• 한국표면공학회지
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• 제56권2호
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• pp.115-124
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• 2023

Anodization is an electrochemical process that electrochemically converts a metal surface into an oxide layer, resulting in enhanced corrosion resistance, wear resistance, and improved aesthetic appearance. Local anodization, also known as selective anodization, is a modified process that enables specific regions or patterns on the metal surface to undergo anodization instead of the entire surface. Several methods have been attempted to produce oxide layers via localized anodic oxidation, such as using a mask or pre-patterned substrate. However, these methods are often intricate, time-consuming, and costly. Conversely, the direct writing or patterning approach is a more straightforward and efficient way to fabricate the oxide layers. This review paper intends to enhance our comprehension of local anodization and its potential applications in various fields, including the development of nanotechnologies. The application of anodization is promising in surface engineering, where the anodic oxide layer serves as a protective coating for metals or modifies the surface properties of materials. Furthermore, anodic oxidation can create micro- and nano-scale patterns on metal surfaces. Overall, the development of efficient and cost-effective anodic oxidation methods is essential for the advancement of various industries and technologies.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• 대한가정학회지
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• 제34권3호
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 아시아태평양코퍼스연구
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• 제1권2호
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• pp.57-72
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• 2020

This study seeks to add to the current understanding of learners' use of modality in argumentative writing. A learner corpus of argumentative essays on four topics was created and compared to native English speaker data from the International Corpus Network of Asian Learners of English (ICNALE). The relationship between learners' use of modal devices (MDs) and the devices' appearance in the school's curriculum was also examined. The results showed that learners relied on a very narrow range of MDs compared to those in previous studies. The frequency of use of MDs varied based on the topic and did not seem to be driven by cultural factors as has been previously suggested. Learners used more hedges than boosters on all topics, contradicting most previous studies. Curriculum was determined to have a direct correlation with MD use, and other important factors may include perception of topic and overreliance on certain MDs over others (the One-to-One principal). This research implies that learners' perception of topic should be explored further as a variable affecting MD use. Curricula should be designed based on frequency of MD use by English native speakers, and learners should receive instruction that teaches the norms of MD use in academic writing. The methodology used in the study to determine correlations between MD use and the curriculum has a wide range of potential applications in the field of Contrastive Interlanguage Analysis.

• 한국광학회:학술대회논문집
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• 한국광학회 2002년도 하계학술발표회
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• pp.40-41
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• 2002

광 집적회로의 필요성에 의해 평면형 광소자의 개발이 다각도로 연구되고 있다. 그 중 유리의 광민감성을 이용한 것으로 직접 UV를 조사하여 광도파로를 만드는 방법이 최근 관심을 얻고 있다. 이러한 direct UV-writing 방법을 이용한 경우는 광도과로를 위한 식각 과정을 거치지 않고도 광도파로를 제작할 수 있는 장점이 있다. UV-writing을 이용한 광도파로 형성을 위해서는 undercladding층, core층, overcladding층으로 이루어진 구조의 박막을 제조해야 하며, 특히 빛이 도파되는 core 부분은 UV 조사에 따라 굴절률이 증가하는 광민감성이 높은 물질로 구성되어야 한다. UV조사에 따라 굴절률이 증가하는 광민감성이 높은 물질로 구성되어야 한다. (중략)

• 영어어문교육
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• 제15권2호
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• pp.151-168
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• 2009

The present study investigates the impact of trained peer feedback on the quantity and quality of revisions made by EFL students at a low-intermediate level. Peer review training was carried out in experimental group through four in-class training sessions and four peer dyad-instructor conferences after class. Students' $1^{st}$ drafts with written peer feedback and revised drafts prior to and post training were collected and analyzed. Results reveal that after training the students produced more revisions in response to their peer comments (96% of total revisions) and those revisions were counted as enhanced in quality (93% of peer-triggered revisions). In contrast, the results of paired t-test within control group indicate that there was no significant difference between two data collected from week 3 and week 16 (t = -.57, df =19, p = .577 at p < .05). The findings suggest that training as an ongoing process of teacher intervention contributes to effectiveness of the peer feedback activity. The study provides pedagogical implications for how to structure and implement peer review training for the sake of its direct strength in an EFL writing class.

