• Journal of the Korean Society for Industrial and Applied Mathematics
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• 제13권2호
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• pp.87-100
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• 2009

Hedging strategy for European option of jump-type semimartingale asset model, which is derived from stochastic differential equation whose driving process is a jump-type semimartingle, is discussed.

• 한국과학교육학회지
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• 제17권1호
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• pp.75-83
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• 1997

The purpose of this study was to determine the strategies that middle school students used in solving problems concerning density and solubility. These were compared in the aspects of problem contexts for 42 students of varying logical reasoning ability, spatial ability, and learning approach. A coding scheme used consists of five categories: reading & organization, production, errors, evaluation, and strategy. Students' protocols were analyzed after intercoder agreement had been established to be .95. The results were as follows: 1. Students had more difficulties in reading and organizing the problems in everyday contexts than in scientific contexts. Students at the concrete-operational stage and / or surface approach were more likely to have difficulties in reading and organizing the problems than those at the formal-operational stage and / or deep approach. 2. Students tended to split up the solubility problems into sub-problems and to solve the density problem in everyday contexts in random manner. These were significantly correlated with the test scores concerning logical reasoning ability, spatial ability, and learning approach at the .1 level of significance. 3. Major errors in solving the density problems were to disregard the given information or generated and to use inappropriate information. Many errors in solving the solubility problems were found to be executive errors. The strategy to use the information given appropriately was positively related to students' logical reasoning ability, spatial ability, and learning approach. 4. More evaluation strategies were found in everyday contexts. Their strategies to grasp the meaning of answers and to check the math were significantly related to students' logical reasoning ability. 5. Students used the random trial-and-error strategy more than the systematic strategy and the systematic trial-and-error strategy, especially in everyday contexts. The strategies used by the students were significantly related to students' logical reasoning ability, spatial ability, and learning approach.

• 한국과학교육학회지
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• 제8권1호
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• pp.43-55
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• 1988

This study intended to find the differences between expert's and novice's thinking processes when they solve physics problems. Five physics professors and twenty sophomore students in a physics department were participated in the study. The researcher investigated their thinking processes in solving three physics problems on NEWTON's law of motion. The researcher accepted so called "Thinking Aloud" method. The thinking processes were recorded and transfered into protocols. The protocols were analysised by problem solving process coding system which was developed by the researcher on the basis of Larkin's problem solving process model. The results were as follows: (1) There was no difference of time required in solving physics problem of low difficulty between expert and novices; but, it takes 1.5 times longer for novices than experts in solving physics problems which difficulties are high and average. (2) Novices used working forward strategy and working backward strategy at the similiar rate in solving physics problems which difficulties were average and low. while Novices mo mostly used working backward strategy in solving physic problems which difficulty was high. Experts mostly used working forward strategy in solving physics problems whose difficulties was average and low, however experts used working forward strategy and working backward strategy at the similiar rate in solving physics problem which difficulty was high. (3) Novices usually wrote only a few information on the diagram of figure they drawn, on the other hand experts usually wrote almost all the information which are necessary for solving the problems. (4) Experts spent much time in understand the problem and evaluation stage than novices did, however experts spent less time in plan stage than novices did. (5) Physics problems are solved in sequence of understanding the problem, plan, carrying out the plan, and evaluation steps regardless of problem difficulty.

• 한국과학교육학회지
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• 제20권2호
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• pp.250-261
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• 2000

본 연구에서는 토론 과정에서의 사회적 합의 형성을 강조한 개념 학습 전략(SCS)을 개발하여 성취도, 개념 이해도, 의사소통 불안, 과학 학습 환경에 대한인식, 소집단 토론에 대한 인식 등의 측면에서 인지 갈등 유발 전략(CCS) 및 전통적 수업과 그 효과를 비교하였다. 성취도 점수에서는 유의미한 차이가 없었으나, 의사소통 능력 하위 학생들의 경우, 전통적 수업 집단에 비해 CCS 집단의 점수가 유의미하게 높았다. 개념 검사에서는 SCS 집단의 교정 평균이 다른 집단들에 비하여 높은 경향이 있었고, 개념 학습전략은 의사소통 능력이 뛰어난 학생들에게 더 효과적이었다. 의사 소통 불안에서는 세 집단 간에 차이가 없었다. 과학 학습 환경에 대한 인식의 경우, 개인적 적합성 영역이나 학생간의 협상 영역에서는 집단간 차이가 없었으나, 참여도 영역에서는 SCS 집단의 점수가 높았다. 또한, SCS 집단 학생들이 소집단 토론에 대해 보다 긍정적으로 인식하고 있었다.

