• 한국정보디스플레이학회:학술대회논문집
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• 한국정보디스플레이학회 2009년도 9th International Meeting on Information Display
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• pp.1208-1211
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• 2009

This study compares and contrasts the market size, growth rates, business cycles, supply and demand of the of the FPD and Photovoltaic (PV) industries. Using historic, market metric, cycle, capacity and other comparative analysis techniques, implications for implementing effective business strategies are formed.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권1호
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• pp.21-45
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• 2011

본 연구는 4명의 중학교 3학년 학생들이 주어진 표적 문제를 해결하는 과정을 분석하여 학생들이 보이는 다양한 활동 요소 중 구조적 유사성의 인식, 분석적 활동 그리고 비교 활동에 주목하여 이들 활동이 표적 문제의 해결에서 어떤 역할을 하는지 살펴보았다. 4명의 학생들의 문제 해결 과정을 개별적으로 관찰하고 면담한 후, 이 과정에서 학생들이 보인 반응을 분석하여 다음과 같은 결과를 얻었다. 표적 문제의 해결에 근원 문제의 해법을 적용할 수 있는 토대를 마련하는데 도움을 주는 활동 중의 하나로 구조적 유사성의 인식이 그 역할을 수행할 수 있음을, 또 문제 해결을 위해 추측한 사실에 대한 진위 여부의 판단 근거로 분석적 활동을 활용함을 확인하였다. 그리고 표적 문제의 문제점을 인식하게 하여 표적 문제의 해결 방향을 설정하는데 도움을 제공하는 것으로 비교 활동을 활용함을 확인하였다. 따라서 현장에서 수학을 가르치는 교사는 표적 문제의 해결을 위해 유사 문제와의 구조적 유사성, 분석적 활동 그리고 비교 활동에 초점을 맞추어 문제의 해결을 지도하는 노력이 요구된다. 뿐 만 아나라 본 연구에서 언급한 세 가지 요소 이외에 더 많은 요소가 있을 수 있으며 그 요소들의 역할을 탐구하는 후속연구도 필요하다.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.279-294
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• 1999

The level-based task learning had an effect on enhancing the math achievement of enrichment and ordinary classes. Besides, the analysis of mathematical attitude change showed that the level-based task learning took effect in the experimental class in every domain, including self-confidence, flexibility, will power, reaction and value, while it made little difference to the comparative class. The findings were as follows in detail. 1. The Outcome of the Achievement Test 1) The Enrichment Class In the first two tests, there were little differences in the enrichment class, But the disparity between the experimental and comparative classes became larger as this study advanced with 4.3 for the third test, 6.4 for the fourth and 6.1 for the fifth. 2) The Ordinary Class In the first to fifth achievement tests, the ordinary class made less difference than the enrichment class did. But there appeared some effect as this study progressed, since the mean grade disparity between the experimental and comparative classes was 2.1 for the first test, 3.5 for the second, 3.9 for the third, 4.4 for the fourth and 6.3 for the fifth. 3) The Supplementary Class The supplementary class showed no big difference in the first two tests. But, like the ordinary class, there was some effect with the lapse of the third 2.9 for the test, 3.2 for the fourth and 4.1 for the fifth. 2. The Change of Mathematical Attitude 1) The Experimental Class The task learning by level had a great deal of effect on the experimental class, as the pre-and post-comparative analyses showed that this class's grades were 5.1 for self-confidence, 10.8 for flexibility, 11.3 for will power, 9.7 for curiosity, 10.9 for reaction and 2.8 for value. 2) The Comparative Class The relative comparison between the comparative class and experimental class revealed that there was a hole effect on the comparative class. 3. The Outcome of Questionnaire Survey 1) They showed a positive reaction, as 40.1% of them answered the level-based task loaming served to raise their achievement, and 48.0% told so-so, and 11.9% replied they weren't helped by it. 2) The results after the experiment were;37.8% of the students say they under- stood practically everything while 12.6% of them say they under stood almost half. 3) The will to learn after the experiment shows dramatic changes between the two classes, The students in the enrichment class showed better will to learn than the students in the ordinary and supplementary classes did.

• Spatial Information Research
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• 제11권1호
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• pp.1-12
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• 2003

현재 개별공시지가를 산정하는 과정에서 비교표준지를 선정하는 작업은 지적 담당공무원의 수작업에 의하여 이루어지고 있다. 한정된 시간에 많은 개별필지의 비교표준지 선정 작업으로 인하여, 객관적이고 합리적으로 비교표준지를 선정하기에는 어려움이 있다. 또한 현재 NGIS(국가지리정보체계)나 US(도시정보체계)등에 의한 국가적인 지형정보체계 구축사업이 급속도로 진전되고 있다. 이에 따라 토지의 가치평가의 한 분야인 개별토지의 지가산정 작업도 최신의 자동화된 방법을 적용할 필요성이 증대되고 있다. 따라서, 본 연구에서는 공간 다기준 의사결정 방법 중에서 AHP, Concordance, Ideal Point 방법을 이용하며 비교표준지를 자동으로 선정하였다. 세 가지 방법을 적용하여 나온 결과를 현재의 비교표준지와 비교하여본 결과, Ai)p 방법이 가장 현실성이 있는 대안으로 선정되었다. 본 연구의 결과와 현재 사용중인 비교표준지를 연계하여 이용한다면 좀더 객관적이고 합리적인 비교표준지 선정이 이루어질 것으로 기대한다.

• 아동학회지
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• 제31권6호
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• pp.51-69
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• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.

