• Journal of the Computational Structural Engineering Institute of Korea
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• v.12 no.3
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• pp.281-292
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• 1999

지반-기초 상호작용계를 해석할 때 실제로 지반은 다양한 지반종류와 다층으로 형성되어 있으므로 지반 특성의 변화를 고려해야 한다. 초기의 대부분의 상호작용계의 정·동적 해석은 지반의 복잡한 성질을 역학적으로 탄성거동을 한다고 가정한 Winkler 지반모델 혹은 지반을 등방성이고 균질한 반무한 탄성체로 가정한 반무한 탄성지반 모델로 보아 수행되었다. 본 연구는 유한 요소법을 이용하여 지반-기초 상호작용계의 동적 거동을 해석하기 위해 기초는 4절점 후판요소를 사용하고 지반은 지반특성을 고려할 수 있도록 8절점 6면체 요소를 사용하였고, 지반의 감쇠효과 및 지반특성을 고려한 지반-기초 상호작용계의 동적 거동을 유한요소법으로 해석하고 지반의 영향범위를 결정하는 것이다.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.63-69
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• 2015

The Interaction is an important factor in classroom. Existing interaction analysis method has been analysed between teacher and students only language-centered. In this paper, we developed an ICT based interaction analysis system to analyse interaction of ICT including language-centered and analysed interaction of class through FIACS and ICT-FIACS. This system consists of ten kinds of classification items and analysis indexes. In order to comparative analyse between ICT-FIACS and FIACS, we analysed interaction of ICT in six grade classroom at elementary school. In result of analysis, ICT utilization index (63.62%), teachers of ICT utilization index (57.71%) and students of ICT utilization (42.29%) were analysed. Through this system, interaction of ICT can be analysed as well as language-centered interaction in ICT based Classroom.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.04b
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• pp.1527-1530
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• 2002

웹 기반의 학습활동 중에 이루어지는 상호작용에는 학습자-컨텐츠 상호작용 학습자-교수자 상호작용, 학습자-학습자 상호작용이 있고, 학습효과를 보장하기 위해서는 이 세 가지의 상호작용을 유기적으로 통합 활용하여야 한다. 본 논문에서는 이를 위해 새로운 상호작용을 정의하고 이를 '학습자-교수자-컨텐츠 상호작용'이라 하였다. 또한 상호작용의 기본이 되는 학습자-컨텐츠 상호작용을 증진시키기 위한 3가지의 전략을 제안하였다. 첫째, 화면구성 원칙을 따라야 한다. 둘째, 'Learning by doing'이 가능한 컨텐츠가 되어야 한다. 셋째, 학습내용은 세분화하고, 학습내용 내에도 학습능력에 따라 적절한 피드백이 가능해야 한다가 그것이다.

• 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.

• Journal of the Korean Professional Engineers Association
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• v.30 no.1
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• pp.5-15
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• 1997

방사선들 중에서 감마선은 우리의 몸 속을 깊숙이 침투할 수 있다. 그런 감마선이 우리 몸을 투과할 때, 체세표를 이룬 원자들의 궤도전자들과 충돌하면서 소멸된다. 우리는 그런 현상들을 물질과의 상호작용 이라 부른다. 방사선과 물질과의 상호작용은 원자의 단위에서 일어난다. 감마선이 물질과의 상호작용들은 물리적으로는 광전자 산란 효과, 컴프턴 산란 효과 그리고 전자쌍 생성효과 등으로 구분하여 설명된다. 방사선이 우리의 몸 속에서 체세포의 원자와 충돌하여 생기는 자유전자들은 몸 속에 남게 되고, 그들은 몸 속을 상당 기간 동안 배회하면서 인체의 생명 현상을 유지시킬 생화학 작용의 기능들을 약화시키기도 하고, 악성인 암세포들을 만들어내기도 하므로 건강 유지에 불리하게 작용한다. 따라서 감마선에 쪼여 생긴 자유전자들은 우리의 정상적인 건강 조건들을 해치는 주된 요소가 된다.

