• 대한수학회지
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• 제37권6호
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• pp.901-913
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• 2000

This is a summary of results involving the development of a theory of an index of an isolated critical point for densely defined nonlinear operators of type (S(sub)+)(sub)0,L. This index theory is associated with a degree theory, for such operators, whch has been recently developed by the authors.

• 대한수학회지
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• 제35권2호
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• pp.269-280
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• 1998

Elementary properties of the sequence space l(s, t) are studied with applications to Hardy space theory.

• 한국철학논집
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• 제38호
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• pp.275-302
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• 2013

이 글은 "잡학변"의 <여씨대학해>를 분석함으로써 주희의 격물치지설을 고찰하였다. "잡학변"은 주희가 당시 유학자들에게 유행하였던 노자와 불교의 경향을 비판하기 위해 지었다. 주희는 <여씨대학해>를 통해 격물치지(格物致知) 해석에 스며있는 여본중의 불교적 이해를 비판하였다. 여본중은 격물치지를 수양주체가 사물의 리(理)를 궁구함으로써 자신의 양지(良知)를 잘 발현시키는 일련의 과정으로 보았다. 그는 격물치지에서 오랜 축적의 과정보다는 수양 주체의 마음에 더 주목하여, '깨달음을 준칙으로 삼으라(이오위칙(以悟爲則))'고 하였다. 주희는 이를 불교와 같다고 규정하였다. 이에 비해 주희는 완성된 앎에 이르기 위해서 하나하나의 앎을 수없이 쌓아가야 한다고 생각했다. 특히 그는 리(理)를 파악할 때, 일상에서의 익숙하게 보고 듣는 사물에서 그 이치가 유래하는 것까지, 즉 '사물의 이치'에서 '사물이 그렇게 된 까닭'까지 나아가야 한다고 보았다. 주희는 초기에 "대학"의 격물(格物)을 다분히 정치 사상적 의미에서 접근하였지만, 여본중의 격물설을 비판하는 과정에서 '리일분수'의 이론적 도구로 사유의 폭을 확장하였다. 그런 의미에서 주희의 여본중 비판은 불교와 의 투쟁이자, 자기 철학의 심화 과정이었다.

• 영어어문교육
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• 제10권2호
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• pp.1-23
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• 2004

This article reports a bi-directional interlanguage study designed to investigate the initial state of L2 acquisition with regard to English and Korean wh-questions. Based on the UG system in line with the minimalist theory, it was hypothesized that the L2 initial state is characterized by the most economical form of syntax in which no overt wh-movement to Spec-CP is assumed. Results of the early interlanguage study showed that 1) L1 Korean learners of L2 English predominantly produced wh-questions with the fronted wh-word, but without productive wh-movement to the Spec-CP position; and 2) L1 English learners of L2 Korean overwhelmingly produced wh-questions with the wh-word remaining in-situ. These results were interpreted as supporting the minimalist account of the L2 initial grammar in that no overt syntactic wh-movement were adopted in early interlanguages of both English and Korean regardless of the learner's L1.

• 한국진공학회:학술대회논문집
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• 한국진공학회 2013년도 제44회 동계 정기학술대회 초록집
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• pp.620-620
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• 2013

When $MoS_2$ is thinned to single layer (1L), photoluminescence (PL) quantum yield drastically increases due to emergence of direct band gap. A recent theory predicts that the electronic structure of 1L $MoS_2$ is very sensitive to its lattice constants. We investigated the response of 1L $MoS_2$ to biaxial tensile strain using spatially resolved PL and Raman spectroscopy. Changes in the lattice constants were monitored by the Raman frequency of the in-plane ($E^1{_2g}$) mode. Systematic correlations between PL and Ramanspectral features, revealed in the preliminary results, will be further tested with samples on other substrates and against thermal stress. The results will also be discussed in regard to the theory which predicts that 1L $MoS_2$ becomes an indirect semiconductor at small tensile strain and turns metallic when further extended.

• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• Steel and Composite Structures
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• 제32권6호
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• pp.701-715
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• 2019

Using first-order shear deformation theory (FSDT), a semi-analytical solution is employed to analyze creep damage and remaining life assessment of 304L austenitic stainless steel thick (304L ASS) cylindrical pressure vessels with variable thickness subjected to the temperature gradient and internal non-uniform pressure. Damages are obtained in thick cylinder using Robinson's linear life fraction damage rule, and time to rupture and remaining life assessment is determined by Larson-Miller Parameter (LMP). The thermo-elastic creep response of the material is described by Norton's law. The novelty of the present work is that it seeks to investigate creep damage and life assessment of the vessels with variable thickness made of 304L ASS using LMP based on first-order shear deformation theory. A numerical solution using finite element method (FEM) is also presented and good agreement is found. It is shown that temperature gradient and non-uniform pressure have significant influences on the creep damages and remaining life of the vessel.

• Educational Technology International
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• 제13권1호
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• pp.1-25
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• 2012

Despite the relatively short history of Social Network Sites or Services (SNS), it has quickly gained popularity with more than seven hundred million users all over the globe. The SNS emerged as one of the strongest cultural influences for the contemporary society. The SNS would provide both chances and challenges for Education. The main purpose of the article was to explore the way education react and adapt to the emergence of social network and SNS. It tried to provide major theoretical grounds that bridge education and social network. In the due process, the researchers have examined the curriculum and instructional design process of education from the perspective of disruptive and sustainable aspect of SNS technology. Consequently, four major theoretical grounds were identified and reviewed: Gibson's theory of affordance, Vygotsky's social constructivism, Rha's human visual intelligence theory, and the network theory. By investigating these theories, the educational potentials of social network and SNS were emerged. The SNS was viewed as a new medium with abundant potentials of expanding the learning space, empowering the affective aspects of learning, and facilitating the formation of group intelligence. Finally, some future implications and challenges of SNS were suggested.

• Journal of Information Processing Systems
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• 제16권2호
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• pp.318-328
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• 2020

Letter of Credit (L/C) is currently a very popular international settlement method frequently used in international trade processes amongst countries around the globe. Compared with other international settlement methods, however, L/C has some obvious shortcomings. Firstly, it is not easy to use due to the sophisticated processes its usage involves. Secondly, it is sometimes accompanied by a few risks and some uncertainty. Thus, highly efficient methods need to be used to assess and control these risks. To begin with, FAHP and KMV methods are used to resolve the problem of incomplete information associated with L/C and then, on this basis, Bayesian game theory is used in order to make more scientific and reasonable decisions with respect to international trade.

• 영어어문교육
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• 제11권3호
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.