• 한국통신학회논문지
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• 제39C권11호
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• pp.1201-1208
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• 2014

해양 산업과 IT기술의 융합으로 해양 네트워크 시스템에 적용하기 위한 여러 가지 무선통신 기술들이 논의됨에 따라, 본 논문에서는 선박 간의 안정적인 통신을 위한 HARQ-ARQ interaction 기법을 제안하고, 모의실험을 통해 성능을 평가하였다. HARQ-ARQ interaction 기법에서 선박은 HARQ 피드백으로 ARQ 피드백을 대체함으로써, ARQ 블록의 재전송 시간을 단축시킨다. 그러나 HARQ 피드백 오류로 인하여 HARQ-ARQ interaction 기법에서 성능 열화가 발생할 수 있다. 따라서 본 논문은 HARQ-ARQ interaction 기법을 사용할 때 HARQ 피드백 메시지의 오류가 미치는 영향을 고려한다. 모의실험을 통하여 해양 네트워크 시스템에서 HARQ-ARQ interaction 기법을 사용함으로써 지연 성능을 향상시키는 것을 확인하였다.

• 한국과학교육학회지
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• 제42권5호
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• pp.557-566
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• 2022

이 연구는 중학생의 증강현실을 활용한 2인 1조의 소집단 학습에서 나타나는 언어적·물리적 상호작용을 분석하였다. 서울 시내 중학교 2학년 학생 12명이 용해도, 녹는점과 끓는점 개념에 대해 증강현실을 활용한 2인 1조의 소집단 학습에 참여하였다. 이 수업은 녹음 및 녹화되었으며, 수업이 종료된 후 학생들을 대상으로 반구조화된 면담을 시행하였다. 연구 결과는 개별 진술 단위, 상호작용 단위 그리고 물리적 상호작용으로 각각 분석하였다. 개별 진술 단위에서는 정보 설명과 정보 질문의 비율이 높게 나타났다. 상호작용 단위는 단순 상호작용, 정교화 상호작용의 비율이 높았다. 정교화 상호작용을 하위 영역별로 보면, 누적형 상호작용의 비율이 높았으며 뒤를 이어 교정형 상호작용이 나타났다. 물리적 상호작용은 활동지를 쓰는 행동과 가상 객체를 관찰하는 행동의 비율이 높았다. 이상의 연구 결과를 바탕으로 중학생 2인의 증강현실을 활용한 소집단 학습을 효과적으로 구성할 수 있는 적절한 방안을 제시하였다.

• 부모자녀건강학회지
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• 제5권2호
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• pp.253-276
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• 2002

Mother and infant relationship has a great influence on child's developments. Expecially, mother and infant relationship is affected by mother and infant interactions during one year after birth and an omen of mother-infant interaction after birth is mother-fetus interaction. This study was conducted to develop mother-fetus interaction promotion program of talking and tactual stimulation aimed at enhancing sensitivity of primiparas and to evaluate the effect of the nursing intervention program on mother-fetus interaction and mother-infant play interaction. Non-eguivalent control group posttest design was used, and Blumer's symbolic interaction theory and Barnard's mother-infant interaction model was used a conceptual framework of this study. Fifty primiparas and infant(26 mother-infant dyads for intervention group and 24 dyads for control group) were recruited from three general hospital and an OBGY clinic located in Kwang Nung city. Data was collected from January 30th to December 20th in 2001. For the intervention group, programed education which focused on mother-fetus interaction in the 1st trimester. Telephone counselling was provided with interval of two weeks. For two groups, home visiting for data collection of mother- fetus interaction was conducted at 36 to 38 weeks of gestational age. And mother-infant play interactions were assessed at 4 to 6 weeks after birth using videotapes. Play situations were videotaped and two trained observers analyzed the tapes. The data were analyzed using chi-square test and Fisher's Exact Test to test the equivalence of two groups, and the effect of intervention progrom was determined with t-test and Wilcoxon Rank Sum test. The results were as follows: 1. The significant difference was found in mother-fetus interaction between two groups(t=2.085, P=0.0425). It indicated that intervention progrom was effective in improving mother-fetus interaction. 2. The significant difference was found in mother-infant play interaction between two groups(W=347.5, P=0.0001). In subscale analysis, three subscales showed significant differences between the groups: interactional behavior of mother(t=5.921, P=0.0001), interactional behavior of infant(t=5.736, P= 0.0000), and synchronic interactional behavior of mother and infant(t=7.940, P= 0.0000). In conclusion, this study has shown that the applied nursing intervention aimed at enhancing sensitivity of primiparas promoted mother-fetus interaction and mother-infant play interaction. Therefore, this study suggests that this nursing interventions to increase maternal sensitivity to the fetus's movement should be broadly applied to primiparas, which can be beneficial for formation of mother - infant relationship, and for promotion the social, affective, and cognitive developments of their children.

