• 한국정보디스플레이학회:학술대회논문집
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• 2009.10a
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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.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.21-45
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• 2011

It is the aim of this paper to find the requisites for the target problem solving process in reference to the base problem and to search the roles of those. Focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process, we tried to find the roles of them. We observed closely how four students solve the target problem in reference to the base problem. And so we got the following conclusions. The insight of structural similarity prepare the ground appling the solving method of base problem in the process solving the target problem. And we knew that the analytic activity can become the instrument which find out the truth about the guess. Finally the comparative activity can set up the direction of solution of the target problem. Thus we knew that the insight of structural similarity, the analytic activity and the comparative activity are necessary for similar mathematical problem to solve. We think that it requires the efforts to develop the various programs about teaching-learning method focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process. And we also think that it needs the study to research the roles of other elements for similar mathematical problem solving but to find the roles of the structural similarity, analytic activity and comparative activity.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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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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• v.11 no.1
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• pp.1-12
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• 2003

Currently, selecting comparative standard land parcels for evaluating individual public land price is done by cadastral officers manually. Due to the amount of land parcels to be evaluated in a short period of time and the subjective methodology adopted, the results are not satisfactory and affect the final individual public land price evaluation. This study aims to develop, implement, and test a new automatic and objective methodology for selecting comparative standard land parcels using spatial multi criteria decision making rules. We conclude that spatial multiattribute decision making rules perform very well in this kind of problem and especially an AHP based method is highly appropriate for this purpose.

• Korean Journal of Child Studies
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• v.31 no.6
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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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• v.5 no.4
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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.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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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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• v.24 no.1
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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.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.47-64
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• 2004

The purpose of this study was to explore the differences in stress, perfectionism, optimism and academic achievement between the scientifically gifted middle school students and general students and the relationships between stress, perfectionism, optimism and academic achievement in these two groups. 154 scientifically gifted middle school students and 145 general students from C middle school in Inchon were participated in this study as subjects. The result of this study were as fellow; In case of the gifted group, perfectionism were higher than the comparative group. However, the stress of the comparative group was higher than the gifted group. The gifted groups felt less stresses than the comparative group. In case of the gifted group, optimism were higher than the comparative group. However, It is independent in the co-relationships stress, perfectionism, optimism and academic. achievement of the scientifically gifted and general students.

• Acta Via Serica
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• v.2 no.2
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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.