• Korean Journal of Weed Science
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• v.31 no.3
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• pp.260-270
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• 2011

This study was carried out to examine the effect of rice bran, barley bran, burned rice bran, and burned barley bran on the growth and yield of Chinese chive (Allium tuberosum Rottler), taro (Colocasia esculenta), and weed control. When the above 4 brans were examined 13, 27, 41 and 57 days respectively after application, the plant height of Chinese chive applied with burned barley bran was significantly higher than non-treated control, whereas the other brans did not have any distinct effect on the plant height or population number of Chinese chive. However, when examined 57 days after the application of the above 4 brans, all the plants applied with brans showed more than twice the improvement in shoot fresh weight compared with non-treated control. A chemical analysis of soil 57 days after the application of the above 4 brans showed that the soils were richer in available phosphate and organic matter. Shoot fresh weight of Chinese chive at 2 weeks after cutting was significantly higher in barely bran treated plot than in non-treated plot. In the case of taro, only taro plots transplanted when 10 cm tall and applied with barley bran showed an improvement in growth increment of both the underground and above parts. However, when sowed seeds after the application of the 4 brans, the yield of taro was reduced by the brans. Thus this research indicates that the effect of brans is differ based on the amount of bran application as well as crops. The effect of weed control on Echinochloa crus-galli, Digitaria clliaris, Chenopodium album, and Solanum nigrum as affected by brans was very low in pot conditions. Weed efficacy of the brans was also very low in field conditions. Growth of Chinese cabbage and garland chrysanthemum was inhibited 63% and 37% by rice bran at $4,000kg\;ha^{-1}$, respectively, but other crops such as maize, squash, cucumber, and Chinese chive were inhibited by 0-20%. These results were similar to that of barley bran except for Chinese cabbage.

• Restorative Dentistry and Endodontics
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• v.30 no.1
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• pp.38-48
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• 2005

The purpose of this study was to compare and evaluate the shaping ability of the three different Ni-Ti file systems used by undergraduate students. Fifty undergraduate students prepared 150 simulated curved root canals in resin blocks with three Ni-Ti file systems - $ProFile^{(R)}$ (PF), Manual $ProTaper^{(R)}$ (MPT), Rotary $ProTaper^{(R)}$ (RPT). Every student prepared 3 simulated root canals with each system respectively. After root canal preparation, the Ni-Ti files were evaluated for distortion or breakage Assessments were made according to the presence of various types of canal aberrations. The pre- and post-instrumented canal images were attained and superimposed. The instrumented root canal width were measured and calculated for the net transportation (deviation) and the centering ratio. Under the condition of this study, both $ProTaper^{(R)}$ systems allowed significantly more removal of root canal wall than the $ProFile^{(R)}$ system. In the important other aspects such as the centering ratio, there was no significant differences between the systems. Novice dental students were able to prepare curved root canals with any kinds of Ni-Ti file systems with little aberration and great conservation of tooth structure. Students want to learn effective methods and at the same time simple rotary procedures. The rotary $ProTaper^{(R)}$ systems were one of the most compatible to these students from the point of view of cutting ability The $ProFile^{(R)}$ system was also compatible in safe and gentle shaping.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.