• 과학교육연구지
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• 제37권1호
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• pp.117-130
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• 2013

본 연구는 고등학생들의 생물 학습 상황의 소집단 활동에서 나타나는 상호작용 유형을 분석하고자 하였다. 상호작용의 유형 분석은 소집단 활동을 위해 교사가 피드백을 제공하고자 하는 면담 과정을 통해 이루어졌다. 상호작용의 유형은 학생과 학생, 학생과 교사간 상호작용 수준에 따라 4가지로 분류되었는데 이는 소집단 내에서 교사와 소집단의 대표 학생 사이에서만 상호작용이 이루어지는 유형(LR, Leader Representation), 일부 학생과 교사의 상호작용이 이루어지고 있는 유형(PSI, Partial Students Interaction), 학생과 학생 사이에 상호작용이 활발히 일어나나 교사와는 대표 학생과 상호작용이 이루어지는 유형(SAI, Students Active Interaction), 구성원 모두가 활발히 상호작용을 하고 모든 학생들이 교사와도 상호작용을 하는 유형(TSAI, Teacher-students Active Interaction) 등이다. 고등학생들은 면담 과정이 거듭될수록 학생과 학생 사이에 상호작용이 활발하게 일어났으며, 학습에 대한 개념 이해가 부족한 초기 단계에서는 학생들 간에 복잡한 상호작용 양상이 나타나지만 개념의 이해가 완성되어 갈수록 점차 상호작용 유형이 간결하게 변화되어가는 특성을 보였다. 이로부터 생물 학습을 위한 소집단에서의 상호작용은 개념 이해가 부족한 학습자에게는 개념을 확인하고 이해할 수 있는 기회를 제공하며, 학습 개념을 상호 형성할 수 있는 긍정적 영향을 미칠 수 있을 것이다.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2002년도 가을학술발표대회 디자인학 연구
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• pp.72-73
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• 2002

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• 대한인간공학회지
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• 제34권5호
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• pp.411-426
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• 2015

Objective: The goal of this thesis is to design the interaction structure and framework of system to recognize sign language. Background: The sign language of meaningful individual gestures is combined to construct a sentence, so it is difficult to interpret and recognize the meaning of hand gesture for system, because of the sequence of continuous gestures. This being so, in order to interpret the meaning of individual gesture correctly, the interaction structure and framework are needed so that they can segment the indication of individual gesture. Method: We analyze 700 sign language words to structuralize the sign language gesture interaction. First of all, we analyze the transformational patterns of the hand gesture. Second, we analyze the movement of the transformational patterns of the hand gesture. Third, we analyze the type of other gestures except hands. Based on this, we design a framework for sign language interaction. Results: We elicited 8 patterns of hand gesture on the basis of the fact on whether the gesture has a change from starting point to ending point. And then, we analyzed the hand movement based on 3 elements: patterns of movement, direction, and whether hand movement is repeating or not. Moreover, we defined 11 movements of other gestures except hands and classified 8 types of interaction. The framework for sign language interaction, which was designed based on this mentioned above, applies to more than 700 individual gestures of the sign language, and can be classified as an individual gesture in spite of situation which has continuous gestures. Conclusion: This study has structuralized in 3 aspects defined to analyze the transformational patterns of the starting point and the ending point of hand shape, hand movement, and other gestures except hands for sign language interaction. Based on this, we designed the framework that can recognize the individual gestures and interpret the meaning more accurately, when meaningful individual gesture is input sequence of continuous gestures. Application: When we develop the system of sign language recognition, we can apply interaction framework to it. Structuralized gesture can be used for using database of sign language, inventing an automatic recognition system, and studying on the action gestures in other areas.

