• International Journal of Computer Science & Network Security
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• 제22권9호
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• pp.103-108
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• 2022

The main purpose of the study is to determine the features of the application of modern technologies for the development of distance education. The global process of transition to the information society, as well as the economic, political and social changes that accompany it, are accelerating the reform of the higher education system, in which distance education occupies a special place. Based on the results of the study, the main features of the use of modern technologies for the development of distance education are characterized. Future research should be devoted to investigating the impact of Industry 4.0 on the education system.

• 과학기술학연구
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• 제18권1호
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• pp.219-265
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• 2018

최근 에너지전환에 관한 관심이 고조되고 있다. 에너지전환은 단순히 기술적 요소의 변화뿐만 아니라 다양한 사회적 요소들의 변화와 조정을 필요로 한다는 점에서, 사용자/시민들을 포함한 다양한 이해관계자들의 능동적인 참여와 협력이 필요하다. 이를 위한 방안의 하나로 리빙랩(living lab)'이 주목받고 있다. 이 글은 2016년부터 2017년까지 서울 성대골에서 진행된 '도시지역 미니태양광 리빙랩' 활동을 세밀하게 분석한 것이다. 리빙랩을 통해 미니태양광 DIY 제품과 백업센터, 지역 기반 금융상품, 다양한 교육훙보 전략의 개발 등이 이루어졌다. 이런 활동과 성과를 전략적 층위, 전술적 층위, 운영적 층위에서 각각 제기되는 질문을 통해서 분석했으며, 더불어 기시환경-레짐-틈새 사이의 상호작용이라는 다층적 관점을 통해서도 다루어졌다. 결론적으로 이번 리빙랩 활동은 에너지 생산과 이용의 지속가능성이라는 사회문제를 해결하기 위한 '전환랩'의 가능성을 확인해주었다. 특히 전환관리 거버넌스의 운영적 층위, 즉 전환실험이라는 측면에서 주목할 만한 성과를 얻었으며, 시민들의 주도적 참여라는 점에서도 두드러졌다. 그러나 어려움 없이 진행된 것은 아니다. 특히 리빙랩이 가진 고유한 속성인 유연성과 재정지원 기관의 관료적 경직성 사이의 갈등이라는 구조적인 문제가 나타나기도 했다. 또한 전환의 비전을 형성하고 전환실험으로부터 얻은 지식을 확산하면서 전략적 틈새를 복제 확대하는데 필요한 전략적 층위에서의 '전환장'이 존재하지 않는다는 한계도 안고 있었다.

• Wind and Structures
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• 제35권4호
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• pp.269-285
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• 2022

The pressure-mitigating effects of a high-speed train passing through a tunnel with a partially reduced cross-section are investigated via the numerical approach. A compressible, three-dimensional RNG k-ε turbulence model and a hybrid mesh strategy are adopted to reproduce that event, which is validated by the moving model test. Three step-like tunnel forms and two additional transitions at the tunnel junction are proposed and their aerodynamic performance is compared and scrutinized with a constant cross-sectional tunnel as the benchmark. The results show that the tunnel step is unrelated to the pressure mitigation effects since the case of a double-step tunnel has no advantage in comparison to a single-step tunnel, but the excavated volume is an essential matter. The pressure peaks are reduced at different levels along with the increase of the excavated earth volume and the peaks are either fitted with power or logarithmic function relationships. In addition, the Arc and Oblique-transitions have very limited gaps, and their pressure curves are identical to each other, whereas the Rec-transition leads to relatively lower pressure peaks in C_Pmax, C_Pmin, and ΔC_P, with 5.2%, 4.0%, and 4.1% relieved compared with Oblique-transition. This study could provide guidance for the design of the novel railway tunnel.

• East Asian mathematical journal
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• 제36권2호
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• pp.173-201
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• 2020

Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers' identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.

• 건축역사연구
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• 제32권2호
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• pp.21-35
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• 2023

The purpose of this study is to develop a method for establishing an educational system for World Heritage interpretation applicable to World Heritage sites and to design an education program for World Heritage interpretation by applying the developed education system in this study. This study first identified the definition of interpretation and the relationship between interpretation and education through previous research and analyzed the role and significance of heritage interpretation due to the paradigm transition in the capacity building of World Heritage sites. Next, the educational status of World Heritage interpretation was analyzed through educational institutions, educational subjects, and curriculum examples. Finally, this study argues that a method for establishing a World Heritage interpretation education system should be presented according to the composition of the curriculum, and the interpretation curriculum planning by interpreters should be proposed focusing on the Outstanding Universal Value (OUV) of World Heritage sites.

• 대한가정학회지
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• 제11권1호
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• pp.92-106
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• 1973

Brief history of home economics education after modern period (GAEWHA-KI) (1900~1945). Education of home economics in our country is known to have been developed mainly through school education by need of women education. The first period is construed "from 1890's until before the conclusion of ULSABOHO treaty, which can be referred to as an inception of the education for home economics by including subjects of sewing and manual arts in the curriculum of EWHA-hakang. The second period is "from the conclusion of ULSABOHO treaty in 1905 until the act of higher education for women was decreed, transition of the education for home economics and major curriculum thereof and the text books of home economics are handled. The third period is "from the promulgation of CHOSUN education act in 1911 until the fall of Japan education of home economics in this period is described in terms of national education under the Japanese colonial rule. The education was first renewed by women missionaries with the onset of "blooming period (GAEWHA-KI)" and school education of home economics far educating women was initiated at EWHA-hakdang in 1896, in 1908, with the pronulgation of the act of higher education for women, major curriculum and subjects were set up and text books of home economics were also compiled. In accordance with CHOSUN education act in 1911, housekeeping and sewing subjects at secondary school were taught 10 hours a week with the emphasis on general education and practical subject oriented training. Home economics under the Japanese rule was so educated as to imbue, students with the sense of nationality by teaching Korean custom and family habits.

• 호남수학학술지
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• 제30권2호
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• pp.311-321
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• 2008

Mathematical paradoxes may arise when computations give unexpected results. We use three paradoxes to illustrate how they work in the basic probability theory. In the process of resolving the paradoxes, we expect that student-teachers can pedagogically gain valuable experience in regards to sharpening their mathematical knowledge and critical reasoning.

• Bulletin of the Korean Chemical Society
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• 제28권7호
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• pp.1217-1220
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• 2007

• 대한화학회지
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• 제44권3호
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• pp.298-301
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• 2000

• Journal of Photoscience
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• 제5권2호
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• pp.69-71
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• 1998

Electronic structures and excited states for pyrazinylquinoxalinylethylene are investigated using PM3-UHF-CI and Molecular Mechanics force field. The results indicate that pyrazinylquinoxalinylethylene has extensively mixed ($\pi$, $\pi$$^*$) and (n, $\pi$$^*$) states while the (n, $\pi$$^*$) transition band does not appear in the absorption spectrum clearly and seems to be submerged under the more intense ($\pi$, $\pi$$^*$) bands.