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장해성(Chang Hae Sung),강명웅(Kang Myung Ung),이근송(Lee Guhn Song) 한국퍼실리티매니지먼트학회 2000 한국퍼실리티매니지먼트학회지 Vol.2 No.1
BACnet is a standard communications protocol designed by consensus to allow devices fromdifferent vendors to exchange information. BACnet was adopted as a Standard of ASHRAE andANSI, also is Pre-standard TC~247 in European Community. BACnet support 4 Layer - Application,Network, Data link, Physical Layer - of ISO 7 Layer BACnet support ARCNET, Ethemet, LonTalk,MS/TP(RS-485), Point to Point(RS-232) and exchanging message of devices are supported byObject, Property, Service.
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이항재,강명웅 순천향대학교 1992 논문집 Vol.15 No.3
The purpose of this study was to examine educational suggestions by investigating the relationship of affective characteristics and school achievement of elementary school children. The affective characteristics selected for this study were educational selfconcept, study habit, and the attribution of success and failure. The hypotheses were as follows. 1.There will be significant correlation between educational self-concept and school achievement. 2.There will be significant correlation between educational self-concept and school achievement. 3.There will be significant correlation between attribution of success and failure and school achievement. The subjects were 480 children from 7 elementary schools in a city and rural areas of Chung Name (240 4th graders and 240 6th graders.) Test of Affective Characteristics in Learning developed by Byungryang Park was used for self-concept and study habit, and the instrument used by Miri Lee in "Relationship between Attribution and Achievement Motive" was used for attribution of success and failure. The results of school achievement test carried out by Chung Name Educational Reaearch Center was used for school achievement. The data were analyzed by correlation analysis and t-test 1.There was significant correlation between educational self-concept and school achievement (P<.01). No significant differences were found between children of different areas or grades. 2.There was positive correlation between study habit and school achievement. The correlation coefficients were r=.57 in city, r=.61 in rural areas, r=.64 in 4the graders, r=.56 in 6th graders. Also, there was significant difference of correlation between 6th graders of city and rural areas. There was positive correlation (r=.56) between attentiveness behavior and school achievement. The influence of attentiveness on school achievement was higher in case of children in the city (t=5.26, P<.001). The correlation of skill application behavior and school achievement was positive (r=.52) except in case of 6th graders of the city. There was also positive correlation between self-study behavior and school achievement (r= .48). No significant differences sere found between areas or grades. 3.In order to investigate the correlation between attribution of success and failure and school achievement, ability, effort task difficulty, and fortune attribution factors of two groups divided by school achievement groups attributed their own success, others success, and success of both cases to effort factor mostly, and then ability, task-difficulty, or fortune factors. There was significant difference between effort and ability factors in case of higher achievement group; and fortune and task-difficulty factors, in case of lower achievement group. There was also significant differences between effort and ability factors in case of higher achievement group of city, and effort factor in case of higher group of rural areas, and fortune and task-difficulty factors in case of lower achievement group of rural areas. Both higher and lower achievement groups attributed their failure to effort mostly, and to fortune factor leastly. Effort and task difficulty factors in case of higher achievement groups and fortune and ability factors in lower group showed significant differences. Also, effort factor of higher achievement group and fortune factors of lower achievement group of the city showed significant differences; while, effort factor and task-difficulty factor of higher group, and fortune and ability factors of lower of rural areas shower significant differences.
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