• Magazine of korean Tunnelling and Underground Space Association
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• v.23 no.4
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• pp.49-57
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• 2021

• Proceedings of the Materials Research Society of Korea Conference
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• 1998.08a
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• pp.71.2-71
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• 1998

• The Journal of Korean Philosophical History
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• no.59
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• pp.65-88
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• 2018

Lee Hang Ro's Mind-theory(心說) is an important theory comparable to it of Gi Jeong Jin, Lee Jin Sang and Jeon Woo. In this paper, I examined the influence of the Western-school(西學) in the process of formation of Lee's theory. Since the Western-school had flowed in the beginning of the 17th century, in the 18th century it was subject to Confucian intellectuals along with social stability. However, listed in the 19th century, along with the turmoil of the East Asian international order, the Western-school was also rejected. The Western-school was a tool to analyze the cause of Western invasion(西勢東漸) in him. Lee saw The Western-school from the standpoint of Christianity mainly. Especially Christianity was recognized as a religion that emphasizes God rather than humans. In contrast, Confucianism was understood as a thought system that emphasizes human moral subjectivity rather than God. In this process mind was expanded to the subjectivity of human. However, Lee only emphasized the traditional Confucianism order and ignored the rationality of the Western-school. He could not accommodate western civilization actively and properly respond to the world order in that time. On the other hand, we are now in the era of a new civilization called the Fourth Industrial Revolution. To this the remarks of Lee's Mind-theory will be an important suggestion point for organizing the new civilization actively.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.65-73
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• 1997

The purpose of this study is to develop a valid and reliable instrument, applicable to high school Earth Science class experiment. In advance of developing items, I was selected 14 inquiry process skills and specified evaluative objectives for each of them to develop scales and criteria for them. I developed 28 evaluation items for 5 experiment subjects among those of high school Earth Science class. The first field trial was performed a sample of 5 high school students, and the second one using a sample of 25 high school students. The results are as follows. (1) The content validity and reliability(Cronbach $\alpha$) of the developed items were 82.7% and .86, respectively, the developed instrument in this study is considered valid and reliable. (2) The average difficulty index was .69 and the discrimination index was .30. (3) Answer sheets based on the reported results were rated 5 teachers and Inter-rater Reliabilitiy and Inter-rater Consistency were analyzed, its indices were .80 and .76, respectively. (4) The developed items show a low coefficient of .45 with TESIS, a set of paper-and-pencil test items developed by Lee, Hang-Ro(1991). That the experiment assessment is solely subject to the rater's viewpoint has been one of the major problems raised concerning the matter. This research, however, shows that a set of more specified scales and criteria for the evaluation will make it more valid, reliable and efficient.

• ETRI Journal
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• v.14 no.4
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• pp.125-136
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• 1992

일반적으로 사람이 패턴인식을 하는 데 있어서 여러 단계의 과정을 거쳐 인식함이 알려져 있다. 이와 같은 사람의 패턴인식 메카니즘(mechanism)을 모방하여 각 단계에 해당하는 기능을 수행하는 시스팀의 구성은 계층구조를 가짐은 물론 각각의 계층의 지식 또한 모듈화 되어야 한다. 특히 계층간의 지식이 상호작용을 통하여 지식이 처리되어야 할 것이다. 본 연구에서는 기존의 패턴인식 모델이 가지고 있는 문제점을 해결하기 위하여 인간의 패턴 인식 메카니즘에 대해 많이 알려진 여러가지 가설을 바탕으로 신경망 패턴인식 모델과 AI 패턴인식 모델을 융합한 새로운 IPP 모델을 제안한다. IPP 모델은 패턴을 인식할때 각 단계에서 생기는 다양성, 애매성 등을 다른 층의 지식을 사용하여 협조적으로 해결하며, 또한 인간처럼 직감적 처리와 논리적 처리를 상호협조적으로 정보를 교환하여 패턴을 인식한다. 즉, IPP 모델은 직감과 논리를 융합한 새로운 패턴인식 모델이다.

• 대한핵의학회:학술대회논문집
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• 1987.05a
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• pp.118-119
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• 1987

• ETRI Journal
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• v.20 no.2
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• pp.231-240
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• 1998

We report, for the first time, the fabrication of vertically stacked InGaAs/GaAs quantum wires (QWRs) on V-grooved substrates by chemical beam epitaxy (CBE). To fabricate the vertically stacked QWRs structure, we have grown the GaAs resharpening barrier layers on V-grooves with (100)-(322) facet configuration instead of (100)-(111) base at 450 $^{\circ}C$. Under the conditions of low growth temperature, the growth rate of GaAs on the (322) sidewall is higher than that at the (100) bottom. Transmission electron microscopy verifies that the vertically stacked InGaAs QWRs were formed in sizes of about $200{\AA} {\times} 500{\sim}600 {\AA}$. Three distinct photoluminescence peaks related with side-quantum wells (QWLs), top-QWLs and QWRs were observed even at 200 K due to sufficient carrier and optical confinement. These results strongly suggest the existence of the quantized state in the vertically stacked InGaAs/GaAs QWRs grown by CBE.

• (The)Study of the Eastern Classic
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• no.69
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• pp.259-296
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• 2017

This thesis examines the reality of Hwaseo's view of scholarship established through the various academic roots, and explains the writing techniques in his poetic world. The results are as follows; With the roots including the Five Books of Confucianism, Five Classics, the books of Zhuxi and Songjadaejeon, Hwaseo established his own scholarship based on the principle of 'keeping of piety and acting with prudence(持敬致愼)'. And he pursued a practical discipline in parallel with 'understanding the utmost principle and extension of knowledge(致知)' and 'diligent self-cultivation(力行)'. The characteristics of his poetic techniques are the use of quotation and interweaving narrative with discussion. He did not stay in just borrowing or variations on the quotation, but gave new meanings beyond the acceptation, and even reached the point of creating newly coined words. He made pithy narratives according to historical events and character's activities, put forward some discussions, and then expressed his emotion. In particular, there were the poems described by interweaving narrative with discussion based on Mencius's historical viewpoint of 'repetition of peaceful times and troublous times one by one(一治一亂)', which could be regarded as the most representative works of his literary value as well as the essence of his scholarship and ideas.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.83-96
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• 1991

The purpose of this study is to construct the evaluative objectives of science inquiry skills specificationaly. Specification of evaluative objectives will be able to serve as evaluative criterion for development of a test of the integrated science process skills. The results in this study are as follows ; (l) The selections of science inquiry skills from the previous developed taxonomies are observation, measurement, formulating hypothesis, designing an experiment and controlling variables, inference, predicting(including intrapolation and extrapolation), organizing data and interpreting, defining operationally, formulating a generalization or model, drawing a conclusion. (2) The definitions of the selected science inquiry skills are made operationally. (3) Evaluative objectives relating to the selected science inquiry skills are specified with the previous developed items. Based on the above results, total 9 science inquiry skills are selected and 72 evaluative objectives are specified.