• The Korean Journal of Financial Studies
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• v.14 no.1
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• pp.41-56
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• 2008

주식 수익률이 정상적 과정이 아니라 비정상적 과정에 의해서 생성되고 있다는 사실이 여러 실증 분석에서 제시되고 있다. 시계열의 평균이 시간의 흐름에 따라 변하면 이 시계열은 비정상적 과정에 의하여 생성된다. 시간의 흐름에 따라 평균이 변하는 비정상 시계열은 단위근과 공적분에 의하여 시계열의 운동을 모형화하고 있다. 한편 시계열의 비정상성은 분산이 시간의 흐름에 따라 변할 때에도 발생한다. 시간의 흐름에 따라 무조건부 분산은 변하지 않고 있지만 이용 가능한 정보 집합을 조건으로 하는 조건부 분산이 변하는 경우도 있다. 이 같은 성질을 가진 주가 시계열은 자기회귀 조건부 이분산(ARCH) 계통의 과정으로 모형화하고 있다. 그러나 무조건부 분산이 시간의 흐름에 따라 변하면 ARCH 계통은 중대한 모형정립과오(misspecification)에 직면하게 된다. 따라서 본 논문은 무조건부 분산이 시간의 흐름에 따라 변할 때 자기 회귀 과정의 모수를 추정하는 방법을 검토하고, 이 방법을 한국 종합주가 지수에 적용하여 자기회귀 과정의 모수를 추정하였다. 이 방법에 의하여 추정된 2계 자기회귀 과정의 모수값 중 상수항과 제1계 항의 계수는 통상 최소자승법에 의한 값과 유사하다. 그러나 제2계 항 모수의 값은 양자가 상당히 다르다. 최소자승에 의한 제2계 값이 과대 추정되고 있다.

• Journal of Families and Better Life
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• v.20 no.1
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• pp.115-124
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• 2002

The purpose of this study is to examine the social competence of children with reference to day care center's structural, process variables and demographic variables. The subjects were 156 children who attend day care center, aged from 3 to 5 years and 9 teachers in Seoul or the province of KyungkiDo. Data were gathered via the structured Questionnaires distributed to the teachers to rate children's social competence and their own job satisfaction. And two observers rated teacher-child interaction in day care center The major findings are as follows The variables predicting children's social competence were child's sex, age, period of attendance in day care center, teacher's job satisfaction, and group size. Especially this study suggests that teachers who are highly satisfied with their job and small group size influence children's social competence positively.

• Journal of Science Education
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• v.33 no.2
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• pp.271-289
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• 2009

The purpose of the research was to analyze the characteristics and the process elements which appeared to the process of designing experiment for biologists and gifted students in science. Four biologists and thirty-two gifted students were participated in this study. The findings indicated that (a) the researcher figured out the process elements could constructed in fifteen elements such as confirming questions, arrange materials, consideration for experimental subjects, searching variables, eliminating variables, selecting variables, planning operation of variables, planning control environmental variables, planning control biological variables, planning the methods of observation and assessment, planning the methods of collecting data, planning the interpretation of data, planning the repetition of experiments, planning the repetition of assessment, safety regulations as well. The biologists concentrated in the particular process elements related with variables, since the science-gifted students concerned the performance whole process elements themselves without deeper consideration, (b) the characteristics of biologists and science-gifted students in the process of designing experiment were as follows; 1) biologists and students showed the process elements which include the domain specific process skills as well, 2) biologists accurately conducted the designing experiments processes with repetition of specific process, since students designed experiments conventionally, and 3) biologists possessed the domain specific skills and know-how about their experiments, but students did not. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by biologists, should provide feedbacks to design experiment more accurately, and should be developed with concern of the process skills and know-hows of biologists.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.441-457
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• 2014

This study starts with the idea that Korean mathematical word 'byon' which means 'side' of polygons or angles is very ambiguous. The purpose of this study is to make the concept and range of 'byon' clear and to suggest the ideas which can help children understand the concept of 'byon'. For this, various dictionary and the past Korean mathematics curriculums are reviewed. As a result, two attributes 'byon' has are identified and some reasons which block children from understanding 'byon' are detected in its introduction method of mathematics text books and inkhorn of the mathematical term. Finally, two different ideas for helping children understand the concept 'byon' are suggested based on the conclusion of this research.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.26 no.7B
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• pp.975-982
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• 2001