• 한국지진공학회논문집
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• 제7권3호
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• pp.57-67
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• 2003

Response analysis of buried pipeline subjected to permanent ground deformation(PGD) due to liquefaction is mainly executed by use of numerical analysis or semi-analytical relationship, When applying these methods, so called interfacial pipelineㆍsoil interaction force plays an dominant part. Currently used interaction force is mode up of indispensable mechanical and physical components for the response analysis of buried pipeline. However, it has somewhat limited applicability to the liquefied region since it is based on the experimental results for the non-liquefied region. Therefore, in this study, improved type of pipelineㆍsoil interaction force is proposed based on the existing interaction force and experimental research accomplishments. Above all, proposed interaction force includes various patterns of PGD or spatial distributions of interaction force caused by the decrease of soil stiffness. Through the comparison of numerical results using the proposed and the existing interaction force, relative influences of interaction force on the response of pipeline are evaluated and noticeable considerations in the application of semi-analytical relationship are discussed. Moreover, analyses due to the change of pipe thickness and burial depth are performed.

• Child Health Nursing Research
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• 제13권4호
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• pp.416-426
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• 2007

The purposes of this descriptive survey study were to describe antenatal depression and level of mother-fetal interaction, and to assess mother's behavior and feeling during mother-fetal interaction, in order to develop a base for nursing intervention programs for mothers who have antenatal depression. Method: Data were collected from 174 pregnant women who visited one public health center and OBGY clinic in Gangneung city. The instrument used for this study was a self-report questionnaire to identify depression (BDI), and mother-fetal interaction. Results: Of the mothers 63.2% were in the normal range for antenatal depression, 21.3% in the mild group and 15.5% were in the moderate to severe group. For antenatal depression, there were significant differences among the income, planned pregnant, health status, marriage satisfaction, family support, husband's love. The mean for mother-fetal interaction was $29.88{\pm}4.91$. For mother-infant interaction, there were significant differences in education, income, pregnant number, delivery number, feeding plan, marriage satisfaction, family support, husband's love. There was a weak correlations between antenatal depression and mother-fetal interaction but it did not reach statistical significance. Conclusion: Antenatal depression and mother-fetal interaction influence fetal development. It is essential to assess and provide immediate care to mothers who have antenatal depression and lower level mother-fetal Interaction.

• Earthquakes and Structures
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• 제26권6호
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• pp.477-487
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• 2024

The interaction between multiple structures through the supporting soil media, known as structure-soil-structure interaction (SSSI), has become an increasingly important issue due to rapid urbanization. There is a need to investigate the effect of SSSI on the structural response of buildings compared to non-interaction analysis (NIA) and soil-structure interaction (SSI) analysis. In the present study, two identical 4-bay×4-bay, three-story RCC buildings are modeled adjacent to each other with a soil domain beneath it to investigate the effect of SSSI on the forces experienced by footings under gravity and seismic load cases. The ANSYS software is used for modeling various non-interaction and interaction models which work on the principle of FEM. The results indicate that in most of the footings, the SSSI effect causes a significant redistribution of forces compared to SSI and NIA under both gravity and seismic load cases. The maximum interaction effect is observed on the footings that are closer to the adjacent building. The axial force, shear force and bending moment values on these footings show that SSI causes a significant increase in these values compared to non-interaction analysis but the presence of adjacent building relieves these forces significantly.