• Journal of the Korean Vacuum Society
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• v.19 no.2
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• pp.81-90
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• 2010

We introduce a novel and versatile approach for preparing self-assembled nanoporous multilayered films with antireflective properties. Protonated polystyrene-block-poly (4-vinylpyrine) (PS-b-P4VP) and anionic polystyrene-block-poly (acrylic acid) (PS-b-PAA) block copolymer micelles (BCM) were used as building blocks for the layer-by-layer assembly of BCM multilayer films. BCM film growth is governed by electrostatic and hydrogen-bonding interactions between the oppositely BCMs. Both film porosity and film thickness are dependent upon the charge density of the micelles, with the porosity of the film controlled by the solution pH and the molecular weight (Mw) of the constituents. PS7K-b-P4VP28K/PS2K-b-PAA8K films prepared at pH 4 (for PS7K-b-P4VP28K) and pH 6 (for PS2K-b-PAA8K) are highly nanoporous and antireflective. In contrast, PS7K-b-P4VP28K/PS2K-b-PAA8K films assembled at pH 4/4 show a relatively dense surface morphology due to the decreased charge density of PS2K-b-PAA8K. Films formed from BCMs with increased PS block and decreased hydrophilic block (P4VP or PAA) size (e.g., PS36K-b-P4VP12K/PS16K-b-PAA4K at pH 4/4) were also nanoporous. Furthermore, we demonstrate that the nanostructured electrochemical sensors based on patterning methods show the electrochemical activities. Anionic poly(styrene sulfonate) (PSS) layers were selectively and uniformly deposited onto the catalase (CAT)-coated surface using the micro-contact printing method. The pH-induced charge reversal of catalase can provide the selective deposition of consecutive PE multilayers onto patterned PSS layers by causing the electrostatic repulsion between next PE layer and catalase. Based on this patterning method, the hybrid patterned multilayers composed of platinum nanoparticles (PtNP) and catalase were prepared and then their electrochemical properties were investigated from sensing $H_2O_2$ and NO gas. This study was based on the papers reported by our group. (J. Am. Chem. Soc. 128, 9935 (2006); Adv. Mater. 19, 4364 (2007); Electro. Mater. Lett. 3, 163 (2007)).

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.857-879
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• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.

• Journal of the Korean Society of Safety
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• v.31 no.3
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• pp.8-15
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• 2016

The purpose of this study is to design a model with the structural stability so as not to lose the operational function due to structural plastic or fail of a sliding blast door by blast pressure to this aim, a numerical simulation was performed using full-size experiments and M&S (Modeling & Simulation) of the sliding blast door. The sliding blast door ($W3,000{\times}H2,500mm$) under the blast load is in the form of a sliding type 2-way metal grill, which was applied by a design blast pressure (reflected pressure $P_r$) of 17 bar. According to the experimental results of a real sliding blast door under blast load, the blast pressure reached the sliding blast door approximately 4.3 ms after the explosion and lasted about 4.0 ms thereafter. The maximum blast pressure($P_r$) was 347.7 psi (2,397.3 kPa), it is similar to the UFC 3-340-02 of Parameter(91 %). In addition, operation inspection that was conducted for the sliding blast door after real test showed a problem of losing the door opening function, which was because of the fail of the Reversal Bolt that was installed to prevent the shock due to rebound of the blast door from the blast pressure. According to the reproduction of the experiment through M&S by applying the blast pressure measurement value of the full-size experiments, the sliding blast door showed a similar result to the full-size experiment in that the reversal bolt part failed to lose the function. In addition, as the pressure is concentrated on the failed reversal bolt, the Principal Tensile Failure Stress was exceeded in only 1.25 ms after the explosion, and the reversal bolt completely failed after 5.4 ms. Based on the result of the failed reversal bolt through the full-size experiment and M&S, the shape and size of the bolts were changed to re-design the M&S and re-analyze the sliding blast door. According to the M&S re-analysis result when the reversal bolt was designed in a square of 25 mm ($625mm^2$), the maximum pressure that the reversal bolt receives showed 81% of the principal tensile failure stress of the material, in plastic stage before fail.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.139-156
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• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5578-5587
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• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Journal of the Korean association of regional geographers
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• v.13 no.2
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• pp.143-155
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• 2007

There are many conflicts or interests among various stakeholders on the development of the coastal area. The integrated methodology, which is reflective of physical conditions, socio-economic circumstances, and people's sense of values, is thus needed to solve the problems. In this study, geographical information systems(GIS) and analytic hierarchy process(AHP) that arc one of multi-criteria analysis methodologies are loosely coupled to develop better analytic procedures for coastal assessment. Socio-economic and environmental parameters of the study area, Hampyung Bay area, are converted to a GIS system-applicable format, while AHP is used to assess the relative importance level of each parameter by calculating weighting factors. After standardizing and rasterizing spatial data from various sources. the weighting factors are applied to produce the layers for each parameter. Map algebra and overlay analyses are used to create the final layer according to the decision making logic or model proposed here. Cell values of that layer could be considered as spatial alternatives. In addition to this finding, the flexibility with the weighing factors enable decision-makers to understand the procedures and alternatives in relevance with selective strategies for coastal management.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.65-86
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• 2003