본 논문에서는 3차원 영상 시스템에서 기준이 되는 좌우 영상이 있을 때 임의의 중간 시점 영상 합성 기법을 제안하였다. 제안한 기법은 양방향 다이나믹 프로그래밍 기반 변이 추정 과정과, 이를 기반으로 양방향 변이 정합과정에 의해 가려진 영역을 추출하는 과정, 그리고 완성된 변이 맵을 바탕으로 중간 시점 영상을 생성하는 과정으로 구성된다. 이중 변이 추정 과정에 제안된 양방향 다이나믹 프로그래밍 기법은, 일반적인 다이나믹 프로그래밍이 가진 장점을 살리면서, 영상 특성을 고려한 코스트 값의 사용 및 양방향 코스트 행렬 생성 방법으로 발생될 수 있는 오류를 최소화함으로써 가려진 영역을 보다 정확하게 구분해 낼 수 있었다. 이후 이러한 과정에서 생성된 변이 맵에 대해 적절한 후처리 과정으로 가려진 영역을 판별하고, 이를 기반으로 한 중간 영상 생성에서 모호한 영역을 고려하여 보다 정확하고 안정적인 결과를 얻을 수 있었다.

• Annual Conference on Human and Language Technology
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• 1998.10c
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• pp.111-117
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• 1998

자연어 처리 응용 분야에서 다양하게 이용할 수 있는 용어들을 자동적으로 획득하고, 나아가 이 과정을 점진적으로 반복하여 수행함으로써 획득할 수 있는 용어의 수를 증가 시키고 그 용어들 간의 의미적 관계도 얻을 수 있다. 점진적인 용어 획득을 위하여 용어의 형태에 변이 규칙을 적용하여 새로운 용어를 획득하는 과정을 반복한다. 우리는 변이의 종류를 단어간의 변이 뿐만 아니라 단어 내의 변이 그리고 이 둘을 결합한 복합 변이로까지 확장하여 새로운 용어 획득 과정을 더욱 다양화하는 기법을 제시한다. 실험은 확장된 변이 규칙으로부터 얻은 용어들 중에서 기존의 단어간의 변이로부터 획득한 용어들의 비율이 전체의 38.6%라는 사실로부터 변이의 종류 및 규칙의 확장이 획득할 수 있는 용어들의 수를 증가 시킬 수 있다는 것을 보여준다.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.903-927
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• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.233-246
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• 1996

There have been great deal of studies on adult stress but comprehensive studies on adolescent stress are not sufficient. Because adolescents have different developmental tasks from adult's, and because they spend most of their time in a structured environment such as school, the research on adolescent stress is necessary. So, this study empirically investigated the types of stress and coping which students experience and their coping mechanisms in a stressful situation. In this study, perceived social support was considered as stuructural variable, and cognitive appraisal as a process variable, while existing researches tried to explain the coping mechanism only from the viewpoint of structure, or hypothesized the structure variable in the process term. The relation ships between cognitive appraisal and perceived social support on coping behavior were evaluated. Survey on 519 high school students in Seoul showed that cogitive appraisal was a structural variable which varied across the types of stress, and that perceived social support was a structure variable which was independent of the type of stress. Cognitive appraisal was related more to the qualitative process of stress appraisal than coping behavior, and perceived social support was an important structure which influenced both the appraisal process and coping behavior.

• Proceedings of the Korea Institute of Convergence Signal Processing
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• 2001.06a
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• pp.249-252
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• 2001

본 논문에서는 실제 물체 윤곽을 검출하기 위해 물체 분할 과정에서 변이(disparity) 정보를 이용한다. 스테레오 정합(stereo matching)으로 획득한 변이도에서 불연 속한 부분은 물체의 경계나 변이가 할당되지 않는 폐색 영역 일부분에서 나타날 수 있으므로, 변이 변화가 작 은 영상의 각 영역은 같은 물체의 일부분이라는 것은 직관적으로 명백하다. 분할 과정은 이러한 변이 정보를 적절하게 이용하고 확산망(diffusion network)을 이용하여 선택적인 확산을 수행한다. 추정된 변이도는 변이 변화가 작은 영역을 인식하기 위해 사용되고 그러한 영 역은 단일 물체의 일부분이거나 배경(background)이라고 간주하고 텍스쳐(texture)에 의한 에지(edge)글 등방성 확산으로 제거하는 과정을 거친다. 나머지 영상 영역에서, 비등방성 확산으로 변이의 변화와 밝기차의 변화를 고려하여 수행된다.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.127-151
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• 2005

The purpose of this study is to examine the relationships between process variables, personality traits, intrinsic/extrinsic motivation and their mathematical creativity and how much these factors affect this creativity. These results show the major factor in mathematical creativity as being the gender difference between the gifted male and female middle school students. This also suggests that the education and living guidance of both gifted male and female students should take a different direction in relation to their gender differences in middle schools. In conclusion, all of the normal intellective and non-intellective factors, as well as home process variables, are the basic major data concerned with the effects of mathematical creativity. So, it is with all of this research that the proof for researching synthetically via a new creative research model can be offered.