• The Journal of the Korea Contents Association
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• v.10 no.1
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• pp.239-246
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• 2010

This research sees that even interactivities have differences by the types of internet shopping malls and compared and analyzed the interactivities by classifying them into open market and special malls. The research survey was conducted aiming at those who purchased products in Internet shopping malls within the latest 6 months, and, then, a statistical analysis was carried out. The analysis result showed the interactivity in internet shopping malls was deduced as 2 perspectives while it was confirmed that there are differences according to shopping mall types. For open markets, interactivities of both 'between company and customers' and 'between customers and customers' have significant influences on the satisfaction degree. Especially, the interactivity of 'between company and customers' have higher influences on the satisfaction degree. However, for the specialty malls, it was shown that only the interactivity of 'between company and customers' have significant influences on the customer satisfaction degree. Additionally, it was confirmed that the satisfaction degree toward a shopping mall has positive influence even on future recommendation intentions. Such research results confirmed that distinctive strategies which consider the patterns of shopping malls should be applied in order for a company to effectively utilize the interactivity in internet shopping mall markets.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.185-201
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• 2010

Interactive space became one of the major design paradigms. For elevating the interactive effect in this, we need user-centered design methodology which uses the influential factors on the interactivity. As the second paper of three-linked studies for the interactivity in the interactive space, this research analyzed the interface factors' specific attributes for supporting behavioral participation. 'Interface' is one of three main factors on the interactivity(Intersubject/Interface/Interaction). Its role in the interactive space is to induce or support user's participations which bring the interactive changes into the designs. Qualitative case analysis was the main method and 30 cases were investigated. 'Individual analysis-Transitional description-Generalization' were the progressive steps for case analysis. As final results, 17 attributes for supporting behavioral participation were analyzed.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.35 no.1
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• pp.23-28
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• 2022

Natural frequency variations in a vehicle-bridge interaction system is examined. The interaction system is designed for a simple beam subject to a moving vehicle. The equation of motion for the system is derived under the quarter-car condition, and numerical simulation is performed. Frequency amplification ratio (FAR) is defined as a ratio between the initial and the varying natural frequency of the system; a discontinuity in the FAR implies a resonance condition. Analysis is mainly focused on patterns, frequency variation characteristics, and discontinuity points of the FAR under the vehicle mass and tire stiffness variations. The result reveals that the interactions between the system affects the natural frequency of both the vehicle and the bridge in similar frequency regions that can be visually identified at the middle of the span using the FAR.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.1332-1336
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• 2009

본 연구에서는 지표수-지하수 상호작용을 모의할 수 있는 SWAT-MODFLOW 모형을 이용하여 수변지역의 토지이용 변화에 따른 혼합대의 수문학적 특성 변화를 분석하였다. 연구를 위해 선정된 시험유역의 불수투지역, 농경지 등 기존 수변 토지이용도가 초지, 갯버들 등의 식생이 식재된 지역으로 변경되는 상황을 가정하여 SWAT-MODFLOW 모형을 적용, 지표수-지하수 상호작용을 중심으로 하는 수문학적 특성 변화를 모의 분석하였다. 수변의 토지이용을 초지로 변경하였을 경우 혼합대의 지표수-지하수 교환량이 다소 증가하는 것으로 모의되었으며, 수변 지역 토양의 토양 수분량 또한 증가하는 것으로 나타났다. 한편, 수변 지역에 갯벌들을 식재하는 경우 초지에 비해 지표수-지하수 교환량 및 토양 수분량의 증가폭이 더욱 증가하는 것으로 나타났다. 이와 같은 분석 결과 SWAT-MODFLOW 모형은 수변 토지 이용의 변화에 따른 수문학적 특성 변화를 모의할 수 있는 것으로 판명되었으며, 향후 실측자료와의 비교 연구 등을 실시하여 정확도가 입증된다면, 각종 수생태 복원사업의 계획 수립 시 토지이용 변화에 따른 효과 분석 모의에 유용하게 활용될 수 있을 것으로 기대된다.

