Effects of Long-term Climate Change on Typhoon Rainfall Associated with Southwesterly Monsoon Flow near Taiwan: Mindulle (2004) and Morakot (2009)

Wang Chung-Chieh,Tseng Li-Shan,Huang Chien-Chang,Chuang Pi-Yu,Su Nan-Chou,Chen Cheng-Ta,Lo Shih-How,Tsuboki Kazuhisa 한국기상학회 2024 Asia-Pacific Journal of Atmospheric Sciences Vol.60 No.3

Typhoons Morakot (2009) and Mindulle (2004) were two of the rainiest and most damaging typhoons to hit Taiwan on record, where both cases are associated with a strong low-level southwesterly monsoon flow. The moisture-rich southwesterly monsoon flow and the typhoon-induced northwesterly current usually converge on Taiwan’s Central Mountain Range to produce catastrophic rainfall. The two storms are simulated with a cloud-resolving model (CRM) using the pseudo-global-warming (PGW) methodology to assess the fraction of precipitation attributable to long-term climate change. For each storm, two scenarios are simulated and compared—the control run in present-day climate and the sensitivity test in a past environment four decades ago, where the climate-change signal (“deltas”) is computed using global reanalysis data as the difference between 1990–2009 and 1950–1969. Being realistically reproduced by the CRM at a 3-km grid size in the control run, both typhoons progress in the sensitivity test with highly similar evolution to their present-day counterpart, even though the background in the sensitivity run is slightly cooler and drier than the present. Under the current climate, Morakot and Mindulle produce more rainfall by about 5 mm per day within 300–400 km from the center during their lifespan (equal to an increase of ~4–8%) compared to their counterparts in past climates. Such results are in close agreement with previous studies, and the shift in mean daily rainfall is tested as statistically significant at a confidence level of 99.5%. The water budget analysis shows that the increased rainfall from past to present climate is accounted for mainly by the low-level convergence of moisture associated with a more vigorous secondary circulation and a higher precipitable water amount.

Bivariate GARCH-Jump Model

Chuang-Chang Chang,Hsiao-Wei Ho,Tzu-Hsiang Liao,Yaw-Huei Wang 한국재무학회 2011 한국재무학회 학술대회 Vol.2011 No.09

In this paper we consider the pricing of quanto derivatives with the bivariate GARCH-Jump model, in which jumps take place in the price kernel, and consequently in foreign asset returns and in exchange rates. In the empirical investigation, we use Dow Jones, NASDAQ and NIKKEI 225 indexes, exchange rates and corresponding index warrants data to examine the effects of jump on derivative pricing. The empirical results suggest that the unrestricted bivariate NGARCH-Jump model outperforms the other four models considered in this study. The evidence also reveals that the average pricing error is the smallest for the unrestricted bivariate NGARCH-Jump model. Hence, the nonlinear asymmetric model with jumps captures the dynamics of index return and exchange rate well.

Effects of Saccharomyces cerevisiae and phytase co-fermentation of wheat bran on growth, antioxidation, immunity and intestinal morphology in broilers

Chuang, Wen-Yang,Lin, Li-Jen,Hsieh, Yun-Chen,Chang, Shen-Chang,Lee, Tzu-Tai Asian Australasian Association of Animal Productio 2021 Animal Bioscience Vol.34 No.7

