• Earthquakes and Structures
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• v.8 no.1
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• pp.37-56
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• 2015

The Emilia, May-July 2012, earthquake has dramatically highlighted the only the hazards facing the people in insufficiently secured workplaces, but also the socio-economic consequences of interruption of production activities. After the event, in order to guarantee suitable safety levels, the Italian government asked for a generalized seismic retrofit of buildingsaffected by the earthquake under consideration. Considering that Emilia is one of the most industrialized Italian region, the number of the industrial buildings to be verified could however lead to not acceptable resumption of production time. So, with the aim to speed up the recovery, were leaved out from this request the buildings which had undergone a strong enoughshaking without any damage. In practice, the earthquakes were being used as a "test" to evaluate the seismic structural strength. Besides, the Italian government provision specifies also the zones, within which buildings that escaped evident damage are exempt from obligatory checks, and termed "exclusion zones", shall be individuated using the data provided by the Italian National Institute of Geophysics and Volcanology in the form of so-called "shakemaps". Obviously, the precision of such data greatly influences the determination of the exclusions zones and so all the economic issues related to them. Starting from these considerations, the present paper describes an evaluation of the reliability of the procedure of shakemap generation with specific regard to the seismic events that struck the Emilia region on May 20 and 29, 2012.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.451-456
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• 2019

Our students are shocked by the results that there is an inverse proportion between academic achievement and life satisfaction. Recently, the Organization for Economic Cooperation and Development (OECD) published the PISA 2015 Student Well-Being Report. According to the report, Korean students' education is the highest among OECD countries, but their life satisfaction is the 47th ranked among the 48 OECD and non-OECD countries.[1] This is the cause of the unilateral education using collective achievement in evaluation methods. Therefore, I propose a personalized integrated model utilizing block chain technology. I suggest a personalized education and evaluation system model using selective education and personal approval rather than from teachers' unilateral education. This will no longer open the student's achievement grade system to the public. This change will be accomplished utilizing block chain technology. This technology is characterized by security, transparency and dispersion. The result of this work can be used to improve students' quality of living through a management system of personalized education and evaluation, based on the nature of education.

• Proceedings of The KACE
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• 2018.08a
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• pp.171-174
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• 2018

정보교과는 컴퓨터과학적 지식과 기술의 탐구와 더불어 실생활의 문제 해결을 위해 새로운 지식과 기술을 창출하고 이를 통합적으로 적용하는 능력과 태도를 함양하는 교과이다. 2015 개정 교육과정에서 정보교과의 교과역량 중 하나가 협력적 문제해결력이다. 정보교육을 통하여 배울 수 있는 프로그래밍 분야에서 강조하는 역량 역시 협력이다. 본 연구는 정보교과의 관점에서 협력적 문제해결력 측정 방식을 깃허브, 스택오버플로우의 사례와 PISA, ATC21S의 평가사례를 비교하고자 한다. 협업을 통한 더 나은 결과물을 도출해내는 프로그래밍의 과정을 통하여 협력적 문제해결력을 살펴볼 수 있는 토대를 마련하는데 의의가 있다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.219-222
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• 2019

4차 산업혁명이 언급되면서 3D 프린터, 로봇, 인공지능, 빅데이터 등 신기술이 발전하고 이는 사회 구조를 변화시킬 것으로 예상된다. 이에 새로운 디지털 기기, 기술들을 이해하는 디지털 리터러시가 중요해지고 있다. 2015 OECD PISA에서 ICT 배경조사 중 한국은 접근성, 활용성 부분과 2018 국가수준 디지털 리터러시 수준 측정연구, 학생들의 디지털 기기의 인식 여부 및 활용 여부 실태조사를 바탕으로 디지털 기기 활용 공간 구성 및 디지털 기기 활용 콘텐츠를 다음과 같이 제안하였다. 먼저 구체적 조작기인 초등학생임을 고려하여 디지털 기기 위주 프로그램으로 선정하였다. 디지털 기기 활용 공간은 기반 기기로 컴퓨터(노트북), 유 무선 인터넷, 디지털 기기로 3D 프린터 및 3D 프린팅 펜, 스마트폰 기반 VR기기, AR마커, 블록코딩 기반 피지컬 컴퓨팅 교구 등을 이용해서 구성하였다. 활용하는 콘텐츠는 학생들의 인식 여부 및 수준에 맞춰 체험 위주의 프로그램과 학습, 콘텐츠 제작, 문제해결 프로그램으로 제시하였다.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.407-417
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• 2018

The purpose of this study is to analyze the roles of classroom activities in science lessons and student learning motivation in achieving students' scientific competencies, and to suggest implications for science lessons to develop scientific competencies. For this, based on the PISA 2015 data of Korean high school students, we analyzed how classroom activities in science influenced students' scientific competencies through learning motivation variables. As a result of the path analysis, the activities emphasizing interaction and a link to real life predicted intrinsic motivation, instrumental motivation, and science efficacy significantly. On the other hand, the activities that emphasize the student-led inquiry process did not show any effect on learning motivation. In addition, the higher the motivation to learn the science, the higher their scores in three scientific competencies: explaining phenomenon scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. The practices of school science lessons indirectly influenced the achievement of scientific competence through learning motivation. Specifically, the activities emphasizing interaction influenced achieving scientific competencies through intrinsic motivation, and the activities emphasizing linkage to real life influenced it through all learning motivation variables. Finally, we discussed some implications for the roles and practices of school science class for enhancing students' scientific competencies.

• Advances in aircraft and spacecraft science
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• v.2 no.2
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• pp.125-168
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• 2015

Dynamic aeroelastic behavior of structurally nonlinear Joined Wings is presented. Three configurations, two characterized by a different location of the joint and one presenting a direct connection between the two wings (SensorCraft-like layout) are investigated. The snap-divergence is studied from a dynamic perspective in order to assess the real response of the configuration. The investigations also focus on the flutter occurrence (critical state) and postcritical phenomena. Limit Cycle Oscillations (LCOs) are observed, possibly followed by a loss of periodicity of the solution as speed is further increased. In some cases, it is also possible to ascertain the presence of period doubling (flip-) bifurcations. Differences between flutter (Hopf's bifurcation) speed evaluated with linear and nonlinear analyses are discussed in depth in order to understand if a linear (and thus computationally less intense) representation provides an acceptable estimate of the instability properties. Both frequency- and time-domain approaches are compared. Moreover, aerodynamic solvers based on the potential flow are critically examined. In particular, it is assessed in what measure more sophisticated aerodynamic and interface models impact the aeroelastic predictions. When the use of the tools gives different results, a physical interpretation of the leading mechanism generating the mismatch is provided. In particular, for PrandtlPlane-like configurations the aeroelastic response is very sensitive to the wake's shape. As a consequence, it is suggested that a more sophisticate modeling of the wake positively impacts the reliability of aerodynamic and aeroelastic analysis. For SensorCraft-like configurations some LCOs are characterized by a non-synchronous motion of the inner and outer portion of the lower wing: the wing's tip exhibits a small oscillation during the descending or ascending phase, whereas the mid-span station describes a sinusoidal-like trajectory in the time-domain.