• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.79-107
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• 2013

The purpose of this study purpose was to analyze the structural model of variables such as experiences and personal- and professional- beliefs of cultural diversity, and the culturally responsive teaching efficacy of early childhood preservice teachers including identifying the beliefs as mediating variables. Another purpose was finding the different structural relations among the research variables according to the stages of a teacher education program. The participants were 273 students who enrolled in K grade teacher education programs in the southwest areas of the U.S. The research variables were measured with the items used by Schroeder (2008), Pohan and Aguilar (2001), and Siwatu (2007). The structural equation model analysis showed that the direct effects were found between the paths from the cultural diversity experiences and personal beliefs to the culturally responsive teaching efficacy, from the experiences to personal beliefs, from the personal to professional beliefs. The personal beliefs were identified as a mediator of the path from the experiences to professional beliefs. By multi-group analysis, the path from professional beliefs to the culturally teaching efficacy showed a meaningful difference between the initial and final stage groups of a teacher education program. Suggestions for future research and early childhood teacher education programs were presented based on the results.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.304-317
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• 2020

This study was conducted on four 11^th grade students at a high school in a small town to determine the effectiveness of responsive teaching. The three phases of the responsive teaching method proposed in the previous study were subdivided into six stages; Step 1 is elicitation of students' thoughts related to macroscopic world, Step 2 is drawing of students' early thoughts related to microscopic world, Step 3 is disciplinary connections with ideas of the particle, Step 4 is to clarify the learner's thoughts on the particle by the teacher's involvement, Step 5 is deepening students' thoughts, and Step 6 is expanding ideas. In Step 4, students came to the recognition that the cause of mass was atoms and that the cause of volume was molecules. In Step 5, students led to a shift in thinking that could ignore the volume of the molecules themselves through the properties of protons and neutrons that affect mass from a particle perspective. In the Step 6 of expanding ideas, students explained molecular motion by the concept of material point which ignores the volume of particles. This steps gave students perspectives on the relationship between the mass and volume of particles required by Avogadro's law. The students recognized that some systems could be studied only indirectly because they were too small, too large, too fast, or too slow to observe directly.

• Journal of Adhesion and Interface
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• v.25 no.2
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• pp.69-74
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• 2024

Soft actuators can be applied to various fields such as the medical industry and manufacturing industry due to the flexibility and smooth movement resulted from their constituent materials. Stimuli-responsive hydrogels are a class of materials that can show large volume changes due to various surrounding stimuli and thus is suitable as a soft actuator material. However, because the change in volume of the stimuli-responsive hydrogel depends on the rate of temperature change and the rate at which the solvent diffuses into the polymer network, in most typical operating conditions, the response time of the actuator is slow due to inefficient heat transfer and diffusion process. In this study, a conjugated polymer was introduced into polydiethylacrylamide, a thermoresponsive hydrogel, to implement a soft actuator driven by light, and the improvement in response time by the photothermal effect of the conjugated polymer was investigated. It was confirmed that the response time was improved by 41% by the introduction of the conjugated polymer, due to the improvement in heat transfer efficiency. Finally, a soft gripper using the hydrogel with improved response time was fabricated and the response time of the gripper was investigated.

• Polymer Science and Technology
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• v.24 no.4
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• pp.352-360
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• 2013

• Proceedings of the Korean Society of Fisheries Technology Conference
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• 2002.05a
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• pp.191-192
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• 2002

• Proceedings of the Zoological Society Korea Conference
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• 1998.10b
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• pp.241.1-241
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• 1998

No Abstract, See Full Text

• Proceedings of the Korean Society of Applied Pharmacology
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• 1994.04a
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• pp.145-152
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• 1994

• Proceedings of the Korean Society of Plant Biotechnology Conference
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• 2005.04a
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• pp.128-128
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• 2005

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2010.04a
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• pp.469-470
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• 2010

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2010.04a
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• pp.467-468
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• 2010