• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.129-145
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• 2012

This study investigated factors of creativity and interaction between factors that are revealed when gifted students designed scientific experiments. For this, we firstly developed items which required the written process of designing experiments to explore creativity factors. Then, we used these items as a part for letters of self-introduction to students who applied for 2011 correspondence education of general physics for the Korea Physics Olympiad. 513th letters of self-introduction which were analyzed to investigate factors of creativity in view of creativity definition after researchers' consultation, which specifically means a combination of divergent and convergent thinking. The results were as follows; (1) in the step of hypothesis building, we could not only find Originality and the Flexibility & Fluency, which were factors of divergent thinking, but also Coherency and Elaborateness, which were factors of convergent thinking. (2) in the step of the hypothesis testing, we could explore Originality, Flexibility & Fluency in divergent thinking and Coherency, Reliability, Clarity, Elaborateness in convergent thinking. (3) we also figured out three creativity types of gifted students from the viewpoint that creativity is a consequence of interaction between divergent thinking and convergent thinking; a) Type A showed divergent and convergent factors of creativity in the step of hypothesis building. However, type A did not include divergent factors of creativity on the process of the hypothesis testing. b) Type B had divergent and convergent factors of creativity on the process of the hypothesis testing, but it had not convergent factors of creativity on the step of hypothesis building. c) Finally, in Type C, only divergent factors of creativity appeared on the process of the hypothesis testing, but convergent factors of creativity could be found on the step of hypothesis building and hypothesis testing.

• Journal of Advanced Marine Engineering and Technology
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• v.39 no.6
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• pp.609-613
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• 2015

In this study, the experiments are performed to investigate the local heat transfer and pressure drops of developed turbulent flows in the diverging square channels along the axial distance. The square divergent channels are manufactured with a fixed rib height (e) = 10 mm. Four different parallel angled ribs ($a=30^{\circ}$, $45^{\circ}$, $60^{\circ}$, and $90^{\circ}$) are placed on the channel's one-sided wall only. TThe measurement are conducted within the range of Reynolds numbers from 22,000 to 79,000. The results show that a rib angle-of-attack of $45^{\circ}$ produces the best heat-transfer performance.

• Journal of Power System Engineering
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• v.19 no.5
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• pp.32-37
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• 2015

The present study is to investigates the convective heat transfer characteristics and pressure drop inside the rib-roughened cooling passage of gas turbine blades. The divergent rectangular channel is fabricated with V-shaped ribs on one wall only and the inlet hydraulic diameter to outlet hydraulic diameter ratio($D_{ho}/D_{hi}$) of 1.49 is used. The current investigation has covered a Reynolds number (Re) range of 22,000~75,000, relative roughness height ($e/D_h$) of 0.1~0.2, and rib angle of attack (a) of $30^{\circ}$, $45^{\circ}$, and $60^{\circ}$ for a fixed relative pitch of 10. Results show that the Nusselt numbers are the greatest in the $60^{\circ}$-angled ribs; however, the total friction factors are the highest in the $30^{\circ}$-angled ribs.

• Journal of Korean Library and Information Science Society
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• v.44 no.3
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• pp.261-286
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• 2013

I studied on the application of creativity to reading instruction in this paper. Reading strategies and creative thinking skills are categorized. And these are incorporated in the time process of reading instruction. In pre-reading process, Using Prior Knowledge and Reasoning of reading strategies are used and these are incorporated in Fluency and Creativity of the divergent thinking skill. In reading process, Increasing Sensitivity to Text Elements with the Highest Information Load and Structuring and Recognizing Structures of reading strategies are used and these are incorporated in Flexibility and Creativity of the divergent thinking skill. In post-reading process, Reasoning of reading strategies are used and these are incorporated in Creativity of the divergent thinking skill and convergent thinking skill.

