• Proceedings of the Korean Vacuum Society Conference
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• 2016.02a
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• pp.430.1-430.1
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• 2016

We present the concept of reducible fugitive material that conformally surrounds core Cu nanowire (NW) to fabricate transparent conducting electrode (TCE). Reducing atmosphere can corrodes/erodes the underlying/surrounding layers and might cause undesirable reactions such impurity doing and contamination, so that hydrogen-/forming gas based annealing is impractical to make device. In this regards, we introduce novel reducible shell conformally surrounding indivial CuNW to provide a protection against the oxidation when exposed to both air and solvent. Uniform copper lactate shell formation is readily achievable by injecting lactic acid to the CuNW dispersion as the acid reacts with the surface oxide/hydroxide or pure copper. Cu lactate shell prevents the core CuNW from the oxidation during the storage and/or film formation, so that the core-shell CuNW maintains without signficant oxidation for long time. Upon simple thermal annealing under vacuum or in nitrogen atmosphere, the Cu lactate shell is easily decomposed to pure Cu, providing an effective way to produce pure CuNW network TCE with typically sheet resistance of $19.8{\Omega}/sq$ and optical transmittance of 85.5% at 550 nm. Our reducible copper lactate core-shell Cu nanowires have the great advantage in fabrication of device such as composite transparent electrodes or solar cells.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• School Mathematics
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• v.16 no.1
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• pp.111-133
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• 2014

This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

• Nuclear Engineering and Technology
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• v.51 no.8
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• pp.1871-1885
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• 2019

The deterministic MOC code STREAM of the Computational Reactor Physics and Experiment (CORE) laboratory of Ulsan National Institute of Science and Technology (UNIST), was initially designed for the calculation of pressurized water reactor two- and three-dimensional assemblies and cores. Since fast reactors play an important role in the generation-IV concept, it was decided that the code should be upgraded for the analysis of fast neutron spectrum reactors. This paper presents a coupled code - TULIP/STREAM, developed for the fast reactor assembly and core calculations. The TULIP code produces self-shielded multi-group cross-sections using a one-dimensional cylindrical model. The generated cross-section library is used in the STREAM code which solves eigenvalue problems for a two-dimensional assembly and a multi-assembly whole reactor core. Multiplication factors and steady-state power distributions were compared with the reference solutions obtained by the continuous energy Monte-Carlo code MCS. With the developed code, a sensitivity study of the number of energy groups, the order of anisotropic P_N scattering, and the multi-group cross-section generation model was performed on the k_eff and power distribution. The 2D core simulation calculations show that the TULIP/STREAM code gives a k_eff error smaller than 200 pcm and the root mean square errors of the pin-wise power distributions within 2%.

• Journal of Korean Medical classics
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• v.31 no.1
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• pp.1-14
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• 2018

Objectives : This paper reviews the possibility of confusing wind-cold and cold dryness that can be found in the critical discussion revolving Wu Jutong's concept of cold dryness. With this, the paper aims to refresh the understanding of the concept of cold dryness as put together by Wu Jutong. Methods : The paper reviews the concept of Wu Jutong's cold dryness based on today's critical discussions on the topic. At the same time, the paper searches for additional theoretical basis that can be proposed with regards to Wu Jutong's concept of cold dryness. Results : The core element of the criticisms against Wu Jutong's cold dryness is that cold dryness's cold dryness pattern proposes cold fluid as one of the main symptoms, and that Xiaoqinglongtang is referred to as a cure. However, the problem of the dryness and dampness that can be found in Wu Jutong's cold dryness seems that it can be explained by the discussions regarding Shenkuzao as written in Neijing. Moreover, considering the fact that the connection between cold paathogen and Shenkuzao that surfaced in historical medical theories can also be applied to the concept of cold dryness, it seems that it can be helpful in understanding the characteristics of disease mechanism of cold dryness. Conclusions : The discussion on the concept of cold dryness originally derives as a branch of the discussion on cold. Acknowledging this, it seems that reconsideration is required on the assertion that Wu Jutong confused the symptoms of wind-cold with that of cold dryness.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.395-413
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• 2019

