• Computational Structural Engineering
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• v.6 no.1
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• pp.4-10
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• 1993

본 기사는 지난 2월 한양대학교에서 개최되었던 제7회 기술강습회 교재의 내용을 발췌하여 요약정리한 내용으로서, 진동기초의 설계개념을 다른 일반적인 기초와의 차이점을 강조하면서 기술하였다. 본 기사에서는 전체적인 설계절차 및 개념을 소개하기 위하여 해석이론 부문의 언급을 회피하였는데 이 부분에 대한 내용은 다른 주제에서 다루게 된다. 즉, 두번째 주제에서는 블럭형 기초의 설계에 대한 해석이론 및 설계절차를 예제를 통하여 설명하고 있으며, 세번째 주제에서는 프레임형 기초, 그리고 네번째 주제에서는 깊은 기초에 대한 해석이론 및 설계절차를 역시 예재를 통하여 설명하였다. 마지막으로 다섯번째 주제에서는 기계진동을 차단하는 것을 목적으로 하는 방진기초의 설계개념에 대하여 기술하고 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10a
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• pp.166-168
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• 2003

문서 분할 기법은 문서 내에 존재하는 다양한 주제들을 자동적으로 추출하는 기법이다. 이 분야의 연구는 크게 사전적 관계에 근거한 기법과 통계적 데이터에 근거한 기법으로 나누어져 연구되어 왔다. 사전적 관계에 의한 기법은 단어들의 사전적 의미와 관계에 근거한 기법이고 통계적 데이터에 의한 기법은 주로 단어들의 분포를 이용한 기법이다. 여기에는 몇가지 문제점이 있는데 사전적 관계에 근거한 경우에는 분산된 주제들을 통합하여 추출하기 어렵고. 통계적 데이터에 근거한 기법은 정확한 주제의 개수를 찾기 어렵다는 점이다. 본 논문에서는 계층적 개념 트리를 이용하여 보다 정확한 개수의 주제들을 찾아낼 수 있는 문서 분할 기법에 대해 소개 하고자 한다.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.517-523
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• 1998

It has been an important task that the decreased quantities of science lessons must blend with the 7th science curriculum. This study analysed the 6th and 7th science curriculum contents, and found the perspective and the problems in relation to the decreased lessons in the 7th science curriculum. The results found in the analysis of the science content system in the curriculum are as follows: first, the new science themes in the 7th content system were those appeared in the sub-themes in the 6th curriculum, so substantially scientific concepts didn't increase in the 7th. Second, the number of the terms which restricts the conceptual and contextual region of the major science themes considerably increased in the 7th curriculum. Third, Surface Lesson Quantities(SLQ), which were defined as the counted lesson number considering the quantities of science themes and the lesson decreasing rate 30% of the whole school curriculum, were inferred as 38.5% of the 6th lesson quantities. And the results found in the analysis of the sub-themes inferred from the sentences describing the science themes in each grade are as follows: Essential Lesson Quantities (ELQ), which were defined based on the sub-themes, were more than SLQ in almost themes. But, in case of the themes, 'weather' and 'ground', SLQ were much more than ELQ. The results of this study shows that it will not easy to solve the task, the decreasing lessons and phenomena-centered approach in constructing the science teaching content according to the 7th science curriculum.

• Journal of the Korean Society for information Management
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• v.20 no.1
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• pp.165-198
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• 2003

This study analyzed authors' use of theory in 654 articles that appeared in two core library and information science journals during last three decades. In order to analyze degree of theory use of LIS, such as, publication productivity, growth and distribution of theory in subfields. name and origin of theory, usability of each theory, subfields and journals, and so on, content analysis of LIS theories was performed through conceptual and empirical study. For the purpose of this study, we suggested a couple of new analytical methods, so called, ‘Subfield Classification Scheme’ within LIS, and ‘5 Degrees of Theory Use’ model for the first time.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.159-166
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• 2004

본 논문에서는 질의응답 시스템에서 질문의 주제와 개념적으로 일치하는 단락으로부터 정보를 추출할 경우에 보다 정확한 정답을 추출할 수 있다는 가정 하에 문장 주제를 활용한 의미적 단락 생성 및 검색 기법을 제안한다. 문장주제란 백과사전 문서 집합에서 공통으로 기술하는 내용이나 자주 언급하고 있는 사건 혹은 개념들의 집합을 의미하는 것으로, 주제별로 응집된 문장들로 재구성된 단락을 의미적 단락이라고 정의한다. 제안된 방법의 성능을 평가하기 위해 의미적 단락의 신뢰도를 파악하고, 백과사전 본문을 3문장 단위로 잘라서 고정길이 단락을 만든 후 의미적 단락의 검색결과와 비교하였다. 평가척도로는 TREC의 역순위평균(MRR : Mean Reciprocal Rank)과 상위 5개 단락 안에 정답유무를 측정하는 사용자 정답만족도를 사용하였다. ETRI 평가셋을 대상으로 한 실험 결과, 주제를 이용한 의미적 단락 검색 성능이 고정길이 단락 검색보다 우수함을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.204-216
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• 1999

