• Nonlinear Functional Analysis and Applications
• /
• 제26권1호
• /
• pp.65-70
• /
• 2021

We characterize the solution set for a second-order cone linear fractional optimization problem (P). We present sequential Lagrange multiplier characterizations of the solution set for the problem (P) in terms of sequential Lagrange multipliers of a known solution of (P).

• 한국과학교육학회지
• /
• 제36권2호
• /
• pp.295-302
• /
• 2016

이 연구에서는 구인 모델링 방식을 적용하여 초등학교 5학년~중학교 3학년 학생들의 용해와 용액 개념에 대한 학습발달과정을 조사하였다. 이를 위해 현행 교육과정과 선행연구를 분석하여 용해와 용액 개념 이해의 가설적 발달 경로인 초기 구인 구성도를 설정하였고, 이를 바탕으로 순위정렬 선다형 평가 문항으로 구성된 검사지를 제작하였다. 826명의 학생들을 대상으로 검사를 실시하였으며, 다분 문항반응이론의 모형 중 부분 점수 모형을 활용하여 분석한 결과를 바탕으로 구인 구성도를 수정하였다. 연구 결과, 현행 교육과정에서 학년에 따른 용해와 용액 개념의 제시 순서는 대체로 학생들의 학습발달과정에 부합하는 것으로 나타났다. 그러나 하위 정착점과 용액에서 입자의 균일 분포 개념, 용해도에 영향을 미치는 요인에 대한 이해는 구인 구성도를 통해 이론적으로 예상한 수준과 달랐다. 수정된 구인 구성도에 따라 초 중등학생의 용해와 용액 개념에 대한 학습발달과정을 도출하였다. 하위정착점인 수준 1은 용해와 용액을 입자 관점에서 인식할 수 있으나 다양한 오개념을 지니는 수준으로, 수준 2는 용액에서 입자의 균일 분포 개념을 이해하는 수준으로, 수준 3은 용해도와 입자의 보존 개념을 이해하는 수준으로 설정되었다. 또한, 수준 4는 입자간 인력을 인식할 수 있으나 다양한 오개념을 지니는 수준으로, 상위정착점인 수준 5는 입자간 인력과 용해도에 영향을 미치는 요인을 이해하는 수준으로 설정되었다.

• 공학교육연구
• /
• 제17권1호
• /
• pp.57-64
• /
• 2014

This study has a purpose mainly to analyze the team interaction change by the duration of time in the Capstone-Design activities according to MBTI Modes. Study objects are four students of Mechanical Engineering at School of Engineering in C University located in Daejeon, and the team interaction change was analyzed through IPA (Interaction Process Analysis) method. From the result, first, ESTP showed the change of increase in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive' and 'task area: question', and the change of decrease by the same time duration of periods in 'task area: solution'. Also, there was no change in 'social-emotional area: negative' because there was no interaction. Second, ESFJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive' and 'task area: question', and the change of increase by the same time duration of periods in 'task area: solution' and 'social-emotional area: negative'. Third, ISTJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive', 'task area: question' and 'social-emotional area: negative', and the change of increase by the same time duration of periods in 'task area: solution'. Fourth, ENFP showed the change of decrease by the time duration of initial, mid, late periods in 'social-emotional area: positive', 'task area: solution' and 'social-emotional area: negative', and the change of increase by the same time duration of periods in 'task area: question'.

• Geomechanics and Engineering
• /
• 제13권6호
• /
• pp.1027-1044
• /
• 2017

Membrane penetration is the most important factor influencing the measurement of volume change for triaxial consolidated-drained shear test for coarse-grained soil. The effective pressure p, average particle size $d_{50}$, thickness $t_m$ and elastic modulus $E_m$ of membrane, contact area between membrane and soil $A_m$ as well as the initial void ratio e are the major factors influencing membrane penetration. According to the membrane deformation model given by Kramer and Sivaneswaran, an analytical solution of the membrane penetration considering the initial void ratio is deduced using the energy conservation law. The basic equations from theory of plates and shells and the elastic mechanics are employed during the derivation. To verify the presented solution, isotropic consolidation tests of a coarse-grained soil are performed by using the method of embedding different diameter of iron rods in the triaxial samples, and volume changes due to membrane penetration are obtained. The predictions from presented solution and previous analytical solutions are compared with the test results. It is found that the prediction from presented analytical solution agrees well with the test results.

