• Structural Engineering and Mechanics
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• v.10 no.6
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• pp.517-532
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• 2000

A direct output feedback control scheme was recently proposed by the authors for single-story building structures resting on flexible soil body. In this paper, the control scheme is extended to mitigate the seismic responses of multi-story buildings. Soil-structure interaction is taken into account in two parts: input at the soil-structure interface/foundation and control algorithm. The former reflects the effect on ground motions and is monitored in real time with accelerometers at foundation. The latter includes the effect on the dynamic characteristics of structures, which is formulated by modifying the classical linear quadratic regulator based on the fundamental mode shape of the soil-structure system. Numerical result on the study of a $\frac{1}{4}$-scale three-story structure, supported by a viscoelastic half-space of soil mass, have demonstrated that the proposed algorithm is robust and very effective in suppressing the earthquake-induced vibration in building structures even supported on a flexible soil mass. Parametric studies are performed to understand how soil damping and flexibility affect the effectiveness of active tendon control. The selection of weighting matrix and effect of soil property uncertainty are investigated in detail for practical applications.

• Educational Technology International
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• v.18 no.2
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• pp.193-213
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• 2017

This study aimed to explore online learning profiles of in-service teachers in South Korea, focusing on video lecture and discussion activities. A total of 269 teachers took an online professional development course for 14 days, using an online learning platform from which web log data were collected. The data showed the frequency of participation and the initial participation time, which was closely related to procrastinating behaviors. A cluster analysis revealed three online learning profiles of in-service teachers: procrastinating (n=42), passive interaction (n=136), and active learning (n=91) clusters. The active learning cluster showed high-level participation in both video lecture and discussion activities from the beginning of the online course, whereas the procrastinating cluster was seldom engaged in learning activities for the first half of the learning period. The passive interaction cluster was actively engaged in watching video lectures from the beginning of the online course but passively participated in discussion activities. As a result, the active learning cluster outperformed the passive interaction cluster in learning achievements. The findings were discussed in regard to how to improve online learning environments through considering online learning profiles of in-service teachers.

• Educational Technology International
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• v.12 no.1
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• pp.67-94
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• 2011

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners' abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments' impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner's secondary design refers to learner's design based on the primary designs by design experts. Third, transactional interaction refers to learner's inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

• Korean Journal of Child Studies
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• v.6 no.1
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• pp.3-16
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• 1985

The purpose of this study was the application of sequential analysis to mother-infant interaction data, with particular reference to goodness of fit. The subjects of this study were 22 7- to 16-month-old infants(12 girls and 10 boys) and their mothers. Each mother-infant dyad was videotaped in a 5-min free-play session in the playroom. The videotaped data was transcribed on the behavioral checklist every 3 seconds. The recorded raw data were lagged by one time interval (3 sec.). Transitional probabilities from behavior at time t-1 to behavior at time t were gathered. The statistical analysis of frequency data and transitional probabilities consisted of Z test, t test, and sign test. It was found that regarding 1) direction of effect: the transitional probability of infant vocalization following maternal vocalization was significantly higher than the reverse; the transitional probability of a 'Coacting State' following a 'Mother Active State' was significantly higher than the reverse; the probability of a 'Mother Active State' following 'Quiescent State' was significantly higher than that of a 'Coacting State' following an 'Infant Active State'; 2) sex differences: male infants' transitional probability from an 'Infant Active State' to a 'Quiescent State' was significantly higher than that of female infants; 3) age differences: more than younger infants older infants had higher transitional probabilities from a 'Mother Active State' to a 'Coacting State', from a 'Parallel State' to a 'Coacting State', and from a 'Quiescent State' to a 'Parallel State'. These showed goodness of fit for sex and age differences, particularily for direction of effect.

• Smart Structures and Systems
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• v.21 no.6
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• pp.777-791
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• 2018

This paper discusses the shape control of deformable mirrors for Adaptive Optics in the dynamic range. The phenomenon of control-structure interaction appears when the mirror becomes large, lowering the natural frequencies $f_i$, and the control bandwidth $f_c$ increases to improve the performance, so that the condition $f_c{\ll}f_i$ is no longer satisfied. In this case, the control system tends to amplify the response of the flexible modes and the system may become unstable. The main parameters controlling the phenomenon are the frequency ratio $f_c/f_i$ and the structural damping ${\zeta}$. Robustness tests are developed which allow to evaluate a lower bound of the stability margin. Various passive and active strategies for damping augmentation are proposed and tested in simulation.

• Nuclear Engineering and Technology
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• v.54 no.9
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• pp.3283-3292
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• 2022

Based on the Deep Q-Network(DQN) algorithm of reinforcement learning, an active fault-tolerance method with incremental action is proposed for the control system with sensor faults of the once-through steam generator(OTSG). In this paper, we first establish the OTSG model as the interaction environment for the agent of reinforcement learning. The reinforcement learning agent chooses an action according to the system state obtained by the pressure sensor, the incremental action can gradually approach the optimal strategy for the current fault, and then the agent updates the network by different rewards obtained in the interaction process. In this way, we can transform the active fault tolerant control process of the OTSG to the reinforcement learning agent's decision-making process. The comparison experiments compared with the traditional reinforcement learning algorithm(RL) with fixed strategies show that the active fault-tolerant controller designed in this paper can accurately and rapidly control under sensor faults so that the pressure of the OTSG can be stabilized near the set-point value, and the OTSG can run normally and stably.

• 전기의세계
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• v.26 no.3
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• pp.73-75
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• 1977

A coupled-mode approach is used to analyze the interaction of the carrier wave in solid-state materials with the external slow electromagnetic wave. A general condition for an active coupling is derived. Gain characteristics is also examined as a function of operating frequency and thermal-to-drift veocity variations.

• Structural Engineering and Mechanics
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• v.16 no.5
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• pp.519-531
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• 2003

Piezoelectric actuators have long been recognised for use in aerospace structures for control of structural shape. This paper looks at active control of the swept shock wave/turbulent boundary layer interaction using smart flap actuators. The actuators are manufactured by bonding piezoelectric material to an inert substrate to control the bleed/suction rate through a plenum chamber. The cavity provides communication of signals across the shock, allowing rapid thickening of the boundary layer approaching the shock, which splits into a series of weaker shocks forming a lambda shock foot, reducing wave drag. Active control allows optimum control of the interaction, as it would be capable of positioning the control region around the original shock position and unimorph tip deflection, hence mass transfer rates. The actuators are modelled using classical composite material mechanics theory, as well as a finite element-modelling program (ANSYS 5.7).

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• 대한치주과학회:학술대회논문집
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• 1998.11a
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• pp.7-8
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• 1998