Objective: The aim of this study was to investigate the effects of different amounts of wheat bran (WB) inclusion and postbiotics form by Saccharomyces cerevisiae and phytase co-fermented wheat bran (FWB) on the growth performance and health status of broilers. Methods: Study randomly allocated a total of 300 male broilers to a control and 4 treatment groups (5% WB, 5% FWB, 10% WB, and 10% FWB inclusion, respectively) with each pen having 20 broilers and 3 pens per treatment. Results: The WB does not contain enzymes, but there are 152.8, 549.2, 289.5, and 147.1 U/g dry matter xylanase, protease, cellulase and β-glucanase in FWB, respectively. Furthermore, FWB can decrease nitric oxide release of lipopolysaccharide stimulated chicken peripheral blood mononuclear cells by about two times. Results show that 10% FWB inclusion had significantly the highest weight gain (WG) at 1 to 21 d; 5% FWB had the lowest feed conversion rate at 22 to 35 d; 10% WB and 10% FWB inclusion have the highest villus height and Lactobacillus spp. number in caecum; and both 5% and 10% FWB can increase ash content in femurs. Compared to control group, all treatments increase mucin 2, and tight junction (TJ), such as occludin, claudin-1, zonula occludens-1, and mRNA expression in ileum by at least 5 folds. In chicken peripheral blood mononuclear cells, nicotinamide adenine dinucleotide phosphate-oxidase-1 mRNA expression decreases from 2 to 5 times, and glutamate-cysteine ligase catalytic subunit mRNA expression also increases in all treatment groups compared to control group. The mRNA expression of pro-inflammatory cytokines, including interleukin-6 (IL-6), nuclear factor-κB, and IL-1β, decreases in 5% and 10% FWB groups compared to control group. Conclusion: To summarize, both WB and FWB inclusion in broilers diets increase TJ mRNA expression and anti-oxidation and anti-inflammation, but up to 10% FWB groups have better WG in different stages of broiler development.

Changes in prostate-specific antigen kinetics during androgen-deprivation therapy as a predictor of response to abiraterone in chemonaïve patients with metastatic castration-resistant prostate cancer

Chung-Lin Lee,Ying-Hsu Chang,Chung-Yi Liu,Ming-Li Hsieh,Liang-Kang Huang,Yuan-Cheng Chu,Hung-Cheng Kan,Po-Hung Lin,Kai-Jie Yu,Cheng-Keng Chuang,Chun-Te Wu,See-Tong Pang,I-Hung Shao 대한비뇨의학회 2022 Investigative and Clinical Urology Vol.63 No.5

Purpose: Metastatic castration-resistant prostate cancer (mCRPC) has a poor prognosis. Abiraterone acetate (AA), enzalutamide, and chemotherapy are first-line treatments for patients with mCRPC. This study examined prognostic factors for AA response in the form of prostate-specific antigen (PSA) kinetics throughout androgen-deprivation therapy (ADT) in chemonaïve patients with mCRPC. Materials and Methods: We retrospectively included data from 34 chemonaïve patients with mCRPC who had received AA at some point between January 2017 and December 2018. We separated patients into two study arms according to the decrease in PSA percentages after use of AA for 3 months. We correlated PSA kinetics parameters with response and compared the two study groups with respect to PSA kinetics. Results: The patients’ median age was 77 years. In the total group of patients, 64% had a response to AA, whereas 35% did not. The ratio of the PSA level at nadir to the level during ADT was significantly higher in the AA-sensitive group (19.78 vs. 1.03, p=0.019). Conclusions: Patients who experienced a dramatic change in PSA level during ADT were more likely to be resistant to AA after progression to mCRPC. Chemotherapy rather than AA might be more suitable as a first-line treatment for these patients.

THE UPDATED ORBITAL PERIOD OF LOW MASS X-ray BINARY 4U 1323-62

CHUANG, PO-SHENG,CHOU, YI,HU, CHIN-PING,YANG, TING-CHANG,SU, YI-HAO,LIAO, NAI-HUI,HSIEH, HUNG-EN,LIN, CHING-PING The Korean Astronomical Society 2015 天文學論叢 Vol.30 No.2