• 한국수학교육학회지시리즈B:순수및응용수학
• /
• 제5권1호
• /
• pp.33-44
• /
• 1998

This paper is concerned with the existence of mutiple positive solution of (equation omitted) with Dirichlet boundary condition.

• 공학교육연구
• /
• 제10권3호
• /
• pp.93-108
• /
• 2007

연구의 목적은 효율적인 기술적 문제해결과 관련 있는 특성을 구명하는 것이다. 연구의 목적을 달성위하여 대전 소재 C대학교 공과대학 재학생을 대상으로 기술적 문제해결 활동을 분석하고 효율적인 문제해결자와 비효율적인 문제해결자의 문제해결 활동을 비교하였다. 그 결과, 다음과 같은 결론을 도출하였다. 기술적 문제의 효율적인 문제해결자와 비효율적인 문제해결자는 문제해결 활동 중에서 해결 방안 모형화하기 활동과 문제점 확인하기 활동의 소요 시간, 결과 평가하기 활동의 빈도와 소요 시간에서 차이를 보인다. 효율적인 문제해결자가 비효율적인 문제해결자보다 해결방안 모형화하기 활동과 문제점 확인하기 활동에 더 많은 시간을 소요하며 결과 평가하기 활동은 낮은 빈도와 적은 시간을 소비한다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제30권3호
• /
• pp.305-314
• /
• 2011

In this study, the analogies on saturated solution generated by elementary school teachers were analyzed in their numbers, materials, and types aspects. The results were also compared with those of general and science-gifted elementary students. A test on the self-generating analogies on the target concept was administered to 111 elementary school teachers, 60 fifth graders at four science-gifted education institutes and 91 fifth graders at three elementary schools. The results revealed that the teachers made more analogies than the general and science-gifted students. In general, both the teachers and the students tended to make the analogies using the materials in family, riding, digestive, and school situations. However, there were a little difference between the teachers and the students in the cases of the analogies using other situations including body/physical activity. Similarly to the cases of the students, the teachers made more functional analogies than structural or structural/functional ones and did more concrete ones than abstract ones. However, they made more verbal, artificial, and enriched analogies than the students. They also made more highly systematic analogies than the general students, and did less ones than the science-gifted students. Educational implications of these findings are discussed.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권2호
• /
• pp.219-232
• /
• 2010

In this study, we investigated and compared the types of analogy generation processes and the perceptions of analogy generation on saturated solution of fifth grade scientifically-gifted and general elementary students. After the instruction of self-generating analogies on 'saturated solution' concept for two classes, 12 scientifically-gifted and 8 general elementary students were interviewed to explore their analogy generation processes and the perceptions of the abilities required in the processes, the conditions of good analogies, and the advantages/disadvantages of analogy generation. The results revealed that their analogy generation processes were classified into three types. The scientifically-gifted students generated the analogies in more systematic and efficient ways and had better understanding of the important parts in the processes than the general elementary students. They also suggested more concrete and various ideas about the conditions of good analogies. Many scientifically-gifted and general elementary students thought that analogy generation would have positive influences on the developments of the cognitive aspects such as various higher-level thinking abilities and understanding of science concepts as well as the affective aspects such as science learning motivation and interest. Educational implications of these findings are discussed.

• Journal of applied mathematics & informatics
• /
• 제17권1_2_3호
• /
• pp.307-314
• /
• 2005

In this paper we consider positive solutions of the following difference equation $$x_{n+l}\;=\;min[{\frac{A}{x_{n}},{\frac{B}{x_{n-2}}}],\;A,B\;>\;0$$. We prove that every positive solution is eventually periodic. Also, we present here some results concerning positive solutions of the difference equation $$x_{n+l}\;=\;min[{\frac{A}{x_{n}x_{n-1}{\cdots}x_{n-k}},{\frac{B}{x_{n-(k+2)}{\cdots}x_{n-(2k+2)}}],\;A,B\;>\;0$$.

• 한국지능시스템학회:학술대회논문집
• /
• 한국퍼지및지능시스템학회 2005년도 추계학술대회 학술발표 논문집 제15권 제2호
• /
• pp.217-221
• /
• 2005

This paper we consider the solution of differential equations with fuzzy coefficients generated by fuzzy number $\~{1}$ using two different methods with eigenvalues and eigenvectors.