• Journal of Ecology and Environment
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• v.29 no.5
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• pp.461-467
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• 2006

The growth pattern and the seasonal changes in nutrient contents of Humulus japonicus were investigated. Stem length of H. japonicus reached the maximum from 240 to 260 Julian date and the median value was found at 255 Julian date. The maximum leaf area was observed from 235 to 248 Julian date and the median value was at 240 Julian date. The maximum growth rate of the stem length ranged from 205 to 227 Julian date. The leaf area showed the maximum growth rate from 196 to 214 Julian date. The median date in the growth rate of the stem length and leaf area was 212 and 205 Julian date, respectively. The growth rate of H. japonicus was related to rainy season and precipitation. Phosphorus and sodium contents of H. japonicus were correlated with maximum potential rate of relative growth. Although stem biomass of H. japonicus was $ 1.5{\sim}3.5$ times larger than that of leaf, N content of the leaf ($4.48{\sim}5.27%$) was about 2 times higher than that of the stem ($2.00{\sim}3.62%$). High content of N might be responsible for the high growth rate of H. japonicus in summer. This result provides valuable information for appropriate timing for the removal of H. japonicus.

• 한국정보디스플레이학회:학술대회논문집
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• 2009.10a
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• pp.1604-1607
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• 2009

YAG laser crystallization of Si-based thin film deposited on plastic substrate has been studied. The Si-based thin films as crystallization precursor are with varied hydrogen (H) content. The effect of the H content on the crystallinity of the resulted poly-Si film has been investigated. The experimental results of the poly-Si crystallized by doublefrequency YAG laser shows that the initial dehydrogenation process could be left out if ${\mu}c$-Si was adopted as the crystallization precursor. The YAG laser annealing condition on plastic substrate and the crystallization results have been discussed in the paper.

• Physical Therapy Rehabilitation Science
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• v.6 no.1
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• pp.20-25
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• 2017

Objective: During the physical therapy education, if we can understand the student's attitude then we can make valuable suggestions with respect to the teaching in the universities and professional employment in the country. The aim of the current study is to develop a questionnaire to test the physical therapy students' attitudes towards their education and profession and to test its test-retest reliability and content validity. Design: Cross-sectional study. Methods: A total of 47 physical therapy students who were in their final year were randomly selected to participate in the study. After the making of the questionnaire, it was given to 6 professional experts teaching in the field of physical therapy to obtain their responses for each question with a 5-point Likert scale grading. Their answers were used in making the content validity of the questionnaire. Afterwards, the physical therapy students were asked to fill the questionnaire. Instrument reliability and test-retest reliability were also assessed by having the students complete the questionnaire after one month of taking the questionnaire. Results: The content validity index was 0.71 for the whole scale and values of individual subdivisions were ranging from 0.69 to 0.75. Instrument reliability measured by Cronbach's alpha coefficient was 0.86 for the whole scale and subdivision values were ranging from 0.32 to 0.86. Test-retest reliability was assessed by intraclass correlation coefficient, which was 0.71 for whole scales and subdivision values were ranging from 0.38 to 0.70. Conclusions: This questionnaire, which assesses the physical therapy student attitude towards their education and profession, has good content validity, instrument reliability, and test-retest reliability.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.618-632
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• 2008

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form by re-conceptualizing PCK, with the newly defined and conceptualized PCK capable of being used as standards and/or criteria in selecting the curricular content of and deciding the subject area of science teacher education. In this research, the science teachers' PCK was defined as the "practical knowledge and skills that are acquired through the curriculum of science education and in the course of teaching experiences, and which are used in their teaching of secondary school science." The science teachers' PCK was further defined as consisting of two integrated and/or combined dimensions: subject matter and pedagogy, each of which comprises several components. In this paper, the PCK is called science education literacy. The paper also presents the ways to apply the operational definition of PCK and re-conceptualized PCK and a few suggestions for the research on science teachers' PCK.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.31-36
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• 2003

In the past few years, enormous improvements have been obtained in the field of content-based image retrieval (CBIR). This paper presents a comprehensive survey on the current CBIR systems and some of their challenging technical aspects, which stand as an obstacle on its way to become successful. Furthermore, we have focused on the current state of semantic image retrieval and also we have suggested future promising directions for further research.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.2
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• pp.231-244
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• 2010

The purpose of this study is to explore domains and elements of pedagogical content knowledge(PCK) for effective teaching in secondary schools. The value of PCK lies essentially in its relation with specific topics. Teachers' PCK becomes through making explicit the nature of their pedagogical reasoning and the associated decision making within the context of teaching content. This study propose the process of PCK research and development. The theoretical definition of PCK, basic directions of PCK development were discussed. This research provides teachers with an opportunity to think about what is important in the teaching of a topic and why and to consider possibilities for future development.