• 복식
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• 제60권2호
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• pp.51-67
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• 2010

The purpose of this study was to develop the high value-added cultural product design with local cultural resources, and to contribute to promoting cultural tourism festivals. To accomplish this study, first, a preliminary survey is carried out the investigation of cultural product stores and visitors' questionnaire survey. Next, based on these survey and prior study, this study established the development direction and concept of fashion cultural products and to developed fashion cultural products using local cultural resources. Adobe Photoshop 6.0, and Adobe Illustrator CS Program were used for the standardization of patterns, textile design and illustration. The results of this study were as follows; First, based on preliminary research results, the problems of the design of cultural tourism festival products were derived. As one solution to solve this problem, this study established the development direction and concept of fashion cultural products to develop fashion cultural products. The concept of the Andong Maskdance Festival was 'Tribal-Holic'; the Boryeong Mud Festival, 'Get away form it all'; the Gangjin Celadon Festival, 'Timeless Memories'; the Jinju Namgang Yudeung Festival, 'Lighting up the River'; the Chungju World Martial Arts Festival, 'Next Ergonomics Gym'; and the Muju Firefly Festival, 'Eco-Purity'. Second, based on the desired items of festival organizers and the survey of visitor's preference for cultural products, 4 items were selected by festival type. Then a total of 96 designs of 4 kinds each were developed using logos or characters, traditional patterns, special products, symbolizing region, or festival as a motif. Third, the strategy for development of cultural products design for promotion of cultural tourism festivals were 'Place identity design strategy', 'Market oriented design strategy', 'Buyer-Based pricing strategy', 'Regional brand strategy', and 'Distribution networks expansion strategy'.

• 대한화학회지
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• 제45권4호
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• pp.370-376
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• 2001

본 연구에서는 서술형 검사를 이용하여 고등학생의 문제 해결 전략 수행 능력을 측정하고, 논리적 사고력과 전략 수행 능력 사이의 관계를 조사하였다. 서울시에 소재한 두 고등학교에서 4학급(N=187)을 선정한 후, 전략 수행 능력 검사와 논리적 사고력 검사를 실시하였다. 전략 수행 능력의 채점틀은 7개 하위 범주-문제의 조건 파악, 관련 법칙 회상, 하위 목표 설정, 물리량 유도, 수리적 수행, 논리적 전개, 검토-로 구성하였다. 채점에 대한 신뢰도는 분석자간 일치도 .92로 확인하였다. 연구 결과, 학생들의 조건 파악 능력과 수리적 수행 능력은 비교적 높으나, 하위 목표 설정 능력과 검토 능력은 저조한 것으로 조사되었다. 전략 수행 능력 검사의 전체 점수 및 하위 범주별 점수는 논리적 사고력과 유의미한 상관을 나타내었다.

• 지구물리와물리탐사
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• 제14권3호
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• pp.214-219
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• 2011

본 논문에서는 시간영역에서 분리된 잔여 파동장을 이용하여 주파수영역 파형역산을 수행하였다. 시간영역 잔여 파동장들을 절대값의 크기에 따라 정렬하여 분류하고, 이를 여러 개의 그룹으로 분리하였다. 분리된 잔여 파동장들은 각 그룹별로 목적함수의 경사 방향을 정규화한 후 평균하기 때문에 통상적인 잔여 파동장에서 작은 크기를 가지는 파동장들을 상대적으로 강조하는 효과가 있고, 이는 파형역산 시 심부구조의 이미지 향상에 도움을 준다. 파형역산은 시간영역에서 분리된 잔여 파동장을 이용하여 주파수영역에서 수행되며, 목적함수의 경사방향은 구조보정에서 많이 쓰이는 역전파 기법을 적용하여 계산된다. 본 연구에서 제안한 알고리듬의 타당성을 확인하기 위하여 SEG/EAGE 암염 모델과 Marmousi 모델을 이용하여 파형역산을 수행하였다. 역산 결과를 통해 제안된 알고리즘이 일반적인 주파수영역 파형역산에 비해 심부구조에 대하여 향상된 결과를 제시함을 확인하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제26권1호
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• pp.51-69
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• 2012

