• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.161-194
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• 2017

The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

• Korean Chemical Engineering Research
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• v.53 no.2
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• pp.174-180
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• 2015

The flow pattern and the solid-liquid mass transfer coefficient in figure-eight shaking vessels were observed by experimental method. The flow patterns, mixing time, power consumption and mass transfer coefficient in the figureeight shaking vessels changed irregularly with increase in the shaking frequency. Any frequency, even in the Fr = 0.095 or more became clear experimentally. The region of the optimum operating condition of the figure-eight shaking was larger than that of the reciprocal shaking. The solid-liquid mass transfer coefficient was correlated with the same correlation as that of the rotary shaking vessel of existing. The gas-liquid mass transfer coefficient of the figure-eight shaking vessel was also correlated with the same type of correlation as that of the rotary shaking vessel of existing.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.28 no.10
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• pp.1264-1270
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• 2004

In this paper research on micro solid propellant thruster is reported. Micro solid propellant thruster has four basic components; micro combustion chamber, micro nozzle, solid propellant and micro igniter. In this research igniter, solid propellant and combustion chamber are focused. Micro igniter was fabricated through typical micromachining and the effect of geometry was evaluated. The characteristic of solid propellant was investigated to observe burning characteristic and to obtain burning velocity. Change of thrust force and the amount of energy loss following scale down at micro combustion chamber were estimated by numerical simulation based on empirical data and through the calculation normalized specific impulses were compared to figure out the efficiency of combustion chamber.

• Proceedings of the KSME Conference
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• 2004.04a
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• pp.1280-1285
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• 2004

Microsystem technology has been applied to space technology and became one of the enabling technology by which low cost and high efficiency are achievable. Micro propulsion system is a key technology in the miniature satellite because micro satellite requires very small and precise thrust force for maneuvering and attitude control. In this paper research on micro solid propellant thruster is reported. Micro solid propellant thruster has four basic components; micro combustion chamber, micro nozzle, solid propellant and micro igniter. In this research igniter, solid propellant and combustion chamber are focused. Micro igniter was fabricated through typical micromachining and evaluated. The characteristic of solid propellant was investigated to observe burning characteristic and to obtain burning velocity. Change of thrust force and the amount of energy loss following scale down at micro combustion chamber were estimated by numerical simulation based on empirical data and through the calculation normalized specific impulses were compared to figure out the efficiency of combustion chamber.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.221-237
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• 2011

This paper focused on three drawbacks exposed in subject matter related to solid figures in elementary school math textbook. First, general solid figure are introduced before rectangular parallelepiped and cube in fifth grade math textbook, and prism and pyramid in sixth grade math textbook are introduced. Second, the process of abstraction from concrete objects to solid figures is insufficient in sixth grade math textbook. Third, some definitions in subject matter related to solid figures are inconsistent and ambiguous. The following four suggestions can be put forward as a conclusion based on these results. First, subject matter in textbooks must be correspond with that in curriculum. Second, it is necessary to inform teachers of range of subject matter through teachers guide book and manual for curriculum definitely. Third, each grade subject matter in math textbooks must be reexamined. Fourth, regular modification of math textbooks must be possible institutionally.

• Proceedings of the Korean Society of Propulsion Engineers Conference
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• 1995.11a
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• pp.3-8
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• 1995

An experimental investigation was conducted in order to figure out the multiple fire effects on the combustion efficiency and fuel properties of the solid fuel ramjet. Pure HTPB and metallized $B_4$C/HTPB fuel were studied. Fuel property effects were analyzed by using differential scanning calorimetry, The thermal or mechanical properties of the fuel grain were not affected and the combustion efficiency was a little increased.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• Solar Energy
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• v.9 no.3
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• pp.44-54
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• 1989

Heat transfer phenomena during inward melting process of the phase change material were studied experimentally. N-docosane paraffin [$C_{22}H_{46}$] is used for phase change material and its melting temperature is $42.5^{\circ}C$. Experiments were performed for melting of an initially no-sub cooled or subcooled solid in a horizontal cylinder, in order to compare and investigate the radial temperature distribution, ratio of melting and melted mass, various energy components stored from the cylinder wall, figure of the melting front in the horizontal cylinder. The solid-liquid interface motion during phase change was recorded photographically. The experimental results reaffirmed the dominant role played by the conduction at early stage, by the natural convection at longer time during inward melting in the horizontal cylinder. Ratio of melting and melted mass are more influenced by wall temperature, rather than by the initial temperature of solid. The latent energy is the largest contributor to the total stored energy.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.33-45
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• 2001

In order to adapt ourselves to the Informationalization Society of twenty-first century, it is required to have ability to find quickly the necessary information and solve the problem of our own. In the field of school, it should be educated to develop learner's ability that can cope with the Informationalization Society. When a learner can study in such direction, he or she will be able to plan the learning of his own as the subject of education, and develop his ability to solve the problem by collecting and examining various information. It is self-leading learning that can make education like this possible. Through computer, especially Web site, self-directed learning can develop can develop the individuality and creativity of learners. They can collect and utilize autonomously information and knowledge. To do such an education, the program that can work out self-directed learning is needed. Therefore the program I want to develop is to reconstruct the 'figure' part of mathematics in elementary school into five steps by utilizing Web site. In the first step is to learn the concept of various shape. This step enable learners to know what figure is and how it can be utilized in our real life. The second step of dot, line and angle makes it possible that learners can consolidate the foundation of the study about figure and recognize the relation between angle and figure. In the third step of plane figure, we can study how to calculate the relation of plane figures and the area of figure with various shapes by cutting and adding them. The fourth step is about congruence and symmetry. Learners can learn to know the figure in congruence, reduction and enlargement and how it is used in our real life. In the fifth step of solid figure, we can learn the relation among the plane figure, solid figure, the body of revolution, corn and pyramid etc. controling the speed of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself. Because this program is progressed on the Web site, it is possible to learn anytime and anywhere. In addition to it, a learner can learn beyond the grade as well as do the perfect learning by controling the pace of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself.

• Journal of the Korea Fashion and Costume Design Association
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• v.12 no.1
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• pp.89-101
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• 2010

The purpose of this study was to investigate the fashion item of the symbolic fashion icons in the 20th century. The symbolism of fashion icons was grouped into four classes according to the influence of a social-cultural change. 1. Icons between dream and reality: A dreary emotion that was caused by material richness has a longing for an ideal image. A typical style was Art Nouveau style, which pressed into a grotesque S-bend. While as the world placed on a economic reconstruction after World War I, rational fashion icon which pursued more function and simplify than cumbersome style and complexity came out. 2. Icons between solid and liquid: A solid icons was connected with a mode of female body during World War 1. This extremely stylized female figure. Flowing fabrics enveloped the stylized female figure and they brought a liquid icons into relief. 3. Icons between uniformity and variety: At a time when uniformity was appeared strongly within 20th century is during World War II and about 1940-1950. The uniformal icon was classified into uniformity by uniform and by mass production. A repugnance for the uniformity and imitation of fashion was tried a new fashion style. It could be called with the various of fashion icon. 4. Icons between social secession and rediscovery: In 1950-1960, 1970-1990, and the end of 20th century, the advent of the young culture was born a consumer who newly breaks in fashion. It could be included within the domain of social secession icon. While the rediscovery of fashion icon was associated with experimental new fibers, leotard, suitable replacement for wool or acrylic knit, silk that could stretch in any direction, new fabrics that were transparent, took color beautifully, and could be painted, tie-dyed, or embroidered.