• Architectural research
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• v.15 no.3
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• pp.111-121
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• 2013

This paper examines the interdisciplinary practice within design realms including urban planning, architecture, landscape architecture and interior design. It discusses the pedagogical approaches at design schools to foster designers capable of design challenge with interdisciplinary skills. As the complexity of contemporary multicultural society increasingly requires a higher level of expertise in professional service, no individual designer can be expert in all fragmented expertise across the whole design and associated engineering areas. A designer, therefore, should rely on the expertise of other practitioners in areas where he or she doesn't possess proficiency and educational background. From this sense the need of interdisciplinary approaches across diverse range of design and engineering through the collaboration is rising. Historically most of discussion made on interdisciplinary approaches is limited to collaboration between architecture and supporting engineering. This paper focuses on the collaboration with design realms. Three case studies done in an interdisciplinary firm are explored, focusing on design process that is non-linear and complementary. Finally the integrative pedagogical approaches to provide students with more exposure to allied disciplines are navigated with exemplary student work from interdisciplinary design studio.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.1-12
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• 2024

In the contemporary academic landscape, there is a notable shift from purely information-driven approaches to those emphasizing convergence, creativity, and innovation. This study examines the principles and characteristics of interdisciplinary education in premier educational institutions. Through in-depth interviews, field visits, literature reviews, and case analyses, we analyzed representative interdisciplinary programs. Our findings reveal that successful interdisciplinary education requires: (1) broad disciplinary convergence, (2) the establishment of independent educational institutions and specialized programs, (3) collaboration between faculty and practitioners from diverse academic backgrounds, (4) physical spaces that facilitate active communication and collaboration, and (5) effective operation of workshops and systems that support students' creative ideas. These insights offer fundamental parameters for designing and implementing interdisciplinary education programs and serve as a crucial reference for future academic and pedagogical endeavors.

• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• 한국정보디스플레이학회:학술대회논문집
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• 2005.07a
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• pp.181-186
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• 2005

We demonstrate that the finite rate of dielectric relaxation in liquid crystals which has been ignored previously causes profound effects in the fast dielectric reorientation of the director. The phenomenon is relevant for submillisecond switching of the director when the switching rate approaches the rate of dielectric relaxation through the reorientation of the molecular dipoles. A submillisecond switching ($15-400\;{\mu}s$ for an optical retardation shift $0.3-2.2\;{\mu}m$ in $10-15\;{\mu}m$ thick cells) is demonstrated for dual frequency nematic cells with high pretilt that maximizes the dielectric torque acting on the director. We propose the theory of dielectric response in which the electric displacement depends not only on the present (as in the standard theory) but also on the past values of electric field and director. We design an experiment in which the standard "instantaneous" model and our model predict effects of opposite signs; the experimental data support the latter model.

• BMB Reports
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• v.42 no.11
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• pp.697-704
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• 2009

Membrane proteins play important roles in the biology of the cell, including intercellular communication and molecular transport. Their well-established importance notwithstanding, the high-resolution structures of membrane proteins remain elusive due to difficulties in protein expression, purification and crystallization. Thus, accurate prediction of membrane protein topology can increase the understanding of membrane protein function. Here, we provide a brief review of the diverse computational methods for predicting membrane protein structure and function, including recent progress and essential bioinformatics tools. Our hope is that this review will be instructive to users studying membrane protein biology in their choice of appropriate bioinformatics methods.

• The Journal of the Korean dental association
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• v.48 no.12
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• pp.868-879
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• 2010

Adjunctive orthodontic therapy may be required to create appropriate space, to address misalignment and tooth size discrepancy for better function and esthetics. The desired interproximal alveolar contour and gingival embrasure form can be developed during treatment. Various applications of temporary anchorage devices for pre-prosthetic tooth movement allowed clinicians to achieve high efficiency, shorter treatment time, and less discomfort of patient. Biomechanical considerations for the periodontal status of the affected teeth are required to successfully control the vertical and horizontal space. Hence, the interdisciplinary approaches have an essential role in maximizing the favorable treatment outcome. In particular, pivotal Clinical decisions such as whether to open or close the space should be made by consensus of the involved dentists. This article presents the orthodontic treatment approaches for prosthodontic works including mesiodistal and vertical space regaining specially for cases of unrestored teeth over an extended period of time.

• Nuclear Medicine and Molecular Imaging
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• v.41 no.2
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• pp.78-84
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• 2007

Quantitative analysis of dynamic brain PET data using a tracer kinetic modeling has played important roles in the investigation of functional and molecular basis of various brain diseases. Parametric imaging of the kinetic parameters (voxel-wise representation of the estimated parameters) has several advantages over the conventional approaches using region of interest (ROI). Therefore, several strategies have been suggested to generate the parametric images with a minimal bias and variability in the parameter estimation. In this paper, we will review the several approaches for parametric imaging with linearized methods which include graphical analysis and mulilinear regression analysis.

• Research in Mathematical Education
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• v.8 no.3
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• pp.203-213
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• 2004

We developed an enrichment program material for the mathematically gifted students in the first grade. The contents were selected and organized based on creative competency improving, increasing of interest, inquiry various activity, interdisciplinary approaches, and the enrichment contents from modern mathematics.

• Journal of Interdisciplinary Genomics
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• v.4 no.2
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• pp.19-23
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• 2022

Pseudogenes are genomic regions that contain gene-like sequences that have a high similarity to the known genes but are nonfunctional. They are categorized into processed, unprocessed, and unitary pseudogenes. Unprocessed pseudogenes generated by duplications can be problematic in sequencing approaches in molecular diagnostics. We discuss the risk of misdiagnosis when investigating genes with pseudogenes of high homology, and describe a method for identifying these small and annoying differences between parent genes and pseudogenes, including parent gene-specific assay design.

• Journal of Practical Engineering Education
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• v.13 no.3
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• pp.443-451
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• 2021

Most universities are attempting educational innovation through multidisciplinary approaches, such as interdisciplinary programs and convergent majors, to nurture convergent talents in the era of the 4th Industrial Revolution. The purpose of this study is to identify the priorities of the educational needs of students who complete the interdisciplinary program and to find its effective operation plan. For this purpose, research was conducted to search for the university-level support required to vitalize the interdisciplinary program by doing focus group interviews with students who have participated in the interdisciplinary program. And the final priority was derived by applying the t-test, Borich's need assessment model, and The Locus for Focus Model, using online research. As a result of the analysis, 'formation and operation of dedicated organizations' and 'dedicated classrooms and practice rooms' were deduced as factors to be considered as a top priority, 'curriculum specialization,' 'interdisciplinary program scholarship support,' 'interdisciplinary program promotion,' and 'assignment of dedicated teaching assistants' were derived as secondary consideration factors. Based on these research results, a plan of vitalizing the educational needs for the interdisciplinary program at university and its implications were suggested.