4U 1323-62, a low mass X-ray binary with an orbital period of 2.94 hr, exhibits periodic X-ray dips, which are due to absorption by the bulge of the outer accretion disk. The purpose of this study is to search for orbital period changes using archived X-ray data over a time span of 20 years. We present our preliminary results from analyzing light curves observed by RXTE, BeppoSAX, XMM-Newton and Suzaku. We used the method proposed by Hu et al. (2008) to estimate dip center time and adopted the Observed - Calculated method to measure changes in period. We obtained an orbital period of 2.941917(36) hr and a period derivative of $\dot{P}_{orb}/P_{orb}=(-9.9{\pm}3.5){\times}10^{-7}yr^{-1}$. The F-test result shows that the quadratic ephemeris is describes the evolution of the dip phases better than the linear ephemeris at a greater than 95% confidence level. More X-ray data collected from the early 80s will be included to further refine the orbital ephemeris.

자연계열 대학생들의 전공역량에 영향을 미치는 자기보고형 창의성 요인

정찬기오 ( Chang Gi Ho Chuang ),박신렬 ( Sin Yeol Park ),김훈희 ( Hoon Hee Kim ) 경상대학교 중등교육연구소 2013 중등교육연구 Vol.25 No.-

본 연구의 목적은 자연계열 대학생들의 과거, 현재, 미래의 전공역량에 대한 자기보고형 창의성 용인의 영향력을 분석하여 제시하는 것이다. 설문조사 대상은 경상남도 소재 2개 국립대학에 재학 중인 2학년 학생 275명으로 교육대학교(수학교육과, 과학교육과) 2학년 학생과 사범대학(수학교육과, 생물교육과) 2학년 학생, 그리고 자연과학대학(수학과, 생물학과) 2학년 학생과, 공과대학(반도체공학과, 토목공학과) 2학년 학생들이었다. 본 연구에 사용된 설문조사 도구는 박병기(1998: 36-39)의 MAPS 4A 모형 중에서 ‘창의적 능력’ 부분만을 발췌하여 부분적인 자구수정을 하여 제작하였다. 본 연구는 자연계 대학생들의 전공 역량을 시간의 흐름에 따라 3개의 요인으로 상정하였다. 과거 역량으로는 직전학기 학점, 현재 역량은 설문조사 도구의 전공만족도, 미래 역량으로는 전공에 기반을 둔 비전 창 출 각오를 상정하였다. 연구결과, 자연계 대학생들의 자기보고형 창의성 요인에 대한 인식 평균값의 순위는 지식>융통성>민감성>정교성>상상력>유창성 순으로 나타났다. 전체 전공 역량의 평균은 3.49였으며, 과거 전공 역량의 평균은 3.26, 현재 전공 역량의 평균은 3.55, 미래 전공 역량의 평균은 3.66안 바, 자신의 전공에 대한 역량은 점점 강화되는 것을 나타난 것이 특징이다. 자기보고형 창의성 요인의 하위요인 간에는 정적 상관이 있는 것으로 나타났으며, 전공 역량에서도 정적 상관이 있는 것으로 나타났다. 자기보고형 창의성 요인과 전공 역량 간에는 비교적 낮은 정적 상관이 있는 것으로 나타났다. 결론적으로, 자연과학계열 대학생들의 전공 역량을 형성하는데 가장 큰 영향을 미치는 요인은’지식’과 ‘융통성’이다. 하지만 보다 세부적인 요인을 구체적으로 찾아내는 연구나 더 필요하다고 할 수 있다.

Hollow C nanobox: An efficient Ge anode supporting structure applied to high-performance Li ion batteries

Yue, Chuang,Liu, Zhiming,Chang, Won Jun,Park, Won Il,Song, Taeseup Elsevier 2018 ELECTROCHIMICA ACTA Vol.290 No.-

