• 한국도서관정보학회지
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• 제36권1호
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• pp.459-477
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• 2005

본 연구의 목적은 인간들이 공통적으로 공유하는 지식구조를 기반으로 온톨로지를 구축하기 위해 인간들이 가지고 있는 개념들의 범주와 관계를 조사하여 기본모델을 제시하고자 하는데 있다. 연구방법은 1차 조사에는 설문지법을 이용하였고 2차 조사에는 면담법을 사용하였다. 연구 결과 문헌정보학에 대한 KDC나 DDC의 구조와 학생들이 가지고 있는 지식구조에는 차이가 있었다. 학생들이 가지고 있는 구조의 기본 틀은 개체중심의 관계성으로 이루어져 있었다. 조사결과 4가지의 관계성 모델이 축출되었는데, 이 모델은 문헌정보학 분야 온톨로지 구축에 기초 자료로 활용할 수 있을 것이다. 그리고 학업성적이 지식구조에 영향을 미치고 있는 것으로 밝혀졌다.

• 여성건강간호학회지
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• 제12권2호
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• pp.87-96
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• 2006

Purpose: This study was conducted to provide fundamental information for a system establishment of advanced practice nursing for gynecological cancer patients (APN-GCP). Method: Data was collected by focus group and individual interviews and analyzed in the framework of the Grounded theory method mapped by Strauss and Corbin (1990). There were 13 subjects in this study (nurses, doctors, patient and her family). Result: We identified 87 concepts, 22 sub-categories, and 10 categories. Categories for role expectation were arrangement of diagnosis and treatment process, giving information of treatment course, support of treatment process, patients' right toward making a decision of treatment, counseling and teaching after discharge from hospital, medical insurance and financial problems, counseling about sexual problems and use of family and community resources. All subjects perceived the necessity of an APN-GCP. An APN-GCP requires over 2$\sim$7 years clinical experience and a master's degree. Services would be performed from initial registration to termination of treatment or death, and accomplished on an outpatient clinic basis. Conclusion: The nursing delivery system and curriculum should be developed for a women's health nurse practitioner including APN-GCP. As a further step, cost-effectiveness and projected estimation of manpower of APN-GCP should be studied in the future.

• Maxillofacial Plastic and Reconstructive Surgery
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• 제41권
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• pp.23.1-23.10
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• 2019

The choice of surgical technique in orthognathic surgery is based primarily on the surgical treatment objectives (STO), which is a fundamental component of the orthognathic treatment process. In the conventional orthodontics-first approach, presurgical planning can be performed twice, during the preorthodontic (initial STO) and presurgical phases (final STO). Recently, a surgery-first orthognathic approach (SFA) without presurgical orthodontic treatment has been introduced and combined initial and final STO at the same time. In contrast to the conventional surgical-orthodontic treatment protocol that includes preoperative orthodontics for dental decompensations to maximize stable postoperative occlusion, the SFA potentially shortens the treatment period and minimizes esthetic concerns during the decompensation period because skeletal problems are corrected from the beginning. The indications for the SFA have been proposed in the literature, but no consensus exists. Moreover, because dental occlusion of the pre-orthodontic arches cannot be used as a guide for establishing the surgical treatment plan, there are fundamental limitations in accurate prediction of postsurgical results in the SFA. Recently, the concepts of postsurgical orthodontic treatment are continuously changing and evolving to overcome this inherent limitation of the SFA. The elimination of presurgical orthodontics can change the paradigm of orthognathic surgery but still requires cautious case selection and thorough discussion and collaboration between orthodontists and surgeons regarding the goals and postoperative management of the orthognathic procedure.

• 한국환경교육학회지:환경교육
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• 제21권1호
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• pp.45-56
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• 2008

This study is to consider the fundamental perceptions of pre-service elementary school teachers to natural environments. The recognition items of questionnaire for those environments include ones of water, atmospheric, soil, biologic and oceanic environments constituting of the earth system. From the results of the study, they affirmatively recognized biologic environment, but they showed highly negative recognitions to others. In other side, it is considered that their recognitions to natural environments were probably transferred by the things which involve press media, curricula and real lives. On the basis of the study results, systematic teaching-learning for natural environments is essential because the encouragement of eco-friendly attitude, one of main goal for environmental education, is budded from basic understandings to natural environments. Affirmatively environmental worldviews for elementary school students are important for reasons why teacher's quality and practice will is fundamental, and then teacher could change the views of the students for environmental education. So, preparing balanced attitudes, right concepts and connection to applicable knowledges for natural environments, pre-service elementary school teachers in environmental education must be pointed to organized education between human and natural environment.

• International Journal of Fluid Machinery and Systems
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• 제4권1호
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• pp.67-75
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• 2011

Recent results are presented concerning the development of magnetofluidic leakage-free rotating seals for vacuum and high pressure gases, evidencing significant advantages compared to mechanical seals. The micro-pilot scale production of various types of magnetizable sealing fluids is shortly reviewed, in particular the main steps of the chemical synthesis of magnetic nanofluids and magnetic composite fluids with light hydrocarbon, mineral oil and synthetic oil carrier liquids. Design concepts and some constructive details of the magnetofluidic seals are discussed in order to obtain high sealing capacity. Different types of magnetofluidic sealing systems and applications are reviewed. Testing procedures and equipment are presented, as well as the sealing capabilities of different types of magnetizable fluids.