• Genomics & Informatics
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• 제5권4호
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• pp.179-187
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• 2007

An increasing number of primate genomes are being sequenced. A direct comparison of repeat elements in human genes and their corresponding chimpanzee orthologs will not only give information on their evolution, but also shed light on the major evolutionary events that shaped our species. We have developed REPEATOME to enable visualization and subsequent comparisons of human and chimpanzee repeat elements. REPEATOME (http://www.repeatome.org/) provides easy access to a complete repeat element map of the human genome, as well as repeat element-associated information. It provides a convenient and effective way to access the repeat elements within or spanning the functional regions in human and chimpanzee genome sequences. REPEATOME includes information to compare repeat elements and gene structures of human genes and their counterparts in chimpanzee. This database can be accessed using comparative search options such as intersection, union, and difference to find lineage-specific or common repeat elements. REPEATOME allows researchers to perform visualization and comparative analysis of repeat elements in human and chimpanzee.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.273-278
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• 2004

According to Piaget, children aged 11 are in the middle of concrete operation period and formal operation period. So, it is necessary to adopt the Learning Cycle Model (LCM) which helps students improve their cognitive development. After determining the test for the Science Concept of Matter (SCOM), the experimental group showed higher average than the comparative group in the post-test. In the sound understanding, the experimental group showed higher ratio than the comparative group. And in the ratio of imperfect, wrong understanding and no response, the experimental group was lower than the comparative group. On the questions that were needed the complicated inquiry, many students of both groups still couldn't find the fundamental cause. In forming the scientific conceptualization, there was a meaningful difference (p < .001) after post-test Analysis of Covariance (ANCOVA) with pre-test result. After determining the test for the Test Inquiry Science Process (TISP), the experimental group showed higher average than the comparative group in the post-test. In the category of basic inquiry process which is needed in concrete operation, there was a meaningful difference (p < .05). In the category of unified inquiry process which is needed in formal operation, they showed no meaningful difference (p > .05). Therefore, applying the LCM to the chapter of 'Solution and Dissolving' is more effective on improving the scientific conceptualization and on helping the concrete operation abilities than the teacher centered learning.

• Molecules and Cells
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• 제24권1호
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• pp.105-112
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• 2007

Most neuroblastoma cells have chromosomal aberrations such as gains, losses, amplifications and deletions of DNA. Conventional approaches like fluorescence in situ hybridization (FISH) or metaphase comparative genomic hybridization (CGH) can detect chromosomal aberrations, but their resolution is low. In this study we used array-based comparative genomic hybridization to identify the chromosomal aberrations in human neuroblastoma SH-SY5Y cells. The DNA microarray consisting of 4000 bacterial artificial chromosome (BAC) clones was able to detect chromosomal regions with aberrations. The SH-SY5Y cells showed chromosomal gains in 1q12~ q44 (Chr1:142188905-246084832), 7 (over the whole chro-mosome), 2p25.3~p16.3 (Chr2:18179-47899074), and 17q 21.32~q25.3 (Chr17:42153031-78607159), while chromosomal losses detected were the distal deletion of 1p36.33 (Chr1:552910-563807), 14q21.1~q21.3 (Chr14:37666271-47282550), and 22q13.1~q13.2 (Chr22:36885764-4190 7123). Except for the gain in 17q21 and the loss in 1p36, the other regions of gain or loss in SH-SY5Y cells were newly identified.

• 영재교육연구
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• 제14권1호
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• pp.47-64
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• 2004

본 연구는 중학교 과학영재 학생과 일반 중학생의 스트레스, 완벽성, 낙관성과 학업성취도에 어떤 차이가 있는지를 알아보는데 그 목적이 있다. 연구의 방법은 질문지 조사를 통해 154명의 과학영재 중학생과 145명의 일반 중학생의 스트레스, 완벽성, 낙관성을 비교하고 학업성취와의 관계를 분석하였다. 그 결과 스트레스는 과학영재 집단이 일반 학생에 비해 낮게 나타나 스트레스를 덜 받고 있는 것으로 나타났다. 과학영재 학생은 완벽주의 성향이 더 높은 것으로 나타났으며 낙관성 역시 과학영재 학생들이 일반 학생보다 높게 나타났다. 스트레스, 완벽성, 낙관성과 학업성취의 상관관계는 의미 있는 차이가 없는 것으로 나타났다. 즉 학업성취에 있어서는 과학영재와 일반 학생 모두 스트레스, 완벽성, 학업성취는 상호 독립적인 것으로 나타났다.

• Acta Via Serica
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• 제2권2호
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• pp.29-46
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• 2017

Chinese literature once had its splendid era in the Tang and Song Dynasties culminating in Tang poetry and influencing the literatures of its neighboring countries. However, during the past centuries, it has largely been "marginalized" on the map of world literature. On the one hand, large numbers of foreign literary works, especially those from Western countries, have been translated into Chinese, exerting a huge influence on the formation of a sort of modern Chinese literary tradition. On the other hand, few contemporary Chinese literary works have been translated into the major foreign languages. With the help of the rise and flourishing of comparative literature, contemporary Chinese literature has been moving toward the world and had its own Nobel laureate. The author, after analyzing the reasons why Chinese literature has been "marginalized," argues that Chinese literature will develop steadily in the age of globalization. Globalization in China has undergone three steps: first, it has made China passively involved in this irresistible trend; second, the country has then quickly adapted itself to this trend; and third, China has started to play an increasingly leading role in the first decade of the present century. In this way, contemporary Chinese literature and comparative literature studies will steadily develop with the help of the "Belt and Road" initiative.