Mathematics textbooks are substitutive showing real characters of didactic transposition in pseudo-contextualization and pseudo-personalization. This study analyzed statistical graphs in elementary school mathematics textbooks according to the first to the 7th curriculum in Korea. It focused on the didactic principles used in those methods through those view of Didactic Transposition Theory. The features of the elementary school mathematics textbooks in Korea are investigated and described ethnomethodologically according to each curriculum periods in dividing bar graph, line graph, pictograph, graph of ratio, histogram. The teaching sequences and methods of the statistical graphs, order and methods of sub-learning activities, teaming data, matter of the learning activity indicator were summarized. Usually, the teaching sequences, excepting the graphs of ratio, statistical graphs are introduced in the second semester of each grade. The graph of ratio is introduced in the first semester of 6th grade. As a result of analysing sub-Loaming activities, using them increased from the first to the 7th curriculum and its form was fixed constructive and stable at the 4th curriculum textbooks. As a result of analysing the teaming data, the data of the social aspects are used more frequently and the data of the individual preferences trended more gradually. As a result of analysing the matter of the teaming activity indicators, concept-explanation question style were used more frequently. Statement-practice style and consideration style trended gradually. Concluding remarks are: First, the didactic transposition of the elementary school mathematics textbooks developed systematically according to the first to the 7th curriculum; Second, mathematics textbooks gradually introduced the positive learning style of activity and the learners' spontaneousness; Third, more concrete practice activities and reflective activities were variously introduced considering the level and interest of each elementary student.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Journal of radiological science and technology
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• v.28 no.1
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• pp.13-17
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• 2005

In domestic nondestructive testing(NDT) field, there have recently been radiation exposure accidents due to a disregard for confirmation of the position of radioisotope during the test. In order to prevent these kinds of accidents, a scintillating film has been developed. The scintillating film that can convert gamma-ray to visible light has a function of the position detection of radioisotope in a opaque guide tube of an NDT apparatus. The aim of this study is to enhance the visibility performance of the scintillating film and find out the best configuration of the scintillating film. In order to find appropriate materials for the scintillating film, various inorganic scintillating materials were evaluated in this work. An absolute luminance of the scintillating films was measured by luminance meter for evaluation of visibility performance. Ir-192 gamma projector was used for NDT apparatus. The experiment shows that the scintillating film with reflective layer was the more effective performance for visibility. The higher mixing ratio of scintillating material to binding material, the higher luminance was measured. $Gd_2O_2S(Tb)$ inorganic powder as the scintillating materials had the best performance for visibility of the scintillating film. The developed scintillating film helps to ensure safer environment to the operators.

• Proceedings of the Korean Vacuum Society Conference
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• 2010.02a
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• pp.153-153
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• 2010

p-i-n 형 비정질 실리콘 박막 태양전지에서 p층은 창물질(window material)로서 전기 전도도가 크고, 빛 흡수가 적어야한다. p층의 두께가 얇으면 p층 전체가 depletion layer가 되고 충분한 diffusion potential을 얻을 수 없어 open-circuit voltage ($V_{oc}$)가 작아진다. 반대로 p층 두께가 두꺼워지면 빛 흡수가 증가하고, 표면 재결합이 문제가 되어 변환효율이 감소한다. 밴드갭이 큰 물질로 창층을 제작하게 되면 보다 짧은 파장의 입사광이 직접 i층을 비추므로 Short-circuit current ($I_{sc}$) 와 fill factor를 증가시킬 수 있다. 하여 본 연구에서는 기존의 창층으로 사용되는 Boron을 doping한 p-type a-Si:H 대신에 $N_2O$를 첨가한 p-type a-$SiO_x$:H의 $N_2O$ flow rate에 따른 밴드갭의 변화에 관한 연구를 수행하였다. p-type a-$SiO_x$:H Layer는 $SiH_4$, $H_2$, $N_2O$, $B_2H_6$ 가스를 혼합하여 증착하게 되는데 $SiH_4$, 가스와 $H_2$ 가스의 혼합비는 1:20, $B_2H_6$ 농도는 0.5%로 고정 하였으며 $N_2O$의 flow rate을 가변하며 증착하였다. $N_2O$의 가변조건은 5에서 50sccm으로 가변하여 증착하며 일반적으로 사용되는 RF-PECVD (13.56MHz)를 이용하였고 증착 온도는 175도, 전극간의 거리는 40mm, 파워와 압력은 30W, 700mTorr로 고정하여 진행하였다. 전기적 특성을 알아보기 위해 eagle 2000 Glass를 사용하였고 구조적 특성은 p-type wafer를 사용하여 각각 대략 200nm의 두께로 증착하였다. 증착 두께는 Ellipsometry를 이용하였으며 전기 전도도는 Agilent사의 4156c를 구조적특성은 FT-IR을 사용하여 측정하였다. Conductivity(${\sigma}_d$)는 $N_2O$가 증가함에 따라 $8.73\;{\times}\;10^{-6}$에서 $5.06\;{\times}\;10^{-7}$으로 감소하였고 optical bandgap ($E_{opt}$)은 1.71eV에서 2.0eV로 증가함을 알 수 있었다. 또한 reflective index(n)의 경우는 4.32에서 3.52로 감소함을 나타내었다. 기존의 p-type a-Si:H에 비해 상당한 $E_{opt}$을 가지므로 빛 흡수에 의한 손실을 줄임으로서 $V_oc$를 향상 시킬 수 있으며 동시에 짧은 파장에서의 입사광이 직접 i층을 비추므로 $I_{sc}$와 FF를 향상 시킬 수 있으리라 예상된다. 다소 낮은 전도도만 개선한다면 고효율의 박막 태양전지를 제작 할 수 있을 것으로 기대된다.