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한승우 한국 리터러시 학회 2016 리터러시 연구 Vol.- No.15
In this study, to learn about the definition of parody, I looked at one case for introducing actively in classroom writing a parody. Students know how to cite sources, it was met with the process of recreating a new original. Through the results of the lesson it was to learn about the effectiveness of some of the parody. First, the parody is that it provides an opportunity to actively analyze the text, and went through the process of re-creation of creative writing can be used as a training method. Second, re-born as early as creations of different types while a certain amount of time without knowing whether continue the form that mimics the original text can have fun through creativity. Third, sometimes combined with any other media, while also undergoing a completely different time and space to meet the consilience course, students will learn from this in a way that duly cited the original text. Fourth, beyond the plagiarism and pastiche it can get to the fun that can be used creatively work. Finally, through the work of parody other friends it will know the effect of criticism and satire. Parody makes a variety of criteria and thoughts to analyze the text and understand the subject. Convergence and consilience this important point, to form a variety of integrated consilience the same time, convergence between media, communication between the creator and re-creator between the text and writing parodies will be important in the future. As well as the common cultural <Writing> university, and it is expected to be a parody of effective teaching tools in a variety of convergence, combined liberal arts. 본 연구에서는 패러디의 개념에 대해 짚어보고, 패러디를 적극적으로 수업에 도입한 사례에 대해서 살펴보고 있다. 이 과정 속에서 학생들은 원본을 정당하게 인용하고, 원작의 의미를 새롭게 해석하여, 재창조하는 데까지 나아가는 일련의 과정들을 경험하게 된다. 수업의 결과물들을 통해, 패러디를 이용한 글쓰기의 몇 가지 효용성에 대해 알아볼 수 있었다. 첫째, 패러디는 텍스트를 적극적으로 분석하는 계기를 제공하고, 재창조의 과정을 거치면서 하나의 창조적 글쓰기 훈련 방법으로 사용될 수가 있다는 점이다. 둘째, 초기에는 원텍스트를 모방하는 형태로 진행될지 몰라도 일정한 시간이 지나면서 전혀 다른 형태의 창작물로 재탄생되면서 창작의 즐거움을 가질 수 있다. 셋째, 전혀 다른 매체와 결합하기도 하고, 완전히 다른 시간과 공간이 만나기도 하면서 통섭 과정을 거치고, 이 속에서 학생들은 원텍스트를 정당하게 인용하는 방법을 터득한다. 넷째, 궁극적으로 표절과 패스티쉬를 넘어 창조적 작품을 쓸 수 있는 재미까지 얻을 수 있다. 마지막으로 다른 친구들의 패러디 작품을 통해 비판성과 풍자의 효과를 알게 된다. 글쓰기에서 패러디는 대상을 바라보고 문제를 해결하는 데 다각적 시각과 생각을 배양해 주는 역할을 담당할 수 있다. 융합과 통섭이 중요한 화두로 떠오르고 있는 시점에, 텍스트간의 통섭, 매체 간의 융합, 창작자와 재창작자 간의 소통과 같은 다양한 통합적 시각을 형성하는데 패러디 글쓰기는 앞으로 중요한 기능을 할 것으로 생각한다. 대학의 공통 교양 <글쓰기>뿐만 아니라, 다양한 융·복합 교양과목에서도 패러디는 효과적인 수업 도구로 활용될 것으로 기대한다.
한승우,김완두,이학주,Han, Seung-U,Kim, Wan-Du,Lee, Hak-Ju 한국기계연구원 1996 硏究論文集 Vol.26 No.-
Water seals are used in a washing machine to seal rotating shafts and to prevent the penetration of dust, dirt or water from the outside. The design parameters of water seals, that were the location of the garter spring, the angle of the seal lip, and the interference, were investigated by the computer simulations using the hyperelastic non-linear large deformation finite element analysis code. The maximum contact stress and the distribution of stress on the seal lip were obtained for various type of water seals. The best type among the several investigated seals was selected considering the contact force and the sealing performance.
