• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.627-640
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• 2013

Cette $\acute{e}$tude a pour objet d'analyser le processus de morphogen$\grave{e}$se de l'$\hat{I}$le rocheuse de Baek. Nous y voyons une cl$\acute{e}$ pour apprendre son relief marin et le processus de morphogen$\grave{e}$se des l'$\hat{I}$les m$\acute{e}$ridionales de Cor$\acute{e}$e du Sud. Le granit porphorique qui compose l'$\hat{I}$le rocheuse de Baek est une roche magmatique qui s'est form$\acute{e}$e il y a 60 million d'ann$\acute{e}$es. La cause principale de formation de l'$\hat{I}$le rocheuse de Baek, est une ligne de d$\acute{e}$lit vers le NE-SO et l'ENE-OSO, un soul$\grave{e}$vement de la plaque tectonique et une $\acute{e}$rosion par les vagues. L'$\hat{I}$le rocheuse de Baek pr$\acute{e}$sente un caract$\grave{e}$re d'$\acute{e}$ruption de magma de calc-alcalin par analyse g$\acute{e}$ochimique de son granit porphorique et fait partie du granit de l'arc volcanique. Il s'agit d'un magma qui s'est form$\acute{e}$ dans la subduction pr$\grave{e}$s du continent. Il est aussi n$\acute{e}$ssaire d'examiner un soul$\grave{e}$vement qui est plus $\acute{e}$lev$\acute{e}$ qu' un mouvement ascendant de la surface de la mer $\grave{a}$ l'$\grave{e}$re quaternaire environ de l'$\hat{I}$le rocheuse de Baek malgr$\acute{e}$ que, selon nous, nous y trouvions une faille et une terrasse marine.

• School Mathematics
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• v.11 no.1
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• pp.17-37
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• 2009

Concept and model of multiplication is not single. Concepts of multiplication can be classified into three cases: repeated addition, times idea, pairs set. Models of multiplication can be classified into four cases: measurement, rectangular pattern, combinatorial problem, number line. Among diverse cases of multiplication's concept and model, which case does elementary mathematics education lay stress on? This question is a controvertible didactical point. In this thesis, (1) mathematical and didactical analysis of multiplication's concept and model is performed, (2) a concrete program of teaching multiplication which is based on times idea is contrived, (3) With this new program, the teaching experiment is performed and its result is analyzed. Through this study, I obtained the following results and suggestions. First, the degree of testee's understanding of times idea is not high. Secondly, a sort of test problem which asks the testee to find times value is more easy than the one to find multiplicative resulting value. Thirdly, combinatorial problem can be handled as an application of multiplication. Fourthly, the degree of testee's understanding of repeated addition is high. In conclusion, I observe the fact that this new program which is based on times idea could be a alternative program of teaching multiplication which could complement the traditional method.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.67 no.4
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• pp.211-221
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• 2022

Recently, the demand for the cultivation of upland soil has been increasing, and the rate of conversion of paddy soil into upland soil is also increasing. Theincrease in uneven precipitation due to climate change has resulted in dramatic effects of waterlogging stress on upland crops. Therefore, the present study was conducted to investigate the changes in growth characteristics and the expression patterns of proteins at the two-leaf stage of adzuki beans. The domestic cultivar, Arari (Miryang No. 8), was used to test waterlogging stress. At the two-leaf stage of adzuki beans, plant height slightly decreased androot fresh weight showed significant changes after 3 days of waterlogging treatment. Chlorophyll content was also significantly different after 3 days of waterlogging treatment compared to its content in control plants. Using two-dimensional gel electrophoresis, more than 400 protein spots were identified. Twenty-one differentially expressed proteins from the two-leaf stage were analyzed using linear trap quadrupole-Fourier transform-ion cyclotron resonance mass spectrometry. Of these 21 proteins, 9 were up-regulated and 12 were down-regulated under waterlogging treatment. Protein information resource (https://pir.georgetown.edu/) categories were assigned to all 49 proteins according to their molecular function, cellular component localization, and biological processes. Most of the proteins were found to be involved in the biological process, carbohydrate metabolism and were localized in chloroplasts.

