• Journal of Ocean Engineering and Technology
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• v.11 no.1
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• pp.74-83
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• 1997

This study is to develop a practical calculation method of hydrodynamic force and motion response on very large floating structures of multiple legs. To investigate the effecr of hydrodynamic interfaction and of free surface on the reaponses of very large floating structures in regular waves, four kind of models are considered, ie. 1, 4, 64, 21248 column with footing. Based upon the results of this study, it is found that the middle parts of very large floating structures have small diffration effects. Therefore only out side parts are used to determine the hydrodynamic forcea for taking into account the effects of interaction.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.105-121
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• 2005

Data were collected from 120 teachers at 67 childcare centers in Seoul and Kyunggi-Do. The Assessment Scale for Day Care Programs(Rhee et ai., 2003) was used to observe teachers' interaction behaviors. Subjects responded to the teachers' job stress scale developed by the author and a modified version of teachers' efficacy scale based on the Science Teaching Efficacy Belief Instrument(Enochs & Riggs, 1990). Data were analyzed with descriptive statistics, Pearson correlations, and hierarchical regressions. Results showed that quality of teachers' interaction behaviors correlated negatively with teachers' job stress, and positively with teachers' personal efficacy; teachers' belief of efficacy moderated the relationship between job stress and teachers' interaction behaviors.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.151-164
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• 2008

The purpose of this study was to develop a mother-infant interaction intervention program based on enhancing sensitivity to infant cues. Subjects were 9 infants, 3-26 months of age and their mothers, 6 Korean, 2 Mongolian and 1 North Korean. The intervention program was based on the Nursing Child Assessment Satellite Training model(NCAST; Barnard, 1994); data were analyzed by Wilcoxon Signed Rank Test and Mann-Whitney Test. Results were that the interaction score and infant caring confidence score of the intervention group was higher than the non-intervention group. Mother's sensitive responses to infant cues enhanced the degree of mother-infant interaction.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2005.04a
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• pp.529-537
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• 2005

This paper proposes the shaking table testing method, without any soil specimen only using building model as an experimental part, considering dynamic soil-structure interaction based on the substructure method. The two-layered soil is assumed as a soil model of the entire soil-structure interaction syhstem(SSI) in this paper. Differently from the constant soil stiffness, the frequency-dependent dynamic soil stiffness is approximated for the case of both acceleration and velocity feedback, respectively. The interaction force is observed from measuring the accelerations at superstructure. Using the soil filters corresponding to the approximated dynamic soil stiffness, the shaking table drives the acceleration or velocity, which the needed motion to give the building specimen the SSI effects. Experimental results show the applicability the proposed methodologies to the shaking table test considering dynamic soil-structure interaction.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.1-13
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• 2009

This study examined the extent to which young children's scientific inquiry capabilities and curiosity are affected by their mothers' awareness about science education and their mutual interaction. Instruments were Levels of Mothers' Awareness about Science Education and Interaction with Children (Jeon, 2006), Children's Scientific Thinking Capabilities (Lee, 2000), and Children's Curiosity (Lee, 2001). Differences between high-and low-ranked groups were analyzed by t-tests. Results showed that children whose mothers displayed high levels of awareness about science education and mutual interaction showed better scientific inquiry capabilities and curiosity than children whose mothers did not display such high levels. By confirming the significant role of mothers in their children's science education these results can be an aid to parent education.

• Journal of applied mathematics & informatics
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• v.8 no.1
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• pp.59-69
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• 2001

The paper deals with the interaction between three Griffith cracks propagating under antiplane shear stress at the interface of two dissimilar infinite elastic half-spaces. The Fourier transform technique is used to reduce the elastodynamic problem to the solution of a set of integral equations which has been solved by using the finite Hilbert transform technique and Cooke’s result. The analytical expressions for the stress intensity factors at the crack tips are obtained. Numerical values of the interaction efect have been computed for and results show that interaction effects are either shielding or amplification depending on the location of each crack with respect to other and crack tip spacing. AMS Mathematics Subject Classification : 73M25.

• Journal of Information Technology Services
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• v.19 no.1
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• pp.159-172
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• 2020

The purpose of this study is to examine the structural relationship among factors affecting learning engagement, satisfaction, continuance intention in China-MOOC. For this study, data were collected from 334 students who were taking MOOC classes. and structural equation model ling analyses were employed to examine the causal relationships among variables. From the results of this study, First, self-regulated learning and interaction significantly affected learning engagement. Second, interaction had direct effects on satisfaction. Third, satisfaction significantly affect continuance intention. Furthermore, satisfaction mediated relationships between interaction and continuance intention. These results imply that self-regulated learning, interaction, learning engagement should be considered for designing and implementing China-MOOC learning. Further implication are discussed in the study.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.133-146
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• 1998

This study was designed to assess the developmental sequence of children's understanding of social interaction and to test the effects of support conditions and behavioral domains on the understanding of social interaction. The subjects were one hundred 4- to 8-year-old children. The method was a doll play situation, composed of three different support conditions. Scalogram analysis was used to test the developmental sequence, and ANOVA and paired t-test were used to test the significance of differences in stages. The results of this study evidenced a sequential pattern in the 4- to 8-year-old children's understanding of social interaction. There were also significant differences between stages in the understanding of social interaction according to support conditions and behavioral domains. Higher levels of support produced higher stages of understanding and the understanding of positive social interactions were higher than those of negative social interactions at ages 4 and 5.

• Proceedings of the KSME Conference
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• 2001.11a
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• pp.465-470
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• 2001

In this study, the seismic analysis of rack structure with fluid-structure interaction is performed through use of the Finite Element Method(FEM) code ANSYS. Fluid-structure interaction can specify in terms of an hydrodynamic effect which is defined as the added mass per unit length divided by the area of the cross section. Using the Floor Response Spectrum(FRS) obtained through the time-history analysis, modal analysis and seismic analysis under Operating Basis Earthquake(OBE) and Safe Shutdown Earthquake(SSE) condition is carried out. The fluid-structure interaction effects on the rack structure are investigated.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.287-303
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• 2005

The purpose of this study was to describe infant and mother behaviors across situations. And, it was to examine the associations between infant's temperament and infant's patterns of attachment to their mother with mother-infant interaction. Results showed that there were significant main effects for the attentional focus of the situation and the level of regulatory challenge on observed mother-infant interaction behaviors. Also, mother and infant showed significant differences in their interaction behaviors depending on the patterns of infant temperzment and the patterns of infant-mother attachment.