현대일본어 조사에 관한 연구 - 「この/そのNがP」를 중심으로 -
한승우 일본어문학회 2010 일본어문학 Vol.49 No.-
「AはBだ」という構文のAとBの関係については、伝統的に「包摂関係(もしくは要素と集合)と捉えるか、同一(指示)関係と捉えるかで曖昧されてきた」という。コピュラ文「AはBだ」における名詞句ひとつとっても、その「A、B」が指示的名詞句であるか、それとも非指示的名詞句であるかについてはいまだ問題になっており、決着はついていない。また、名詞句A、Bが指示的であるか非指示であるかということについては、主に「AはBだ」というコピュラ文を取り上げてなされており、「AがBだ」というコピュラ文についてはあまり取り上げられていない。以上より、現在も問題となっている名詞句の意味機能について考えながら、「この/そのAは/がBだ」を中心に、「は」と「が」の選択要因につい て考えていきたい。名詞句についての研究がさかんになってきたのは最近のことであり、「は」と「が」の研究について、これまで名詞句の意味機能から「は」と「が」の選択要因にアプローチした研究はあまりない。さらに、名詞句の性質から「は」「が」について考えることにより、これまで の「は」と「が」の研究における行き詰まりを突破できる部分があると考える。
한승우,신상욱,강현호 한국콘텐츠학회 2005 한국콘텐츠학회논문지 Vol.5 No.6
In this paper, we propose an efficient watermarking algorithm using block indexing. The proposed algorithm is a novel blind watermarking scheme using the indexed watermark value based on the spread spectrum method. The watermark insertion is allocated into index value of each block after dividing original image into sub-blocks. The watermark embedded in mappinged with index values of blocks, And the mappinged blocks convert to DCT and then the PN sequence embedded to middle frequency band. Consequently the watermark is expressed by index value of sub-blocks. The watermark extracted from the correlation of between PN sequence and watermarked image. Experimental results demonstrate that the watermarked image has a good quality in terms of imperceptibility and is robust against various attacks. 본 논문에서는 멀티미디어 콘텐츠에 정보를 은닉시키기 위해 블록의 인덱스 값을 이용한 워터마킹 알고리즘을 제안한다. 제안된 알고리즘은 대역확산통신 기반에서 인덱스화된 워터마크를 이용하는 새로운 블라인드 워터마킹 기법이다. 워터마크 삽입은 원 영상을 서브블록으로 분할한 후 각 블록에 인덱스 값을 할당한 후, 삽입하고자하는 워터마크를 블록의 인덱스 값과 매핑시키고, 매핑 된 블록을 DCT로 변환시킨 다음 DCT 공간의 중간 주파 주파수 영역에 PN시퀀스를 삽입한다. 결과적으로 워터마크를 인덱스 값으로 표현하는 기법이다. 워터마크의 추출은 원 영상 없이 PN시퀀스와 워터마크가 삽입된 영상의 상관관계에 의해서 가능하다. 실험결과 워터마크가 삽입된 영상은 시각적으로 손상을 감지하기 어려울 정도로 화질열화는 적었으며, 다양한 신호처리 적인 공격에도 강인성을 보였다.