• Journal of Life Science
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• v.14 no.6 s.67
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• pp.997-1002
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• 2004

This paper deals with the WASPIFA (Web-based Assistant System for Protein-protein Interaction and Function Analysis) system that can provide the comprehensive information on Protein-protein interaction and function concerned with function analysis. Different from existing systems for protein function and protein-protein interaction analysis, which provide fragmentary information restricted to specific field, our system furnishes end-user with comprehensive and synthetic information on the input sequence to be analyzed, including function and annotation information, domain information, and interaction relationship information. The synthetic information that our system contains as local databases has been extracted from many resources related to function, annotation, motif and domain by various pre-processing. Employing our system, end-users can evaluate and judge the synthetic results to do protein interaction and function analysis effectively. In addition, the WASPIFA system is equipped with automatic system management and data update function that facilitates system manager to maintain and manage it efficiently.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2010.04a
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• pp.31-34
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• 2010

본 논문에서는 교량의 자유진동 모드의 중첩원리를 이용하여 KTX-교량의 동적상호작용 해석법을 제시한다. 이를 위하여 모드중첩법에 기초한 3차원 교량-차량의 에너지 식으로부터 에너지원리를 적용하여 교량과 차량의 상호작용을 고려할 수 있는 운동방정식을 유도한다. 이때 운동방정식의 해는 Newmark-${\beta}$ 방법을 사용한다. 그리고 궤도의 불규칙성은 FRA의 6등급 분류규정을 고려하여 각 등급별로 고속철도의 열차속도에 따르는 응답을 분석한다. 실제 고속철도에 사용되는 PSC 박스형 교량을 상용프로그램(MIDAS)를 이용하여 모델링하고 그로부터 각 모드별 형상을 얻어내어 본 논문에서 개발한 열차-교량 상호작용 프로그램에 입력하여 상호작용 해석을 수행한다.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.842-845
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• 2008

The protein interaction network contains a small number of highly connected protein, denoted hub and many destitutely connected proteins. Recently, several studies described that a hub protein is more likely to be essential than a non-hub protein. This phenomenon called as the centrality-lethality rule. This rule is widely credited to exhibit the importance of hub proteins in the complex network and the significance of network architecture as well. To confirm whether the rule is accurate, we investigated all protein interaction DBs of yeast in the public sites such as Uetz, Ito, MIPS, DIP, SGD, and BioGRID. Interestingly, the protein network shows that the rule is correct in lower scale DBs (e.g., Uetz, Ito, and DIP) but is not correct in higher scale DBs (e.g., SGD and BioGRID). We are now analyzing the features of networks obtained from the SGD and BioGRD and comparing those of network from the DIP.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.191-213
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• 2005

이 연구는 수학교사가 자기수업 관찰을 바탕으로 수업반성의 과정에서 발문을 어떻게 반성하는지, 반성을 통해 수업에서 발문을 어떻게 변화시키며, 교사와 학생 사이의 상호작용에 어떤 변화가 나타나는지를 분석하기 위한 것이다. 두 중학교 수학 교사를 대상으로 일주일에 1회씩 총 5회의 수업관찰과 수업반성의 순환과정을 통해 얻어진 관찰자료, 녹화자료, 면담자료로 분석한 결과는 다음과 같다. 첫째, 교사의 수업반성 결과 학생들로 하여금 수업에 더 많이 참여하고 학생 자신의 생각을 표현할 수 있도록 유도하기위한 효과적인 발문을 고안하였고, 교사 자신의 수업을 자발적으로 평가하는 경향을 보였다. 둘째, 발문의 변화 면에서 반성 초기의 수업보다 반성 후기의 수업에서 설명을 요구하는 발문유형의 빈도가 높게 나타났으며, 판단을 요구하는 발문을 하고 나서 그 판단에 대하여 설명하도록 요구하는 발문을 함으로써 학생들로 하여금 자신의 생각과 아이디어를 표현할 수 있도록 하는 것으로 나타났다. 그리고, 문제해결과정에 학생들의 참여의 기회가 늘어나도록 발문을 하는 것으로 나타났다. 셋째, 상호작용 측면에서 교사와 학생간의 상호작용이 학생과 학생들 간의 상호작용 패턴으로 변화하였고, 교사의 판서가 의사소통을 단절시키던 것에서 교사와 학생의 의사소통의 방향을 안내하는 역할을 하는 것으로 나타났다.