• 동서간호학연구지
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• 제11권1호
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• pp.58-64
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• 2005

The purpose of this study was to examine impact of hospital computerization on the nursing practice. The study was conducted using the repeated measured design. The subjects were 166 nurses working at surgical nursing care units in a tertiary teaching hospital. A questionnaire was developed based on the Burke's study, and reviewed by a committee for content validity. Eighty-eight nurses responded the questionnaire throughout the study. Indirect nursing care time significantly decreased(p<0.05) after the computerization. These decrease related to time saving in checking physicians' order and writing nursing records. However, the change in direct nursing care time was not clear. In conclusion, the computerization led to the decrease in indirect nursing care time but it did not link to increase in direct nursing care time. Therefore, nurse managers should take into account redesign of the nursing works after computerization.

• 대한기계학회논문집A
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• 제38권8호
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• pp.869-874
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• 2014

임의형상 제작기술을 이용하면 원하는 형상을 빠르게 제작할 수 있다. 하지만 임의형상 제작기술을 직접 제품을 생산하기 위한 제조기술에 적용하기 위해서는 문제점들이 있다. 이에, 하나의 대안으로써 다중재료 임의형상 제작기술이 주목 받고 있다. 특히 다중재료 임의형상 제작기술을 이용하면 기존의 2 차원 PCB 와는 다른, 회로 소자의 배열 및 외부 형상의 제약이 적은 3 차원 회로 장치를 제작 할 수 있다. 본 연구에서는 3 차원 회로 장치 제작을 위하여 FDM 방식과 직접주사 방식을 통합한 장치를 설계하고, 이 장치를 이용하여 3 차원 회로장치를 제작하였다. 즉, LED와 조도센서를 이용한 3 차원 회로 장치를 제작하여 작동을 확인하였으며, 자동화된 3 차원 회로 장치의 제작을 위한 임의형상 제작 기술과 직접주사 기술이 통합된 시스템 개발에 대한 기초연구를 수행하였다.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2008년도 학술대회 2부
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• pp.552-557
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• 2008

'디지로그 북 (Digilog Book)' 은 아날로그 책과 디지털 콘텐츠의 장점을 통합함으로써, 아날로그적 감성과 디지털 오감을 함께 느끼도록 개발하고자 하는 새로운 개념의 차세대 전자책이다. 기존의 책이라는 콘텐츠 위에 디지털적인 내용을 삽입하여 책을 보는 독자가 시각, 청각, 촉각을 자극하는 다양한 경험을 입체적으로 즐기게 한다. 또한 책에 있는 내용을 디지털 스토리화하여 독자의 선택에 따라 각기 다른 내용을 경험할 수 있으며 책이라는 인터페이스 공간을 통해 상호작용을 할 수 있다. 본 논문은 이러한 개념 연구과정에서 디지로그 북 응용시나리오를 중심으로 디지털스토리텔링 및 상호작용체험의 내용을 만들어 구체화시키고 시각화해 봄으로써 책을 기반으로 한 디지털스토리텔링 및 상호작용의 내용과 범주를 확인할 것이다. 이처럼 응용시나리오에서 확인된 내용은 디지로그 북 저작이 가능하도록 하는 저작도구개발을 위한 내용구성, 화면구성, 저작기능 정의, 저작인터페이스, 저작시스템 구성 등 저작기술개발의 방향과 지침을 만드는 지표로 삼을 수 있을 것이다.

• 디지털융복합연구
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• 제18권9호
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• pp.49-56
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• 2020

본 연구의 목적은 플립러닝 모형을 적용한 영어수업에서의 글쓰기 과제에 대한 오류수정 피드백이 학습자의 영어 성취도에 어떠한 영향을 미치는지를 파악하고, 수업 만족도에 영향을 미치는 요인이 무엇인지를 규명하는 것이다. 본 연구를 위해 수업 만족도를 예측하는 요인으로 오류수정 피드백에 대한 반응과 감정을 선정하고, 이들의 예측력을 규명하였다. 연구 참여자들은 94명의 대학생으로 두 개의 집단인 플립러닝을 적용한 실험집단 48명과 전통적 교수법을 적용한 통제집단 46명으로 나누어 평가시험과 글쓰기 과제를 사전·사후로 실시하고, 수업 처치 후 실험집단을 대상으로 설문조사를 진행하였다. 연구 결과를 살펴보면, 플립러닝을 기반으로 한 수업 방법이 학습자의 영어 성취도 향상에 유의미한 영향을 미치는 것으로 나타났으며, 오류수정 피드백에 대한 반응과 감정 모두 수업 만족도를 유의미하게 예측하는 것으로 나타났다. 이러한 결과를 근거로, 본 연구에서는 플립러닝형 수업의 효율적인 운영을 위한 방안을 제안하고자 한다.