• Magazine of the Korea Concrete Institute
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• v.1 no.1
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• pp.87-94
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• 1989

철근콘크리트 뼈대구조와 같이 설계변수가 과다하고, 제약조건식이 복잡한 구조물의 최적화를 위하여는 구조물을 여러개의 부분구조물로 분할하여 최적해를 구하는 분할법이 많이 사용되고 있다. 그러나 기존의 분할법에 의한 최적화는 구조해석과정과 고정된 부재력에대한 단면설계변수의 부분최적화 과정만으로 이루어지기 때문에, 최적해를 구하려면 반복적인 재해석과정만을 수행하지 않으면 안된다. 따라서 본 연구에서는 다단계분할법에 의하여 철근콘크리트 뼈대구조의 최적화 문제를 3단계로 형성하고, 분할된 부분최적화문제의 최적화시 전체구조의 강성 및 부재력 변화가 반영되어 부분 구조물의 결합을 유지시킬 수 있는 최적화 알고리즘을 제안하였다. 최적화 문제에서 설계변수로는 단면의 크기, 철근량, 모멘트 재분배율등을 취하고,목적함수는 경비함수, 제약조건으로는 강도설계법에 의한 부재강도, 시방서의 요구사항등을 고려하여 문제를 형성하였다. 본 연구에서 개발한 다단계 최적화과정의 첫째 단계에서는 탄성해석에 의하여 재분배모멘트의 설계공간을 형성한다. 이 때 부재력변화량추정(forece approximation technique)에 의하여 단면치수의 변화에 따른 부재력의 변화를 제약조건식 내에 포함시킬 수 있도록 하였다. 둘째 단면에서는 첫째 단계에서 구한 부재력변화량추정이 포함된 제약조건식 내에서 무제약최소화기법에 의하여 단면치수를 최적화하도록 하였다. 셋째 단계에서는 재분배 모멘트를 최적화하였으며, 이 때 재분배모멘트의 변화에 따른 단면설계 변수의 변화는 둘째 단계에서 구한 설계민감도(design sensitivity)를 이용하여 반영시키도록 하였다. 제안된 알고리즘을 1층 2경간 및 2층 1경간 뼈대구조에 적용하여 알고리즘의 타당성과 효율성을 입증하였다. 따라서 본 연구의 알고리즘은 철근 콘크리트 뼈대구조의 최적설계에 안정성있게 적용할 수 있을 것으로 판단된다.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.93-111
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• 2022

This study started with the question of 'What innovative task should elementary and secondary school clothing life education perform in accordance with the changes in the future educational environment?' It is time to prepare for a major shift in the educational paradigm that improves the quality of life for all everyone, based on social innovations such as the 4th industrial revolution and the transition to the post-corona era. This study examined the literature for the characteristics of changes in the future educational environment from an educational perspective, and examined the curriculum focusing on the clothing life with the porpose of presenting the direction for the clothing life education. In order to carry out this study, various literature including previous studies related to clothing life education and the national curriculum from the first curriculum to the 2015 revision were analyzed. In conclusion, the direction of the clothing life education curriculum according to the changes in the future educational environment is proposed as follows: First, nurturing convergence education experts that can combine human emotion, environment, and clothing life culture to artificial intelligence(AI); second, developing a clothing life education curriculum that links software competency and practical problem-solving competency; and lastly, implementing fashion maker education using artificial intelligence(AI) and value-oriented clothing life education. In the future, it is expected that the direction of teaching/learning methods and evaluation in clothing life education curriculum is proposed, and that this educational discussion process will help establish the identity of clothing life education in school education.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Analytical Science and Technology
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• v.28 no.2
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• pp.106-111
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• 2015

Changes in antimicrobial peptide-lipid mixtures were investigated using ³¹P solid-state nuclear magnetic resonance spectroscopy. An antimicrobial peptide, protegrin-1, and phosphatidylcholine were deposited on a thin cover glass and incubated under a relative humidity of 95%. The changes in the mixtures were observed after hydration or air-drying. How repetitive hydration and drying changed the phase of the sample was also observed. The degrees of disruption of the well-aligned bilayers of phosphatidylcholine were determined quantitatively by simulating the experimental spectra. The peptide-lipid mixtures changed reversibly after hydration and drying, and the samples reached an equilibrium state after several repetitions.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.1152-1155
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• 2009

기후변화로 인해서 발생하는 여러 영향 중 가뭄 및 홍수와 같은 극치강수량의 변동은 사회 경제적으로 파급효과가 크기 때문에 더욱 주목을 받고 있다. 이러한 점을 효과적으로 평가하기 위해서 본 연구에서는 지역규모기후변화시나리오와 비정상성 Markov Chain 모형을 이용한 Downscaling 기법의 적용 등 일련의 과정을 통해 기후변화를 반영한 지점별 일강수계열을 생성하고 이를 대상으로 다양한 분석을 실시하였다. 수문기후변화시나리오 작성 과정을 요약하면 다음과 같다. B1과 A2 지역규모 기후변화시나리오가 사용되었으며 이를 비정상성 Downscaling 기법의 입력 자료로 활용하여 일강수량 자료를 모의 발생하였다. 이러한 과정을 우리나라 기상청 산하 60개 강우지점에 적용하였으며 극치강수량의 빈도를 추정하기 위해 부분기간 계열과 전기간 계열 자료로 재생산하여 극치분석을 실시하였다. 극치분석결과 강수량에 대한 공간적인 편차가 심하게 발생하고 있으며 강수량의 변동성 또한 매우 크게 나타나고 있는 것을 확인할 수 있었다. 이러한 특성은 선택된 시간 및 사용된 기후변화시나리오에 따라 다르게 나타나고 있으며 한 가지 주목할 점은 기후변화정도가 심한 A2 시나리오와 정도가 약한 B1 시나리오를 비교할 때 온도와 같은 뚜렷한 차이점은 발견할수 없었다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Proceedings of the Korean Society of Postharvest Science and Technology of Agricultural Products Conference
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• 2003.10a
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• pp.180.1-180
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• 2003

