• Bulletin of the Korean Space Science Society
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• 1999.09a
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• pp.71-71
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• 1999

No Abstract, See Full Text

• Journal of the Korean Mathematical Society
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• v.39 no.3
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• pp.351-361
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• 2002

We extend the Holder-McCarthy inequality for a positive and an arbitrary operator, respectively. The powers of each inequality are given and the improved Reid's inequality by Halmos is generalized. We also give the bound of the Holder-McCarthy inequality by recursion.

• Proceedings of the KSEEG Conference
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• 2003.04a
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• pp.306-309
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• 2003

핵폐기물의 재처리과정에서 파생리는 액상의 고준위 폐기물 (sludges)은, 매우 위해한 핵종원소를 포함하고 있으므로 이들 핵종을 고정화시킬 수 있는 물질이 요구된다 핵폐기물을 구성하고 있는 방사성 원소를 일련의 광물조합 내에 고정화시키려는 시도는 Hatch (1953), McCarthy (1973, 1974), Mccarthy와 Davidson (1975), Roy (1975, 1977)에 의해 연구되었으며 현재는 borosilicate 및 aluminophosphate glass 등에 의한 고정화 방법이 널리 사용되고 있다. (중략)

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.24-30
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• 2009

This experiment, on the method of teaching English for left brain dominated engineering college students, was carried out through two groups, the experimental group which was composed of the engineering college students and the controlled group. The experimental group undertook dictogloss tasks in English class during the period of eight weeks from July to August, 2008. As a result, the effect of learning on experimental group showed significantly being high compared to that of the controlled group in the TOEIC test, an English ability test. This means that dictogloss is an effective learning activity which can be used in English class for left brain dominated engineering college students, and more improvement in English ability can be expected when appropriate levels and durations to learners are applied.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.109-116
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• 1996

In this paper, I would like to explore the possibility that the nature of place assimilation can be captured in terms of the OCP within the Optimality Theory (Mccarthy & Prince 1999. 1995; Prince & Smolensky 1993). In derivational models, each assimilatory process would be expressed through a different autosegmental rule. However, what any such model misses is a clear generalization that all of those processes have the effect of avoiding a configuration in which two consonantal place nodes are adjacent across a syllable boundary, as illustrated in (1):(equation omitted) In a derivational model, it is a coincidence that across languages there are changes that have the result of modifying a structure of the form (1a) into the other structure that does not have adjacent consonantal place nodes (1b). OT allows us to express this effect through a constraint given in (2) that forbids adjacent place nodes: (2) OCP(PL): Adjacent place nodes are prohibited. At this point, then, a question arises as to how consonantal and vocalic place nodes are formally distinguished in the output for the purpose of applying the OCP(PL). Besides, the OCP(PL) would affect equally complex onsets and codas as well as coda-onset clusters in languages that have them such as English. To remedy this problem, following Mccarthy (1994), I assume that the canonical markedness constraint is a prohibition defined over no more than two segments, $\alpha$ and $\beta$: that is, $^{*}\{{\alpha, {\;}{\beta{\}$ with appropriate conditions imposed on $\alpha$ and $\beta$. I propose the OCP(PL) again in the following format (3) OCP(PL) (table omitted) $\alpha$ and $\beta$ are the target and the trigger of place assimilation, respectively. The '*' is a reminder that, in this format, constraints specify negative targets or prohibited configurations. Any structure matching the specifications is in violation of this constraint. Now, in correspondence terms, the meaning of the OCP(PL) is this: the constraint is violated if a consonantal place $\alpha$ is immediately followed by a consonantal place $\bebt$ in surface. One advantage of this format is that the OCP(PL) would also be invoked in dealing with place assimilation within complex coda (e.g., sink [si(equation omitted)k]): we can make the constraint scan the consonantal clusters only, excluding any intervening vowels. Finally, the onset clusters typically do not undergo place assimilation. I propose that the onsets be protected by certain constraint which ensures that the coda, not the onset loses the place feature.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.378-390
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• 1999

The purpose of this study is to investigate what are objects in environmental education and to develop the teaching model for environmental education. The major objects of environmental education is how to teach students who not only take knowledge/skill, but also change their behavior with responsibility for environment. In order to change students' behaviors for environment, Hungerford recommended that teachers have teaching strategies with recognition, evaluation, and adaptation. Also, McCarthy developed teaching model to engage immediate personal meaning, to raise intellectual awareness of a concept, to enhance skills that students can use in their lives, and to foster personal adaptations. Based on the Hungerford's teaching strategies, and Mccarthy's 4MAT system, a teaching model is developed to encourage thinking skill, problem-solving ability, interesting, and participation in the class. The basic steps of the teaching model in this study are experience/recognition, knowledge/skill, evaluation, and adaptation/new experience and 8 sub-steps for instructional methodologies are developed to match of all students' learning style types in a classroom. This model will make it possible to raise the efficiency of instruction, and contribute to changing students who have responsibilities for their environmental behaviors. This model will be supplemented in schools, and applied to developing other instructional issues.