• Journal of KIISE:Computer Systems and Theory
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• v.36 no.2
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• pp.60-67
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• 2009

Analyzing protein-protein interactions(PPI) is an important task in bioinformatics as it can help in new drugs' discovery process. However, due to vast amount of PPI data and their complexity, efficient visualization of the data is still remained as a challenging problem. We have developed efficient and effective visualization system that integrates Gene Ontology(GO) and PPI network to provide better insights to scientists. To provide efficient data visualization, we have employed dynamic interactive graph drawing methods and context-based browsing strategy. In addition, quick and flexible cross-reference system between GO and PPI; LCA(Least Common Ancestor) finding for GO; and etc are supported as special features. In terms of interface, our visualization system provides two separate graphical windows side-by-side for GO graphs and PPI network, and also provides cross-reference functions between them.

• The Korean Journal of Applied Statistics
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• v.21 no.1
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• pp.53-63
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• 2008

It is commonly believed that disease of human or economic traits of livestock are caused not by single gene acting alone, but by multiple genes interacting with one an-other. This issue is difficult due to the limitations of parametric statistical method like as logistic regression for detection of gene effects that are dependent solely on interactions with other genes and with environmental exposures. Multifactor dimensionality reduction (MDR) nonparametric statistical method, to improve the identification of single nucleotide polymorphism (SNP) associated with the Hanwoo(Korean cattle) carcass cold weight, is applied and compared with ANOVA results.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.757-767
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• 2002

This study investigated the effects of scientific inquiry experiments emphasizing social interaction on the academic achievement, the ability for science inquiry and the learning motivation of the students. To examine the differences among the classes of scientific inquiry experiments according to the way of organizing small groups, the effects of the group in homogeneous cognitive level and the group in heterogeneous cognitive level were compared. 255 7th-graders were grouped into the treatment group and the control group. After the treatment group received the scientific inquiry experimental lessons emphasizing social interaction and the control group received traditional lessons for one year, academic achievement, ability for scientific inquiry, and learning motivation were examined. These inquiry experiments were composed of four steps which are eliciting, familiarizing, constructing and bridging. And students can interact with peers and teachers through the process of relating observed phenomena to concept, constructing experiment procedure, and eliciting results. The ANCOVA results revealed that there were significant effects of science inquiry experiments emphasizing social interaction on the academic achievement, the ability for scientific inquiry and the learning motivation of the students. The significant academic achievement of the students in most of the cognitive levels, if not all, was found and degree of improvement in the ability for scientific inquiry was lower than that in the academic achievement. Concerning the effects according to the way of organizing small groups, there were significant improvement in academic achievement and learning motivation of the group in homogeneous cognitive level compared to the group in heterogeneous cognitive level. These results indicate that social interaction in learning is important and it has positive influences on the improvement in academic achievement and ability for scientific inquiry of students.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.311-329
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• 2015

This study examined the influences of children's playfulness and teacher-child interactions on their peer interactions, and investigated whether teacher-child interactions had any moderating effects upon the relation between child playfulness and peer interactions. The participants of this study were 240 children in fourth year classes in child care centers in Seoul and Gyoung-gi province and 24 of their teachers. In order to measure the research variables, the Korean version of PIPPS(Pen Interaction Peer Play Scale) by Choi and Shin(2008), the Children's Playfulness Scale(Barnett, 1991), and the modified version of the Caregiver Interaction Scale(Arnett, 1989) were used. The data were analyzed by means of descriptive statics, Pearson's correlations, and hierarchical regression analysis. The results indicated that children's playfulness and teacher-child interactions had significant effects on their peer interactions. Especially, the teacher-child interactions were related to the play disruption and the play disconnection of peer interactions. In addition, teacher-child interactions moderated the effect of children's social spontaneity(children's playfulness) on their play disconnection(peer interactions). The results have some implications for the role of teacher-child interactions in peer play interactions and a range of prevention efforts.