A value can be placed on the integrated science curriculum in terms of producing an insight into solving the routine problem. From such a point of view, the comprehensive concepts which explain the extensive natural phenomena were defined as the integrated themes in this study, and the contents of the integrated science curriculum were developed, as the understanding of the contents focused on the integrated theme enables us to be productive and have an insight. Through analyzing teaching materials, programs and curriculums in relation to the integrated science, five concepts of system, interaction, harmony and balance, structure and function, and circulation were established as the integrated themes, and the nature of each integrated theme was examined. Next, in accordance with the integrated theme, the content of the integrated science curriculum,which are deeper in aspect of the integration level than that of the current science of middle school, were developed. The content of the integrated science curriculum which was proposed in this study is of great significance. in that they provide new perspectives related to our current science curriculum.

• Journal of Korean Association for Spatial Structures
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• v.9 no.3
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• pp.83-92
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• 2009

This study tries to feel out the possibility of experimental areas of architecture which is becoming urbanization gradually through practical issues of landscape urbanism. According to this study, it is affirmed that the practical issues of landscape urbanism such as process in time, Potential territoriality of surface, practical methodology and socio-cultural imagination already have rome into the architectural area over urbanism. This is presented as characteristics of detail issues through relational density on the matrix of landscape urbanism, traces of the general landscape concepts and architectural landscapeconcepts. As a result, these practical issues and detail architectural strategies constitute the important spatial characteristics of contemporary architecture.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.23-56
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• 2010

본 논문의 목적은 집합론이 메타논리학에 필수불가결하다는 주장, 즉 필수불가결성 논제에 반대하는 것이다. 만일 집합론이 메타논리학에 필수불가결하다면, 집합론을 포함하게 되는 논리적 탐구는 논리학의 가장 근본적인 특성들인 주제중립성과 보편적 적용가능성을 결여하게 되기 때문이다. 논리학의 주제중립성은 논리학의 명제들이 개별 과학과 같은 특정한 지식 분야에 국한되지 않는다는 것을 말하며, 논리학의 보편적 적용가능성은 논리학의 명제들과 추론 규칙들이 모든 과학 분야들과 합리적 담론들에서 사용될 수 있다는 것을 말한다. 나아가 주제중립성과 보편적 적용가능성을 지니기 위해서는, 논리학을 기술하는 메타논리적 용어들과 개념들 역시 이러한 특성들을 지녀야만 한다. 하지만 필수불가결성 논제를 받아들이게 되면, 우리는 논리학이 적용되는 모든 분야에서 집합론의 용어들과 집합론적 개념들이 필수불가결하다는 것을 받아들여야만 한다. 그리고 이는 분명 불합리한 일이다. 필수불가결성 논제가 그럴듯하지 않다는 것을 보이기 위해서 나는 집합과 관련된 존재론적 문제를 살펴볼 것이다. 이러한 탐구는 집합이 어떤 식으로 이해되든지 간에 존재론적으로 보수적인 "논리적 존재자" 로 간주되기 어렵다는 것을 보여줄 것이다.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.71-80
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• 2017

Landscape design pursues a balance among different values in our society, but aesthetic value and ecological value in landscapes must bring complex relationships into harmony. Ecological aesthetics can be defined as a domain of study that manages the relationship between landscape ecology and landscape aesthetics to create aesthetically attractive and ecologically beneficial landscapes. Despite the importance of the research area, there has been limited empirical research addressing ecological aesthetics. This article aspires to connect and expand the conceptual framework to the research methodologies of ecological aesthetics. First, this study suggests a conceptual framework that examines the relationship between landscape and perceptual process in the context of ecological aesthetics. This framework stresses the importance of information and design intervention as moderators in this relationship. From this framework, three key topics in ecological aesthetics arise: (1) correlation between ecological integrity and aesthetic preference, (2) "compromised" design and management intervention principles that enhance aesthetic pleasure and still have biodiversity, and (3) the impact of information intervention in aesthetic experience. The framework indicated three domains affect each other; thus, when one domain is studied, the other two need to be considered. Secondly, several theoretical and empirical studies on ecological aesthetics will be reviewed from a methodological point of view. This will help to consider ecological aesthetics research, which has primarily been limited to theoretical discourse in empirical research.