• 대한간호학회지
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• 제28권1호
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• pp.210-220
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• 1998

The various and serious types of disaster occur everyday and everywhere on the earth. There is no doubt that it is very timely to discuss about the effectiveness and preparedness of disaster. The purpose of this study is to develop a curriculum on the disaster management through reviewing disaster concepts and the disaster management system. For the empirical relevance of the study, researchers participated in a couple or more disaster training program, reviewed references, and consulted to the experts working on action parts in the area. As a result, the 'Integrated Disaster Management System Model (IDMSM)' was designed, in which four dimensions were explained. Then the 'Disaster Curriculum Model (DCM)' was explored with its theoretical framework based on the system model. The developed curriculum is composed of four levels ; the introductory course, the fundamental course, the advanced course, and the expert course. From this DCM, basically the course-outlines of two subjects in the introductory course, 18 subjects in the fundamental course (5 of direct services. 13 of indirect services) were developed. Also each course-outline was explored by its course objective, learning objectives, contents, and its length. Finally to make the most of the results, suggestions are proposed. The governmental considerations on the policy should support the systematic and integrated educational program to practice, appointing 「Disaster School」 or 「Disaster Training Center」 of relevance and accountabilities. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text aterials. ilities. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text materials.

• 한국기록관리학회지
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• 제11권1호
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• pp.113-138
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• 2011

지난 해 치러낸 '기록관리 현안'은 기록공동체가 기록전문성의 본질과 사회적 가치를 다시 한 번 근본적으로 성찰하도록 하는 계기가 되었다. 이 연구의 목적은 전문직 연구의 주요 문헌을 검토하여, 기록관리 전문성을 바라보는 더 근본적인 시각을 제시하고자 하는 데 있다. 전문성에 관련된 주요 개념을 살펴보고, 전문직의 가장 두드러진 특성인 배타적 특권과 실천 의무의 양면성을 검토하였다. 전문직 연구의 일반론을 기록전문직에 대비하여, 실무와 기반 학문의 관계, 윤리규정과 협회와의 관계 등 기록전문성의 주요 쟁점사안을 조명하였다.

• Geomechanics and Engineering
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• 제6권6호
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• pp.531-544
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• 2014

Studies of earthquakes over the last 50 years and the examination of dynamic soil behavior reveal that soil behavior is highly nonlinear and hysteretic even at small strains. Nonlinear behavior of soils during a seismic event has a predominant role in current site response analysis approaches. Common approaches to ground response analysis include linear, equivalent linear and nonlinear methods. These methods of ground response analysis may also be categorized into time domain and frequency domain concepts. Simplicity in developing analytical relations and accuracy in considering soils' dynamic properties dependency to loading frequency are benefits of frequency domain analysis. On the other hand, nonlinear methods are complicated and time consuming mainly because of their step by step integrations in time intervals. In part Ι of this paper, governing equations for seismic response analysis of surcharged and layered soils were developed using fundamental of wave propagation theory based on transfer function and boundary conditions. In this part, nonlinear seismic ground response is analyzed using extended HFTD method. The extended HFTD method benefits Newton-Raphson procedure which applies regular iterations and follows soils' fundamental stress-strain curve until convergence is achieved. The nonlinear HFTD approach developed here are applied to some examples presented in this part of the paper. Case studies are carried in which effects of some influencing parameters on the response are investigated. Results show that the current approach is sufficiently accurate, efficient, and fast converging. Discussions on the results obtained are presented throughout this part of the paper.

• International Journal of Computer Science & Network Security
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• 제23권5호
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• pp.21-32
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• 2023

The design of complex man-made systems mostly involves a conceptual modeling phase; therefore, it is important to ensure an appropriate analysis method for these models. A key concept for such analysis is the development of a diagramming technique (e.g., UML) because diagrams can describe entities and processes and emphasize important aspects of the systems being described. The analysis also includes an examination of ontological concepts such as states and events, which are used as a basis for the modeling process. Studying fundamental concepts allows us to understand more deeply the relationship between these concepts and modeling frameworks. In this paper, we critically analyze the classic definition of a state utilizing the Thinging machine (TM) model. States in state machine diagrams are considered the appropriate basis for modeling system behavioral aspects. Despite its wide application in hardware design, the integration of a state machine model into a software system's modeling requirements increased the difficulty of graphical representation (e.g., integration between structural and behavioral diagrams). To understand such a problem, in this paper, we project (create an equivalent representation of) states in TM machines. As a case study, we re-modeled a state machine of an assembly line system in a TM. Additionally, we added possible triggers (transitions) of the given states to the TM representation. The outcome is a complicated picture of assembly line behavior. Therefore, as an alternative solution, we re-modeled the assembly line based solely on the TM. This new model presents a clear contrast between state-based modeling of assembly line behavior and the TM approach. The TM modeling seems more systematic than its counterpart, the state machine, and its notions are well defined. In a TM, states are just compound events. A model of a more complex system than the one in the assembly line has strengthened such a conclusion.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.197-219
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• 2008

Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.