양파건조분말 제조에 있어 품질고급화를 목적으로 건조방법을 달리하여 건조과정 중 양파의 이화학적 품질특성 변화를 조사하였다. 수분함량변화는 50'E 열풍건조의 경우 건조 5일에 수분함량 10% 이하로 건조가 되었으며 건조1일에 수분함량 5.30%로 분말화상태가 가능했다. 또한, 4$0^{\circ}C$ 진공건조의 경우는 건조기간 3일째에 수분함량이 6.05%로 거의 건조가 완료된 상태였으며 건조 5일째는 수분함량 5.23%를 나타내어 분말화하였다. -7$0^{\circ}C$ 동결건조의 경우 건조 7일째에 수분함량 5.10%를 유지하여 분말화가 가능하였다. 건조과정 중 양파의 중량감소율 변화는 5$0^{\circ}C$ 열풍건조의 경우 건조 3일째 중량 감소율이 89.6%로 매우 급격한 감소현상을 보였으며, 4$0^{\circ}C$ 진공건조의 경우는 건조 2일째 중량감소율이 84.4%까지 급격한 감소현상을 나타내었고, 또한, -7$0^{\circ}C$ 동결건조의 경우는 건조 최종일인 7일째 중량감소율은 94.9%를 나타내었다. 건조과정 중 갈색도변화는 5$0^{\circ}C$ 열풍건조와 4$0^{\circ}C$ 진공건조의 경우 건조 3일째까지 각각 흡광도(420nm)값을 2.119와 1.941로 급격한 증가현상을 나타낸 후 감소하는 경향을 나타내었고, -7$0^{\circ}C$ 동결건조의 경우는 건조 최종일인 7일째 흡광도가 1.173으로 가장 낮은 갈색도변화를 보였다. 건조과정 중 색도변화에 있어‘L’값의 변화는 5$0^{\circ}C$ 열풍건조의 경우가 양파의 내부와 외부면의 초기 L값이 77.40과 74.82에서 최종 L값이 63.72와 65.07로 4$0^{\circ}C$ 진공건조와 -7$0^{\circ}C$ 동결건조의 L값 변화보다 큰 변화를 보였고, 또한‘a’값과 ‘b’값의 경우도 마찬가지로 5$0^{\circ}C$ 열풍건조의 경우가 양파의 내부와 외부면의 적색도 및 황색도 변화가 크게 일어나는 경향을 나타내었다. 건조과정 중 vitamin C의 함량변화는 건조에 의한 수분함량의 감소로 vitamin C의 함량은 상대적으로 증가하였고, -7$0^{\circ}C$ 동결건조의 경우가 가장 높은 vitamin C의 증가량을 나타내었고, 그와 반대로 5$0^{\circ}C$ 열풍건조의 경우는 열에 의한 vitamin C의 변화로 인한 상대적 증가량은 감소하는 경향을 나타내었다.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.386-398
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• 2017

The purpose of this study was to examine what kind of changes adolescents experienced in the process of returning from the school dropout. For this purpose, 'Qualitative Meta-Analysis' was conducted for seven papers of this area, which was published in Korean journals as a method. 'Qualitative Meta-Analysis' is a method of presenting new interpretations by synthesizing qualitative studies on the same topic. In this study, the qualitative research on the process of returning from the school dropout was selected. The final articles selected for the analysis were seven articles published in domestic journals. The results obtained by comparing and analyzing the selected individual papers were as follows. For adolescents, a series of the process of returning from school dropout was 'self-growth through introspection and support.' In this process, there were five stages of change: abandonment, drifting, self-awareness, decisive action, and struggles. Relevant factors that led to this change were self-perception, the awareness of a reality, resources and support. Based on these results, the characteristics of each step were explained and discussed. Finally, the implications and limitations of the study were clarified and the follow-up study was proposed for more detailed examination.

• Korean Journal of Environment and Ecology
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• v.30 no.2
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• pp.277-286
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• 2016

This study was performed to investigate main psychological phenomena and healing process through qualitative analysis on the 115 handwriting healing experience in the forest. Main psychological phenomena experienced in the forest were important in order happiness, comfort, and understanding. The process of healing in the forest was first characterized by emotional changes, and was led to cognitive changes and behavioral changes. Healing stage of the forest has followed with six steps of stimulus, accommodating, purification, insight, filling, and change. This process was associated with nature sympathetic, rapport with oneself, and with the world. Previous studies, which were focused on the measurement of transient state after the comparative study between control and experimental groups, could not verify the continuity and process of psychological healing. this study suggests a new approach to understand the subjective psychological phenomena and healing processes in the forest, and will be a basis for developing and performing of forest healing program.