• 한국미생물학회:학술대회논문집
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• 한국미생물학회 2009년도 International Meeting of the Microbiological Society of Korea
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• pp.48-49
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• 2009

• 한국초전도학회:학술대회논문집
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• 한국초전도학회 2008년도 High Temperature Superconductivity Vol.XVIII
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• pp.66-66
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• 2008

• 한국진공학회:학술대회논문집
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• 한국진공학회 2003년도 제24회 학술발표회 초록집
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• pp.84-84
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• 2003

• 한국표면공학회:학술대회논문집
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• 한국표면공학회 2013년도 춘계학술대회 논문집
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• pp.208-208
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• 2013

• 대한생식의학회:학술대회논문집
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• 대한불임학회 2006년도 The 5th Biannual Meeting of Pacific Rim Society for Fertility and Sterility
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• pp.151.1-151.1
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• 2006

• 대한생식의학회:학술대회논문집
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• 대한불임학회 2006년도 The 5th Biannual Meeting of Pacific Rim Society for Fertility and Sterility
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• pp.150.2-150.2
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• 2006

• 대한생식의학회:학술대회논문집
• /
• 대한불임학회 2006년도 The 5th Biannual Meeting of Pacific Rim Society for Fertility and Sterility
• /
• pp.150.1-150.1
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• 2006

• 한국초전도학회:학술대회논문집
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• 한국초전도학회 2005년도 High Temperature Superconductivity Vol.XV
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• pp.84-84
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• 2005

• 대한약학회:학술대회논문집
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• 대한약학회 2003년도 Proceedings of the Convention of the Pharmaceutical Society of Korea Vol.1
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• pp.254.1-254.1
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• 2003

CCl4 has been known as typical chemical which induce acute hepatitis accompanying increase in the levels of acute phase proteins in serum. In this study, after acute liver damage was induced by CCl4 in Sprague-Dawley rats, the levels of serum acute phase proteins were examined using 2-dimensional electrophoresis and lactic dehydrogenase (LDH), alanine aminotransferase (ALT) and aspartate aminotransferase (AST) levels in blood were also examined at 1, 2, 3 days after the induction to confirm acute hepatitis. (omitted)

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.119-130
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• 1999

The purposes of this research were as follows : (1) to investigate the effectiveness of the program for elementary preservice teachers, which was designed to develop postmodern views of science and constructivist views of teaming and teaching and (2) to find out the relation between students' learning approaches and their beliefs about science and school science. One hundred and forty three students enrolled in Science Education 11 in the University of Education participaled in the study. Students' beliefs of science and school science was not changed after treatment of the program. But they showed postmodern views of science and school science in comparison with the science teacher. Additionally the results showed that meaningful learners showed the constructivist view about school science as compared with the rote learners.