<P><B>Abstract</B></P> <P>Diverse strategies have been used to address the irreversible structural collapse issues of Ge-based anodes associated with lithium insertion/extraction. In this research, the hollow C-Ge and C-Si core-shell (Ge@C and Si@C) anode materials are successfully synthesized through a facile chemical vapor deposition (CVD) method onto hollow carbon nanoboxes. Compared with the Si@C nanoboxes anode, the Ge@C nanoboxes display better cycling performance, which is attributed to the Ge intrinsic favorable electronic/ionic conductivities and the distinctive Ge anode configurations. In addition, the conductive carbon nanobox supporting structure not only effectively accommodates the volume change of the amorphous Ge nanoparticles during the repeated cycling, but also significantly enhances the reaction kinetics of the Ge active material due to the enlarged surface area. More importantly, the nanoarchitecture of this un-protective Ge shell layer anode can be well maintained even after long-term cycling and the LiCoO<SUB>2</SUB>||Separator(LiPF<SUB>6</SUB>+EC + DEC)||Ge@C full battery also display superior cyclability.</P>

3-5세 누리과정 영역별 내용 체계 분석

정찬기오 ( Chang Gi Ho Chuang ),윤미정 ( Mi Jeong Youn ),정다운 ( Da Uoon Chung ) 경상대학교 중등교육연구소 2013 현대교육연구 Vol.25 No.-

