• 한국사회정책
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• v.20 no.2
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• pp.35-68
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• 2013

Class has been the factor that affects welfare attitudes in western societies. But the results of the studies on affects of class in Korea are not consistent. This Study focuses on the relations between three class variables-income, status in employment, occupation-and the Korean attitudes on welfare policy and examines the regulating effects of education on that. Attitudes on welfare policy consist of 'reinforcement of established welfare programs', 'expansion into new welfare area' and 'universalism in welfare policy.' The result shows that all three class variables, education and age do not affect the attitudes to 'reinforcement of established welfare programs.' Age and class variables affects the attitudes to 'expansion into new welfare area' statistically, but education does not. Education explains largest parts of the attitudes to 'universalism in welfare policy.'

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.

• Journal of Korea Foresty Energy
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• v.25 no.1
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• pp.1-8
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• 2006

This study was conducted to develope allometric equations and to estimate biomass, stem density, and biomass expansion factor for the three stand age classes (I-II, III-IV, and V-VI) of Japanese larch (Larix leptolepis) in Gapyeong area. Total dry weight (kg/tree) and aboveground biomass (ton/ha) were 57.8 and 71.1 for I-II class, 185.4 and 195.6 for III-IV class, and 1047.9 and 180.6 for V-VI class, respectively. Total above and belowground biomass (ton/ha) was 96.3 for I-II class, 265.7 for III-IV class, and 244.5 for V-VI class. The proportion (%) of stem to total biomass increased with stand age class and was 53.9 for I-II class, 55.7 for III-IV class, and 57.7 for V-VI class, respectively, while that of foliage decreased and was 7.1 for I-II class, 4.5 for III-IV class, 2.3 for V-VI class. Ratios of root to aboveground biomass were 0.35 for all age classes. Stem density ($g/cm^3$) differed between I-II class and III-VI class. Aboveground and total biomass expansion factors were 1.31-1.44 and 1.26-1.94. Our results showed that differences in stand density with stand age classes might influence allometric equation, stem density and ratios of aboveground biomass to stem biomass and total biomass to stem biomass (biomass expansion factors).

• The Mathematical Education
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• v.55 no.1
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• pp.129-145
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• 2016

The purpose of this study was to research and compare teachers' preferences for 'Great Math Class' by region and gender. The research was conducted on 261 high school math teachers by using non-probability sampling. As the results of the study, regional preference had no statistically significant difference in all four factors of 'Great Math Class' while gender preference had statistically significant difference only in the factor of teaching (methods) and learning methods. Both region and gender had statistically significant positive (+) relationship with preference for all four factors. This implies that it is necessary to consider socio-cultural factors rather than teachers' perception on class for regional differences in academic achievements in mathematics.

• The korean journal of orthodontics
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• v.15 no.2
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• pp.279-289
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• 1985

This study was undertaken to find out the factor highly correlated to the depth of overbite among the skeletal factors of the craniofacial complex using lateral roentgenocephalograms. The subjects cconsited of fifty normal occlusions, sixty Class I malocclusions, sixty Class II division I malocclustions and sixty Class III malocclusions. The results were as follows: 1. Ans-Go-Me angle and lower genial angle showed high correlation to the depth of overbite in the total malocclusion sample. 2. The mean values of Ans-Go-Me angle and lower goinal angle for the normal sample were $49.8^{\circ}\;and\;75.6^{\circ}$, respectively. 3. Ans-Go-Me angle above $56^{\circ}$ or lower gonial angle above $84^{\circ}$ indicated a tendency toward an openbite. Conversely, Ans-Go-Me angle below $48^{\circ}$ or lower goinal angle below $73^{\circ}$ indicated a tendency toward a deepbite.