The purpose of this study is to explore non-major students' perception and experiences in college software education. For this, we analyzed the reflection journals of 36 non-major students in D University based on the Consensual Qualitative Research(CQR). As a result, there was not general core concept to all students nor a typical core concept that appeared to more than 50% students. However, various variable core concepts could be derived. Overall, 57 variable concepts were derived from experience in SW education and 7 variable concepts for perception of SW education. Based on this result, we found many of non-major students feel difficulty from unfamiliarity to SW education. Also, many students have satisfaction in their perception to SW education about personalized learning that their professor provided in the class. Lastly, we conclude that a methodology for SW education needs to have a careful operation strategy and interactive design. Although this study has not been able to elucidate general core concepts that appear to all learners, it has significant implication in terms of providing various implicit core concepts and suggestions for effective software education for non-major students.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.332-345
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• 2015

Earth science is the study to explore the planet in which we live. Among these earth science geology of the area it can be the most critical and important study. However, because of the size and scope is too broad temporal spatial eurona covered in geology is true that many students find difficult about the geology field. In this study, in conjunction with landscape formation of geologic time for the concept to be among the core areas of Geology examined the concept and recognize it as the destination for high school students. Is a test tool for the analysis was adapted for use by Jolley (2010) has developed LIFT (The Landscape Identification and Formation Test). Currently we fix the strip to match the country through a validity check of the curriculum. Results of the study were as follows: First, the ability to check the landscape and formation is expected to estimate the time and the liberal arts students was higher than the natural science students. The reason for this seems to be the influence of learning geographical subjects. Second, the concept of geological time was found to lack both natural science and liberal arts students. The reason is that the students in the previous process because it deals with the concept of geologic time from the top of Earth Science Education II seems to be because there was no chance of learning about geological time. Third, the results confirm the confidence of the students surveyed in the landscape formation time natural science students was higher than liberal arts students. The research measured gender boys higher than girls. Fourth, the students on the landscape and geological time was found to have a number of misconceptions. This appears to be due to the students to feel difficulty in thinking of the concept because the need to understand the abstract geologic time. Therefore, it is necessary just to hold misconceptions about the concept of geology students have through the study of the landscape and geological time.

• Journal of the Korean Institute of Landscape Architecture
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• v.33 no.5 s.112
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• pp.104-113
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• 2005

This landscape design proposal was presented for a competition for mixed-use development project by project financing in Asan Baebang which was held by the Korea National Housing Corporation in July of 2005. The site is a center of Asan Baebang New Town Development District and has a commercial area of $57,929m^{2}$. Design guidelines and judging criteria of this competition were to build a symbolic center and cultural core for district, to elevate positive image and identity of Asan New Town by attractive place making, to link with separated block in the site and regional context, and to make environmentally sustainable design by creating an attractive waterfront of Jang Jae stream passing through the site. This is the most important condition for the design. Therefore, the authors developed design concept and strategy within the guidelines and this conditions. The schema of the design was introduced by the water in the site. To evolve design concept, we reinterpreted water and context in the site combining with landscape design strategy. So the proposal set the main design concept as 'all that is solid melt into water' as if Marshall Berman said. By doing that, design concept of the proposal evolved as follows: 'extension' of water and greer, 'a joint' of space,'newness' of experience, 'breath' of consensus with each other. The spatial concept of this project was developed by expressing five theme spaces; eco zone, entertainment zone, art zone, culture zone, leisure zone. These theme spaces were consecutively placed along the pedestrian path and to consists of vertical layer in each level and diverse design technique and spatial effects are used.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.1-19
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• 2012

Kant defines mathematical cognition as the cognition by reason from the construction of concepts. In this paper, I inquire the meaning and the characteristics of the construction of concepts based on Kant's theory on the sensibility and the understanding. To construct a concept is to exhibit or represent the object which corresponds to the concept in pure intuition apriori. The construction of a mathematical concept includes a dynamic synthesis of the pure imagination to produce a schema of a concept rather than its image. Kant's transcendental explanation on the sensibility and the understanding can be regarded as an epistemological theory that supports the necessity of arithmetic and geometry as common core in human education. And his views on mathematical cognition implies that we should pay more attention to how to have students get deeper understanding of a mathematical concept through the construction of it beyond mere abstraction from sensible experience and how to guide students to cultivate the habit of mind to refer to given figures or symbols as schemata of mathematical concepts rather than mere images of them.