본 연구의 목적은 만 3-5세 유아의 누리과정 영역별 활동 내용의 체계를 분석하여 유치원 교사들에게 실제적인 도움을 줄 수 있는 기초 자료를 제공하는 것이다. 본 연구의 취지와 연구목적에 근거하여 설정한 구체적인 연구 문제는 첫째, 신체운동·건강 영역의 교육 활동 내용 체계는 어떠한가? 둘째, 의사소통 영역의 교육 활동 내용 체계는 어떠한가? 셋째, 사회 관계 영역의 교육 활동 내용 체계는 어떠한가? 넷째, 예술 경험 영역의 교육 활동 내용 체계는 어떠한가? 다섯째, 자연 탐구 영역의 교육 활동 내용 체계는 어떠한가? 본 연구에 사용된 주된 자료는 교육과학기술부 고시 제2012-16호로 고시된 유치원 교육과정(교육과학기술부, 2013), 3-5세 연령별 누리과정 해설서(교육과학기술부, 보건복지부, 2013), 교사용 지침서, 3세 교사용 지도서 10권(①유치원/어린이집과 친구, ②나와 가족, ③우리 동네, ④동식물과 자연, ⑤건강과 안전, ⑥생활도구, ⑦교통기관, ⑧우리나라, ⑨환경과 생활, ⑩봄·여름·가을·겨울), 4세 교사용 지도서 11권(①유치원/어린이집과 친구, ②나와 가족, ③우리 동네, ④동식물과 자연, ⑤건강과 안전, ⑥생활도구, ⑦교통 기관, ⑧우리나라, ⑨세계 여러 나라 ⑩환경과 생활, ⑪봄·여름·가을·겨울), 5세 교사용 지도서 11권(①유치원과 친구, ②나와 가족, ③우리 동네, ④동식물과 자연, ⑤건강과 안전, ⑥생활도구, ⑦교통 기관, ⑧우리나라, ⑨세계 여러 나라 ⑩환경과 생활, ⑪봄·여름·가을·겨울), 5세 누리과정 교사용 지도서 수정·보완서(교육과학기술부, 2013)이다. 본 연구의 결과를 요약하면, 신체운동·건강 영역의 신체 인식하기는 감각 능력 기르고 활용하기와 신체를 인식하고 움직이기가 중심이 된다. 신체조절과 기본운동 하기는 신체조절 하기와 기본운동 하기가 중심이 된다. 신체 활동에 참여하기는 자발적으로 신체 활동에 참여하기와 바깥에서 신체 활동하기와 기구를 이용하여 신체 활동하기가 중심이 된다. 건강하게 생활 하기는 몸과 주변을 깨끗이 하기와 바른 식생활하기와 건강한 일상생활 하기와 질병 예방하기가 중심이 된다. 안전하게 생활하기는 안전하게 놀이하기와 교통안전 규칙 지키기와 비상 시 적절히 대처하기가 중심이 된다. 의사소통 영역의 듣기는 낱말과 문장 듣고 이해하기와 이야기 듣고 이해하기와 동요·동시·동화 듣고 이해하기와 바른 태도로 듣기가 중심이 된다. 말하기는 낱말과 문장으로 말하기와 느낌·생각·경험 말하기와 상황에 맞게 바른 태도로 말하기가 중심이 된다. 읽기는 읽기에 흥미 가지기와 책 읽기에 관심가지기가 중심이 된다. 쓰기는 쓰기에 관심 가지기와 쓰기 도구 사용하기가 중심이 된다. 사회관계 영역의 나를 알고 존중하기는 나를 알고 소중히 여기기와 나의 일 스스로 하기가 중심이 된다. 나와 다른 사람의 감정 알고 조절하기는 나와 다른 사람의 감정 알고 표현하기와 나의 감정 조절하기가 중심이 된다. 가족을 소중히 여기기는 가족과 화목하게 지내기와 가족과 협력하기가 중심이 된다. 다른 사람과 더불어 생활하기는 친구와 사이좋게 지내기와 공동체에서 화목하게 지내기와 사회적 가치를 알고 지키기가 중심이 된다. 지역사회에 관심 갖기는 지역사회에 관심 갖고 이해하기와 우리나라에 관심 갖고 이해하기와 세계와 여러 문화에 관심가지기가 중심이 된다. 예술경험 영역의 아름다움 찾아보기는 음악적 요소 탐색하기와 움직임과 춤 요소 탐색하기와 미술적 요소 탐색하기가 중심이 된다. 예술적 표현하기는 음악으로 표현하기와 움직임과 춤으로 표현하기와 미술 활동으로 표현하기와 극 놀이로 표현하기와 통합적으로 표현하기가 중심이 된다. 예술 감상하기는 다양한 예술 감상하기와 전통 예술 감상하기가 중심이 된다. 자연탐구 영역의 탐구하는 태도 기르기는 호기심을 유지하고 확장하기와 탐구과정 즐기기와 탐구기술 활용하기가 중심이 된다. 수학적 탐구하기는 수와 연산의 기초개념 알아보기와 공간과 도형의 기초개념 알아보기와 기초적인 측정하기와 규칙성 이해하기와 기초적인 자료수집과 결과 나타내기가 중심이 된다. 과학적 탐구하기는 물체와 물질 알아보기와 생명체와 자연환경 알아보기와 자연현상 알아보기와 간단한 도구와 기계 활용하기가 중심이 된다. 본 연구의 결과들에 근거하여 제시 할 수 있는 결론은 다음과 같다. 누리과정은 만 3-5세 유아의 조화로운 발달을 돕기 위하여 흥미 중심의 활동·놀이 중심의 활동·생활 속의 경험 등을 소재로 능동적인 상호작용이 이루어질 수 있게 해야 하며, 주제를 중심으로 통합적이고 균형 있는 활동이 이루어지게 하는 것이 바람직하다. 누리과정의 운영 내용 및 활동은 유아의 발달수준과 흥미, 그리고 요구수준에 적합하게 선정·조직 되는 것이 바람직하다. The purpose of this study is to provide basic data that can give substantial help to kindergarten teachers by analyzing the content system of each area in the Nuri Curriculum of 3-5 year Old Children. Based on the purpose and objectives of this study, the following specific research questions were established. First, what is the content system of the educational activity contents in the area of the physical exercise and health? Second, what is the content system of the educational activity contents in the area of communication? Third, what is the content system of the educational activity contents in the area of social relations? Fourth, what is the content system of the educational activity contents in the area of art experience? Fifth, what is the content system of the educational activity contents in the area of nature exploration? The main materials used in this study include the Curriculum for Kindergarten published as Notification No. 2012-16 by the Ministry of Education and Science (Ministry of Education and Science 2013), The manual of the Nuri Curriculum for 3-5 year old children (the Ministry of Education and Science and the Ministry of Health and Welfare 2013), the Teachers` Guide, 10 volumes of the Guide for Teachers of 3 Year Old Children (① Kindergarten/Daycare Center and Friends, ② Me and My Family, ③ My Neighborhood, ④ Animals, Plants, and Nature, ⑤ Health and Safety, ⑥ Appliances, ⑦ Transportation Facilities ⑧ My Country ⑨ Environment and Life, ⑩ Spring, Summer, Winter, and Fall), 11 volumes of the Guide for Teachers of 4 Year Old Children (① Kindergarten/Daycare Center and Friends, ② Me and My Family, ③ My Neighborhood, ④ Animals, Plants, and Nature, ⑤ Health and Safety, ⑥ Appliances, ⑦ Transportation Facilities ⑧ My Country ⑨ Various Countries in the World ⑩ Environment and Life, ⑪ Spring, Summer, Winter, and Fall), and the Modified and Supplemented Guide for Teachers of 5 Year Old Children (the Ministry of Education and Science 2013). To summarize the results of this study, increasing and using sense abilities and recognizing the body and moving constitute the core of recognizing the body in the area of the physical exercise and health. Adjusting the body and engaging in basic exercise constitute the core of adjusting the body and engaging in the basic exercise. Spontaneously participating in physical activities, engaging in outdoor physical activities, and using instruments to engaging in physical activities constitute the core of participating in physical activities. Cleaning the body and surroundings, leading a good dietary life, engaging in healthy daily life, and preventing diseases constitute the core of leading a healthy life. Safely playing, observing traffic safety rules, appropriately responding to emergency constitute the core of leading a safe life. Listening to and understanding words and sentences, listening to and understanding stories, listening to and understand children`s songs, poems, and stories, and listening with a good attitude constitute the core of listening in the area of communication Speaking in words and sentences, speaking of feelings, ideas, and experiences, and speaking with a good attitude in a way appropriate for a situation constitute the core of speaking. Having interest in reading and having interest in book reading constitute the core of reading. Having interest in writing and using instruments for writing constitute the core of writing. Knowing and cherishing myself, doing my job on my own constitute the core of Knowing and respecting myself in the area of social relations. Knowing and expressing my feelings and others` and controlling my feelings constitute the core of Knowing and controlling my feelings and others`. Living harmoniously with families and cooperating with families constitute the core of cherishing families. Get along with friends, living harmoniously in a community, knowing and observing social values constitute the core of living together with others. Having interest in and understand local society, having interest in and understand my country, and having interested in the world and various cultures constitute the core of having interest in local society. Exploring musical elements, exploring movement and dancing elements, and exploring artful elements constitute the core of looking for beauty in the area of art experience. Expressing in music, expressing in movement and dancing, expressing in art activities, and expressing in drama play constitute the core of creating artful expressions. Appreciating various genres of art and appreciating traditional art constitute the core of appreciating art. Maintaining and extending curiosity, enjoying explorative processes, and using explorative skills constitute the core of promoting explorative attitudes in the area of natural exploration. Investigating the basic concepts of numbers and calculations, investigating the basic concepts of space and figures, doing basic measurement, understanding regularity, basic data collecting, and presenting results constitute the core of engaging in mathematical exploration. Investigating objects and matters, investigating life forms and natural environments, investigating natural phenomena, and using simple tools and machines constitute the core of engaging in scientific exploration. The conclusion that can be presented on the basis of the results of this study is as follows. In order to help 3-5 year old children`s harmonious development with the Nuri Curriculum, it is desirable to enable active interactions with such subject matters as interest-oriented activities, play-oriented activities, experiences in life etc. and carry out integrative and balanced activities with focus on themes. It is desirable to select and organize the operational contents and activities in the Nuri Curriculum appropriately for young children`s developmental levels, interest, and requirement levels.

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