• Journal of the Korean Society of Costume
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• v.5
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• pp.153-163
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• 1981

Since Korea opened the door to the Western World, traditional costume has changed. The factors of change are as follows: 1) Cultural diffusion by the cultural contact is the foundamental factor of the costume change. 2) The government made edicts of clothing reform. The formal dresses of government official were simplified several times, the edict was issued for men to cut off their hair, and military uniform and government officials' dresses were west-ernized. 3) The diffusion of modernized education by the missionary school accerlerated clothing change. Students were ahead of the abolition of Suege-Chima (which is a sort of veil used to conceal woman's face). 4) The change in the activity of women in society made the women's dresses more convenient for action. 5) The open class system and social agitation speeded up the rate of change. During the Yi Dynasty class distinction was rigid, but the government made the laws which abolished the class distiction.

• Journal of Integrative Natural Science
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• v.6 no.1
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• pp.57-63
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• 2013

Histone deacetylase (HDACs) is an enzyme family that deacetylates histones and non-histones protein. Availability of crystal structure of HDAC8 has been a boosting factor to generate target based inhibitors. Hydroxamic class is the most studied one to generate potent inhibitors. HDAC class I and class II enzymes are emerging as a therapeutic target for cancer, diabetes, inflammation and other diseases. DNA methylation and histone modification are epigenetic mechanism, is important for the regulation of cellular functions. HDACs enzymes play essential role in gene transcription to regulate cell proliferation, migration and death. The aim of this article is to provide a comprehensive overview about structure and function of HDACs enzymes, histone deacetylase inhibitors (HDACi) and HDACs enzymes as a therapeutic target for cancer, inflammation and diabetes.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.1-11
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• 2009

Environmental Literacy is needed to establish a sustainable society and can be very well developed through Outdoor Environmental Education(OEE). However, establishing OEE in Korea is a very difficult. Thus, it is very important to find out which factors influence the sustainability of OEE. The purpose of this study is to identify those factors. Participatory observation research and some interviews were used in "The Whale Class" of the University of Georgia in the United States. Major findings and recommendations were as follows: (1) OEEs give participants good experiences about the environment; (2) Program operators of OEEs are enthusiastic about education and environmental conservation; (3) Good educational practices such as cooperative education and participation in conversation foster learning; (4) Good organizations with guest lectures from various environmental fields would be beneficial; (5) Public information about environmental programs would be helpful; (6) Administrative support for those organizations connected to environmental programs would be useful; and (7) OEE provide reflection activities to foster Environmental Literacy.

• Journal of Power Electronics
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• v.14 no.4
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• pp.641-648
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• 2014

This paper presents the design considerations and analysis for an interleaved boundary conduction mode power factor correction buck converter. A thorough analysis of the harmonic content of the AC line current is presented to examine the allowable voltage gain (K value) for meeting the EN61000-3-2, Class D standard while maximizing efficiency. The results of the harmonic analysis are used to derive the required value of K and therefore the output voltage necessary to meet the class D requirements for a given AC line voltage. The discussed design consideration and harmonic current analysis are verified on a 300W universal line experimental prototype converter with an 80V output. The measured efficiencies remain above 96% down to 20% of the full load. The input current harmonics also meet the IEC61000-3-2 (class D) standard.

• Nuclear Engineering and Technology
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• v.56 no.4
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• pp.1320-1329
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• 2024

When wall-thinning occurs in nuclear Class 2 and 3 pipes, reinforcement is typically applied rather than replacement. To analyze the structural integrity of reinforced wall-thinned pipe, stress analysis results using full 3-D FE analysis are not compatible to the design code equation, ASME BPVC Sec. III NC/ND-3650. Therefore, the efficient stress evaluation method for the reinforced wall-thinned pipe, compatible to the design code equation, needs to be developed. In this paper, stress evaluation methods for the reinforced wall-thinned pipe are proposed using the equivalent straight pipe concept. Furthermore, for fatigue analysis of the reinforced wall-thinned pipe, the stress intensification factor of reinforced wall-thinned pipe is presented using the structural stress method given in ASME BPVC Sec. VIII Div.2.