• Carbon letters
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• v.15 no.4
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• pp.277-281
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• 2014

A series of high capacity soft carbons with different phosphorus contents were successfully prepared by carbonizing petroleum cokes treated with hypophosphorous acid at $900^{\circ}C$. The effect of phosphorus content on the electrochemical performance of the soft carbons was extensively investigated. The P-doped soft carbons exhibited greatly enhanced discharge capacities and outstanding rate capabilities with increasing phosphorus content. In addition, the influence of temperature on the electrochemical behaviors of the soft carbons was investigated in a wide temperature range of $25^{\circ}C$ to $50^{\circ}C$. Surprisingly, the electrochemical properties of the pristine and P-doped soft carbons were highly sensitive to the operating temperature, unlike conventional graphite. The pristine and P-doped soft carbons exhibited significantly high discharge capacities of 470 and 522 mAh/g, respectively, at a high temperature of $50^{\circ}C$.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.194-202
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• 2017

The purpose of this study is to analyze how optics concepts and activities have changed according to the revision of the national science curriculum. For this purpose, the optics achievement standards presented in the middle-school science curriculum of the 7th curriculum, 2007 revised curriculum, 2009 revised curriculum, and 2015 revised curriculum, and the optics content presented in the textbooks developed for each curriculum, were compared and analyzed. The optics content is classified into four concepts: the process of viewing an object; light and color; reflection and refraction; and the image from a mirror and a lens. The main results are as follows: First, according to the revision of curriculum, some optics concepts have been added or removed. In particular, big changes have appeared in the concepts of "process of viewing the object", "dispersion", "reflection and refraction" and so on. Second, the content for 'image formation by a mirror and a lens' was gradually reduced, according to the revision of curriculum, and the level of activity was also adjusted. Third, attempts to present the content of textbooks in conjunction with the phenomena and tools that students can experience in everyday life have increased gradually. In addition, based on the analysis of the content of curriculum and textbooks, the implications for optics education have been discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.487-500
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• 2011

Purpose: The purpose of this study was to develop a finding meaning in life CD program about life-esteemed education and to identify the effect of the program. Methods: The life-esteemed education philosophy and the concepts of logotherapy were applied as a theoretical framework for this program. This program was developed through the process of planning, designing, developing, and evaluating with a content validity test. To identify the effect of the program, one experimental group design was applied to 54 students. Data were collected before the program started and one week and five weeks after the program finished. Results: The program was developed based on the students' needs and evaluation of the CD's content and consists of five periods: Dinosaur Park of Promise, Hill of Fragrance, Garden of Love, Forest of Acceptance, and My Lake. Each post-test score of knowledge, attitude, and practice on meaning of life was significantly higher than pretest scores. Conclusion: This program can be effective for life-esteemed education in elementary school students. Moreover, it is encouraged that the program will be utilized in more life-esteemed education for elementary school students.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.181-189
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• 2018

Purpose: This study presents the current status of transcultural nursing education in nursing baccalaureate programs. Methods: The nursing curricula from 185 out of 194 nursing colleges that received accreditation were collected and analyzed. Results: 109 (58.9%) nursing colleges offered 117 transcultural nursing-related courses. The courses were offered as elective (68.4%) as well as major (78.6%) courses. All courses were offered as a theoretical delivery class without any field experiences. The courses were offered mainly for sophomore (41.9%) and freshman students (33.3%), and most of them (79.5%) were two-credit courses. Instead of the term "transcultural nursing," "multicultural nursing" is mostly used in the title of courses. An inconsistency between the title of courses and their content was found. After analyzing the title of courses based on four nursing meta-paradigms, courses related to the environment were most common (41.9%). Conclusion: Transcultural nursing education has developed during the last decade. However, teaching methods and course content have not developed enough. Thus, a greater effort is needed to increase awareness of the importance of transcultural nursing education and to develop courses for it.