한승우,손혜숙 한국어문교육연구회 2014 어문연구(語文硏究) Vol.42 No.2
The purpose of this study provide a theoretical framework for teaching reading, discussion, and real lessons here apply to step-by-step teaching and learning model adapts. For this, Kreft claimed by reading the text in the process of understanding, Waldmann the alleged ‘front stage' concept in addition, a new reading and discussion of teaching methods is proposed. In this study, the model proposed in the framework of the University of Reading in the classroom discussion ‘in the previous step (preparation phase)→1step(a subjective understanding of the text-the text to read through the task)→2step(text through the interaction between the members of the Check)→3steps(understanding of the text through discussion diversifi- cation)→4steps(text applies to external parts of the stage)’ is. As mentioned above, the University of Reading and discussion class model was proposed framework. Step 1, Read the text at the end of the preparation, the learner is the process of reading the text itself. Step two is delicate and surely it is important to analyze the text. As in step 1 to step 2, free reading must have objectivity. Step 3, the learner to experience a variety of text analysis is aimed. To do this, learners discuss the proce- dure goes through the process of thinking through the exchanges. Four step is a step of applying the text. While a variety of writing. development of their surroundings and society, to the historical part. Teaching model based on the reading and discussion, Aldous Huxley's ‘Brave New World' and Viktor E. Frankl's ‘Man's search for meaning:an introduction to logotherapy’ was to present the lesson teaching plan. Lesson Plan and thus worthy of a re-adjustment, Chungang University ‘reading and discussion' leverage in class, had the potential to sound. 본 연구는 讀書 討論 授業의 이론적 틀을 제시하고 실제 수업에 적용하여 단계별 교수․학습 모형을 實際化해 보는 것을 목적으로 한다. 이를 위해 Kreft가 주장한 읽기 텍스트의 이해 과정에 Waldmann의 ‘앞 단계’ 개념을 보강하여 새로운 독서토론 교수 방법을 제안하고자 한다. 본 연구에서 제시하는 대학 독서 토론 수업 模型의 기본 틀은 ‘앞단계(준비단계)→1단계(텍스트에 대한 주관적 이해:과제를 통한 텍스트 읽기)→2단계(구성원들 간의 상호작용을 통한 텍스트의 내용 확인)→3단계(토론을 통한 텍스트 이해의 다양화)→4단계(텍스트 외적인 부분들에 적용의 단계)’이다. 이렇게 구성된 수업 모형의 틀에 실제 텍스트(올더스 헉슬리의『멋진 신세계』와 빅터 프랭클의 『죽음의 수용소에서』)를 적용시켜 具體的인 講義 指導案을 설계하였다. 그리고 중앙대학교 ‘독서와 토론’ 수업 시간에 활용하여, 그 가능성을 타진했다.
한승우,김완두,이학주,Han, Seung-U,Kim, Wan-Du,Lee, Hak-Ju 한국기계연구원 1994 硏究論文集 Vol.24 No.-
Water seal is composed of metal case, garter spring, and NBR. Axisymmetric, large deformation non-linear contact problems were solved by using the finite element method for the evaluation of performance of the water seal. Effects of the interference between seal and shaft, and the garter spring on the seal characteristics were considered in this analysis. The contact force and sealing performance increased as the interference and spring stiffness increases. And middle seal is main role sealing performance. Further research efforts are required to consider the effects of the garter spring stiffness, the eccentricity by the shaft or case, and the water pressure.
한승우,최은숙 한국지역사회간호학회 2020 지역사회간호학회지 Vol.31 No.3
Purpose: The purpose of this study is to construct and test a structural model for the Post-traumatic Growth (PTG) of police officers. The conceptual model is based on Calhoun and Tedeschi’s PTG theory. Methods: Data were collected from 269 police officers working at 10 police stations in Seoul from September 26 to October 9, 2017. The exogenous variable was traumatic experiences, and endogenous variables were pain perception, self disclosure, social support, deliberate rumination, and PTG. The collected data were analyzed in order to calculate the direct and indirect effects of factors affecting PTG using SPSS/WIN 23.0 and AMOS 21.0. Results: The hypothetical model showed a good fit to the data: x2/df=2.57, GFI=.90, CFI=.95, TLI=.91, RMSEA=.07, SRMR=.07. The hypothetical model showed a similar result with the data, and out of 10 paths, 7 were statistically significant. The model explained 36% of the variance in the PTG of police officers. The model confirmed that social support and deliberate rumination had a direct effect, and that self-disclosure had an indirect effect on police officers’ PTG. Conclusion: Nursing intervention programs to increase PTG of police officers should focus on deliberate rumination, social support, and self-disclosure. In addition, they should be accompanied by various crisis managements and consultations that can promote PTG.