• Ocean and Polar Research
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• v.24 no.3
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• pp.189-196
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• 2002

A multichannel seismic survey was conducted in the southern Ayu Trough which is the only spreading boundary between the Philippine Sea and Caroline plates. The seismic system used in this study comprises of 2.46-l sleeve gun and a 12-channel streamer with a group interval of 6.25m. Migration technique was used to analyze seismic velocity, and poststack depth migration was applied to the stacked data. The sediment thickness obtained from the depth section tends to increase with distance from the spreading axis. Sedimentation rates are poorly constrainted in the study area. The apparent half-spreading rates estimated from the sediment thickness and sedimentation rate from DSDP hole on the caroline plate are 4.7mm/yr and 7.9mm/yr at $1^{\circ}24'N\;and\;0^{\circ}42'N$, respectively, which are fester than Previously suggested. On the basis of new oblique spreading geometry, the recalculated spreading rates are 5.4mm/yr and 9.1mm/yr at $1^{\circ}24'N\;and\;0^{\circ}42'N$, respectively. Seismic sections show that the topography is asymmetric across the Ayu Trough and the acoustic basement is rough. These features are consistent with the earlier suggestion that the Ayu Trough is a slow-spreading divergent boundary. A detailed examination of seismic profiles away from the axis shows that sediments can be divided into two layers which implies a possible change in the spreading rate anuor sedimentation condition during the formation of the trough.

• Fashion, Industry and Education
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• v.15 no.1
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• Molecules and Cells
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• v.42 no.3
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• pp.228-236
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• 2019

CD4 T cells differentiate into $ROR{\gamma}t/IL$-17A-expressing cells in the small intestine following colonization by segmented filamentous bacteria (SFB). However, it remains unclear whether SFB-specific CD4 T cells can differentiate directly from naïve precursors, and whether their effector differentiation is solely directed towards the Th17 lineage. In this study, we used adoptive T cell transfer experiments and showed that naïve CD4 T cells can migrate to the small intestinal lamina propria (sLP) and differentiate into effector T cells that synthesize IL-17A in response to SFB colonization. Using single cell RT-PCR analysis, we showed that the progenies of SFB responding T cells are not uniform but composed of transcriptionally divergent populations including Th1, Th17 and follicular helper T cells. We further confirmed this finding using in vitro culture of SFB specific intestinal CD4 T cells in the presence of cognate antigens, which also generated heterogeneous population with similar features. Collectively, these findings indicate that a single species of intestinal bacteria can generate a divergent population of antigen-specific effector CD4 T cells, rather than it provides a cytokine milieu for the development of a particular effector T cell subset.

• Journal of Veterinary Clinics
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• v.29 no.4
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• pp.344-347
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• 2012

Bilateral convergent strabismus with exophthalmus(BCSE) is an eye disorder affecting many cattle breeds worldwide. BCSE is the most common in cattle at various types of strabismus. Divergent strabismus is of relatively low incidence than convergent strabismus. This report is the to shown a case of convergent and divergent strabismus with unilateral in the exophthalmus in a heifer Holstein cow. A female Holstein calf born with congenital progressive divergent strabismus in right eye and convergent strabismus in left eye was tested. Ocular and blood examination, and activity were checked from the first week, 8 month, and 16 month after birth. The ocular examination includes general inspection, fixation reflex and menace response. The general inspection is checking the degree of deviation of both eyes from the normal visual axis, which was determined by the amount of sclera permanently visible in the temporal corner of the eye. The stage is divided into 4 stages depending on the degree of deviation. The right eye shown in stage 4 continues after birth and the left eye shown stage 2, stage 3 and stage 4 at 1 week, 8 month and 16 month after birth, respectively. In fixation reflex and Menace response, both eye balls showed a normal response at 1 week, 8 month and 16 month after birth. Blood count and serum chemistry test were performed, but a specific factor was not detected outside the reference range.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.171-188
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• 2013

We investigated whether divergent thinking attitudes mediate the relationship between self-esteem and creative teaching beliefs among teachers. We examined differences in the mediating model we proposed in the groups of pre-service and in-service child care teachers. We found differences in the pre-service and in-service child care teachers in the proposed mediating model. Especially in the pre-service child care teachers, the mediating effect of divergent thinking attitudes was confirmed. There was a significant effect from self esteem to creative teaching beliefs and also a significant effect from divergent thinking attitudes to creative teaching beliefs. But in-service child care teachers, there was neither direct nor indirect effect of self-esteem to creative teaching beliefs. Suggestions for more studies and for better in-service education for the pre-service and in-service child care teachers are recommended for the future.

• Proceedings of the Korea Environmental Mutagen Society Conference
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• 2002.11a
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• pp.68-68
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• 2002