of the OSTI, its roles and responsibilities, the coordination process, and its achievements and limitations while discussing the important implications for developing effective policy measures with the hope of contributing to the development of theories of integrated innovation policy.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.53-63
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• 2020

The purpose of this study is to analyze the current status of the second year of application of Integrated Science and Science Laboratory Experiments, which are common courses of high school, and to explore suggestions for curriculum development in the future. To this end, the results of the survey of a total of 244 science-core and general high schools were compared with the survey result of 2018 school year. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss the current state of curriculum implementation. According to the results, as in the first year, most of the Integrated Science courses were implemented in 6-8 units, and in most schools the number of teachers in charge of Integrated Science per class were 3-4. In the teacher's focus group interview, teachers insisted that Integrated Science requires integrated teaching approaches and is good for generating students' interest, but it is difficult to implement process-based assessment due to issues such as ensuring fairness of assessment. Most of Science Laboratory Experiments courses were implemented in two semesters, one unit per semester, and there was little link between Integrated Science and Science Laboratory Experiments because of the different teaching staff. The school life record entry method of Science Laboratory Experiments has been changed to criterion-based assessment starting in 2019, so students' satisfaction or flow of classes is much better than expected, and teachers can teach without burden. Based on the research results, ways to support the settlement of Integrated Science and Science Laboratory Experiments as common subjects, and ways to improve those subjects in the next curriculum revision were suggested.

• JSTS:Journal of Semiconductor Technology and Science
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• v.11 no.4
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• pp.329-335
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• 2011

In this paper, a dual-band integer-N frequency divider is proposed for 2.4/5.2 GHz multi-standard wireless local area networks. It consists of a multi-modulus imbalance phase switching prescaler and two all-stage programmable counters. It is able to provide dual-band operation with high resolution while maintaining a low power consumption. This frequency divider is integrated with a 5 GHz VCO for multi-standard applications. Measurement results show that the VCO with frequency divider can work at 5.2 GHz with a total power consumption of 22 mW.