• Proceedings of the Korean Magnetic Resonance Society Conference
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• 2001.02a
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• pp.7-7
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• 2001

• Proceedings of the Korean Magnestics Society Conference
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• 1999.04a
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• pp.102-103
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• 1999

• Proceedings of the KSMRM Conference
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• 1997.10a
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• pp.42-42
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• 1997

• Proceedings of the Korean Magnestics Society Conference
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• 1994.03a
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• pp.74-75
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• 1994

• Proceedings of the Korean Magnestics Society Conference
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• 2015.11a
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• pp.159-159
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• 2015

• Proceedings of the KSMRM Conference
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• 1999.04a
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• pp.1-9
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• 1999

핵자기 공명(NMR:nuclear magnetic resonance)은 19451건 Bloch, Procell등에 의해 처음으로 실험적으로 입증된 후에 생화학 및 약학 분야에서 분자단위의 물질의 성분, 구조, 대사물질의 역학적 운동 및 상태에 관한 정보를 아는데 유용한 기법으로 사용 되어 왔다. 의학분야에서는 Lauterber등에 의해 자기공명영상볍(Magnetic Resonance Imaging:MRI)으로 개발되어 질병의 진단 및 치료에 많은 공헌을 하게되었다. 해부학적영상 뿐 아니라 분석방법으로 병변 부위 및 인체 기관에서의 각종 대사물질의 정량적인 양과 변화를 알 수 있는 자기공명분광기법(magnetic resonance spectroscopy:MRS)도 활발한 임상적용이 이루어지고 있다. 자기공명영상법의 활발한 임상적 응용 및 새로운 technique이해를 위해서는 물리학적 개념(MR Physics)을 이해하는 것이 매우 중요하다.

• Journal of KSNVE
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• v.21 no.3
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• pp.32-35
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• 2011

자기변형(magnetostriction)에 관한 연재물 2번째로 이번 호에서는 자기변형 현상을 보이는 각종 물질에 대해서 알아보기로 한다. 편의상 별도의 합금을 만드는 과정을 거치지 않아도 자연계에서 얻을 수 있는 비희토류계 물질과 특별한 공정을 통해서만 만들어낼 수 있는 희토류계 물질로 나누었다. 자기변형 현상에 대한 물리적인 이해는 3번째 연재물부터 진행할 것을 밝힌다.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of Digital Convergence
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• v.16 no.1
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• pp.243-250
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• 2018

This study is a single-group experimental study to determine the effects on self-growth group programs are emotional intelligence and brain function index of Nursing Students. The data were collected between August 22 and September30, 2017. A total of 38 Nursing Students at k city were participated. The collected data were analyzed using frequency, mean and standard deviation, t-test, ANOVAs, and Repeated ANOVA. Self-growth group program showed differences in emotional intelligence over time and Emotional self-understanding showed a statistically significant difference between group and time. The brain function index is no statistically significant difference between group and time but showed a difference in time. The results of self - growing group program has a significant effect on the self - understanding of nursing college students and Brain function index. This study suggests the necessity that the self growth group program for self-understanding, others-understanding, self-opening of nursing students will help improve emotional intelligence.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.