• Economic and Environmental Geology
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• v.39 no.5 s.180
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• pp.555-566
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• 2006

Major, trace and rare earth elements data of the Cretaceous Jindong granitic rocks were investigated in order to constrain the magma source characteristics and to establish the paleotectonic environment of the southwestern part of the Gyeongsang Basin. Geochemical signatures of the granitic rocks from the study area indicate that all of the rocks have characteristics of calc-alkaline series in the subalkaline field, and progressively shift from metaluminous to peraluminous with differentiation. In the variation diagrams, the overall geochemical features of the granites show systematic variations in major and trace elements. Chondrite normalized REE patterns show generally enriched LREE((La/Yb)c=4.2-12.8) and slight negative to flat Eu anomalies. Rb-Sr isotope data of the Jindong granites show that the whole rock age and Sr initial ratio are $114.6{\pm}9.1Ma$ and 0.70457, respectively. The Sr initial ratio of the Jindong granites is very similar to those of the Creataceous granites from Masan, Kimhae and Busan area($^{87}Sr/^{86}Sr=0.7049-0.707$). These results suggest that the magma have the mantle signature and intruded into the area during the early Cretaceous age. The Jindong granites have higher $Al_{2}O_{3},\;Na_{2}O$, Sr and lower $K_{2}O$, Y concentrations compared with typical calc-alkaline granitic rocks. These adakitic signatures are similar to those of adakitic pluton on Kyushu Island, southwest Japan arc. On the ANK vs. ACNK and tectonic discrimination diagrams, parental magma type of the granites corresponds to I-type, VAG granite. Interpretations of the geochemical characteristics of the granitic rocks favor their emplacement at continental margin during the subduction of Izanagi plate.

• Analytical Science and Technology
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• v.28 no.3
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• pp.182-186
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• 2015

In this study, the porous CuO/MnO₂ catalyst was prepared through the co-precipitation process from an aqueous solution of potassium permanganate (KMnO₄), manganese(II) acetate (Mn(CH₃COO)₂·4H₂O) and copper(II) acetate (Cu(CH₃COO)₂·H₂O). The phase change in MnO₂ was analyzed according to the reaction molar ratio of KMnO₄ to Mn(CH₃COO)₂. The reaction mole ratio of KMnO₄ to Mn(CH₃COO)₂·4H₂O was varied at 0.3:1, 0.6:1, and 1:1. The aqueous solution of Cu(CH₃COO)₂ was injected into a mixed solution of KMnO₄ and Mn(CH₃COO)₂ to 10~75 wt% relative to MnO₂. The Cu ion co-precipitates as CuO with MnO₂ in a highly dispersed state on MnO₂. The physicochemical property of the prepared CuO/MnO₂ was analyzed by using the TGA, DSC, XRD, SEM, and BET. The different phase types of MnO₂ were prepared according to the reaction mole ratio of KMnO₄ to Mn(CH₃COO)₂·4H₂O. The results confirmed that the porous CuO/MnO₂ catalyst with γ-phase MnO₂ was produced in the reaction mole ratio of KMnO₄ to Mn(CH₃COO)₂ as 0.6:1 at room temperature.

• 대한공업교육학회지
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• v.37 no.1
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• pp.145-164
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• 2012

The purpose of this study is to develope the teaching materials of career education for the 'Information and Communication Technology and Our Life' unit in the technology education. As preparation phase, in order to choose the suitable contents for career education, we analyzed the technology education curriculum and 'Information and Communication Technology and our Life' unit of technology and home economics. And then we compared and analyzed the existing related researches. After content analysis of the teaching materials for career education, we mapped the contents into career education area. In the 'Design' step of teaching, we extracted the unit design components after analyzing 'Development in Information and Communication Technology' unit of eleven text books used in 2007 revised curriculum In the 'Introduction', 'Activity', 'Arrangement' steps of teaching, by applying the SHIP model, one of career education program model, we develop the teaching materials. Then, we get expert evaluation using questionnaire and improve the suitability of the teaching materials. The results are as followings: First, our teaching materials reflect the development history of information and communication technology well, show the features of career education, and are suitable to middle school students as the teaching materials. Second, our teaching materials can help students to face various jobs related with the development of Information and communication technology, to have more interests and exploring opportunities about 'Information and Communication Technology' subject. Third, our teaching materials can help teachers to use it for the career education of 'Information and Communication Technology and our Life' unit of 2007 revised curriculum in the class time. Our teaching materials can also be used in the extra activity related to career education and the Creative Experience Activities. Furthermore, since 2009 revised curriculum includes the career education unit in the 'Information and Communication Technology' subject, our teaching materials can be used partially as the teaching materials in the future.