본 연구는 Davydov가 언급한 이론적 일반화가 구체적으로 어떻게 이루어지는지를 탐구하는 것을 목적으로 하며, 이를 위해 본질적 속성의 인식을 돕는 전략과, 이 전략을 통해 이루어지는 이론적 일반화의 과정을 제시하는 것을 연구문제로 설정하였다. 본질적 속성의 인식을 돕는 전략으로 WIOS를 제시하였다. WIOS는 일반화하려는 명제의 결론을 고정하여, 명제의 가정으로부터 추출한 여러 속성을 대상으로 WIO를 통해 결론에 영향을 미치는 속성과 그렇지 않는 속성의 인지를 통해 본질을 추출하는 전략이다. 한편, 이 전략을 통해 이루어지는 이론적 일반화의 과정을 '인지, WIOS, 일반화된 명제의 추측, 정당화, 본질적 속성에 대한 통찰'의 순으로 제시하였다. 그리고 WIOS를 통해 이루어지는 이론적 일반화의 과정을 중학교 교과서에 수록된 2가지 정리에 적용하여 보았으며, 이를 통해 이 전략의 과정이 이론적 일반화의 수행을 도울 수 있는 전략임을 확인해 보았다.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.227-239
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• 2015

The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city were targeted. One class with 24 students was assigned as experimental group and the other class with 23 students were assigned as control group. The chapter of 'solar system and star' in the curriculum revised in 2009 was taught over 10 classes from mid-April to end of June in 2015. For verification, 10 times science classes applying ARCS strategies were performed on experimental group while 10 times of general science class were performed on control group. The results drawn from this analysis were as below. Firstly, positive relationship was found between motivation of science class and science class applying ARCS strategy among experimental group and this means that science classes applying ARCS strategy stimulate intellectual curiosity of students and improves their attitude by actively promoting research activities. Secondly, there was a positive relationship between scientific attitude and science classes applying ARCS strategy among experimental group. This presents that science classes applying ARCS strategy were effective in improving students' scientific attitude by promoting research activities. Above results show that science classes applying ARCS strategy were highly effective for elementary students.

• International journal of advanced smart convergence
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• 제9권4호
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• pp.26-33
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• 2020

This study measured the downward stepping movement relative to weight change (no load, and 10%, 20%, 30% of body weight respectively of adult male (n=10) from standardized stair (rise of 0.3 m, tread of 0.29 m, width of 1 m). The 3-dimensional cinematography and ground reaction force were also utilized for analysis of leg stiffness: Peak vertical force, change in stance phase leg length, Torque of whole body, kinematic variables. The strategy heightened the leg stiffness and standardized vertical ground reaction force relative to the added weights (p<.01). Torque showed rather larger rotational force in case of no load, but less in 10% of body weight (p<.05). Similarly angle of hip joint showed most extended in no-load, but most flexed in 10% of body weight (p<.05). Inclined angle of body trunk showed largest range in posterior direction in no-load, but in vertical line nearly relative to added weights (p<.001). Thus the result of the study proved that downward stepping strategy altered from height of 30 cm, regardless of added weight, did not affect velocity and length of lower leg. But added weight contributed to more vertical impulse force and increase of rigidity of whole body than forward rotational torque under condition of altered stepping strategy. In future study, the experimental on effect of weight change and alteration of downward stepping strategy using ankle joint may provide helpful information for development of enhanced program of prevention and rehabilitation on motor performance and injury.