• 한국방재학회:학술대회논문집
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• 2011.02a
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• pp.174-174
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• 2011

강우의 공간적 변동성을 파악하기 어려운 우량계 관측방법의 한계를 극복하기 위한 방법으로 레이더를 이용한 강우관측이 주목받고 있다. 레이더는 실시간으로 넓은 지역의 강우 현황을 파악하는 것이 가능하므로 강우 예측에 있어 매우 큰 장점을 갖는다. 그러나 레이더를 통해 관측된 강우는 실제값을 의미하지는 않는 것이 사실이다. 이에 본 연구에서는 레이더 및 우량계 강우자료가 대수정규분포를 따른다고 가정하는 경우의 편의보정 문제를 살펴보았다. 이를 위해 대수정규분포를 따르는 자료에 대한 평균값, 중앙값 및 최빈값에 대한 회귀선을 유도하여 검토하였다. 본 연구에서는 2003년에 발생한 태풍 매미로 인해 발생한 강우 사상이 대상 호우사상으로 적용되었으며, 이에 대한 강우자료는 관악산 레이더 강우 자료와 레이더의 관측 반경 내 존재하는 국토해양부 산하 127개 우량계 시강우 자료이다. 그 결과, 독립변수로 사용된 강우자료에 따라 그 차이가 매우 큰 것으로 나타났다. 독립변수로 레이더 강우를 사용한 경우에는 G/R 보정된 레이더 강우의 과소추정 문제가 나타날 것으로 보인다. 반대로 우량계 강우를 독립변수로 한 회귀선에서는 레이더 강우의 보정결과가 어떻게 나타날지는 뚜렷하지 않다. 따라서 위와 같은 회귀선을 통해 보정한 레이더 강우의 검토가 추가적으로 필요할 것으로 보인다. 그러나 이 경우에서는 독립변수로 레이더 강우를 사용한 경우에서 나타나는 레이더 강우의 과소추정 문제가 어느 정도 극복될 것으로 보인다. 아울러 일반적으로 적용되고 G/R 보정계수에 대한 검토 및 이에 대한 비교가 또한 필요할 것으로 판단된다.

• The Journal of the Korea Contents Association
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• v.6 no.5
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• pp.29-34
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• 2006

For the almost certainly convergent series $S_n=\sum_{i=1}^nV-i$ of independent random elements in Banach spaces, by investigating tail series laws of large numbers, the rate of convergence of the series $S_n$ to a random variable s is studied in this paper. More specifically, by studying the duality between the limiting behavior of the tail series $T_n=S-S_{n-1}=\sum_{i=n}^{\infty}V-i$ of random variables and that of Banach space valued random elements, an alternative way of proving a result of the previous work, which establishes the equivalence between the tail series weak law of large numbers and a limit law, is provided in a Banach space setting.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.367-382
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• 2005

In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

• Journal of the Korean Society for Railway
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• v.12 no.2
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• pp.267-275
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• 2009

Max-plus algebra is a nonlinear system comprised of two operations, maximization (max) and addition (Plus), which are corresponding to the addition and the multiplication in conventional algebra, respectively. This methodology is applicable to many discrete event systems containing the state transition with the maximization and addition operation. Timetable with connection is one of such systems. We present the method based on max-plus algebra, which can make up timetable considering transfer and analyse its stability and robustness. In this study, it will be shown how to make up the timetable of the urban train and analyse its stability using Max-Plus algebra.

• School Mathematics
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• v.16 no.2
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• pp.355-386
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• 2014

Algebraic generalization of patterns is based on the capability of grasping a structure inherent in several objects with awareness that this structure applies to general cases and ability to use it to provide an algebraic expression. The purpose of this study is to investigate how students generalize patterns using an algebraic object such as parameters and what are difficulties in geometric-arithmetic pattern tasks related to algebraic generalization and to determine whether the students can use parameters meaningfully through pattern generalization tasks that this researcher designed. During performing tasks of pattern generalization we designed, students differentiated parameters from letter 'n' that is used to denote a variable. Also, the students understood the relations between numbers used in several linear equations and algebraically expressed the generalized relation using a letter that was functions as a parameter. Some difficulties have been identified such that the students could not distinguish parameters from variables and could not transfer from arithmetical procedure to algebra in this process. While trying to resolve these difficulties, generic examples helped the students to meaningfully use parameters in pattern generalization.

• Journal of Korea Water Resources Association
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• v.48 no.1
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• pp.23-35
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• 2015

In this study, the behavior of fresh water body between the injection and production wells with the fresh water injection rate in a saline aquifer is numerically analyzed by using a three-dimensional numerical model. 8 injection wells are arranged at equidistant intervals on a concentric circle and one production well is located at the center of this circle. In the case that the fresh water injection rate is relatively small, the fresh water body around a injection well screen is not mixed with neighboring ones and is independently distributed. However, when the injection rate is increased, the size of the fresh water body is continuously increased, and the areas, where saline and fresh water among injection wells are mixed, are appeared. The mixed degree is increased as the injection rate is increased. This phenomenon is identically generated around the production well. Moreover, when the injection rate is increased, the ratio of saline water in and around the production well is decreased.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.37 no.9
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• pp.1069-1075
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• 2013

An effective method is necessary for the real-time analysis of an unmanned military robot. To achieve highly efficient simulations, a subsystem synthesis method has been developed. The subsystem synthesis method separately generates equations of motion for the base body and for the subsystem. The equations of motion are expressed by DAE, which consist of differential equations and algebraic equations. To increase the accuracy and efficiency of solutions, DAE solvers such as the Direct, CS (Constraint Stabilization), and GCP (Generalized Coordinate Partitioning) method are employed. In this study, the subsystem synthesis method is applied for effective multi-body dynamics analysis of an unmanned military robot, and a comparative study of three different DAE solvers is carried out.

• The Transactions of the Korean Institute of Power Electronics
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• v.3 no.4
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• pp.353-364
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• 1998

This paper presents a systematic approach to the modeling of power electronic circuits with systemlongrightarrowlevel simulation l languages. It is shown that a circuit model reduces to one of four basic types according to input/output conditions. The e elementary models for single series components and shunt components are derived which are integrated to develop a m model of given converter circuit. The constraints imposed on the model development-matching input/output conditions a and avoiding algebraic loop-are discussed in relation to the realization example of a buck converter circuit model. It is s shown that the constraints can always be fullfilled by introducing fictitious interface blocks, which is generalized to the c concept of model transformation.

• The Mathematical Education
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• v.53 no.1
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• pp.93-110
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• 2014

Algebra deals with so general properties about number system that it is called as 'generalized arithmetic'. Observing students' activities in algebra classes, however, we can discover that recognition of the generality in algebraic proofs is not so easy. One of these difficulties seems to be caused by variables which play an important role in algebraic proofs. Many studies show that students have experienced some difficulties in recognizing the meaning and the role of variables in algebraic proofs. For example, the confusion between 2m+2n=2(m+n) and 2n+2n=4n means that students misunderstand independent/dependent variation of variables. This misunderstanding naturally has effects on understanding of the meaning of proofs. Furthermore, students also have a difficulty in making a transition from algebraic proof to numerical cases which have the same structure as the proof. This study investigates whether middle school students can recognize dependent generality and make a transition from proofs to numerical cases. The result shows that the participants of this study have a difficulty in both of them. Based on the result, this study also includes didactical implications for teaching the generality of algebraic proofs.