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유비쿼터스 네트워크 디바이스 제어를 위한 표준 컴포넌트 기반의 리모트 컨트롤러 설계
김태현 ( Tae-hyon Kim ),이동규 ( Dong-kyu Lee ),강순주 ( Soon-ju Kang ) 한국정보처리학회 2006 한국정보처리학회 학술대회논문집 Vol.13 No.2
유비쿼터스 네트워크가 발전함에 따라 제어해야 할 디바이스들의 수는 점차로 늘어나고 있고 이들을 제어하기 위한 리모트 컨트롤러는 다양한 기능과 형태로 구성해야 할 필요성이 생기게 되었다. 이에 본 논문은 리모트 컨트롤러를 하드웨어와 소프트웨어 컴포넌트로 나누고 이를 다시 세부적으로 나누어 필요한 컴포넌트를 조합하는 방식으로 리모트 컨트롤러로 만들어 낼 수 있는 표준 컴포넌트 개발 방식을 제안한다. 검증을 위해 제안한 컴포넌트 개발 방식을 사용하여 유비쿼터스 네트워크의 일종인 홈 네트워크에서 사용 할 수 있는 리모트 컨트롤러를 제작 하였다.
박응복,김대춘,김태현,예재길,Bak Ung-Bok,Kim Dae-Choon,Kim Tae-Hyon,Ye Jae-Gil 한국임상수의학회 1984 한국임상수의학회지 Vol.1 No.1
Among the 308 breeding pigs imported via airway from Canada, 15 pigs died from the respiratory disease. Three of the carcases were examined by pathological and bacteriological means. In the lungs of the necropsied cases there was a lobar pleuropneumonia characterized by parenchymal hepatization, carnification and extensive adhesion between the thoracic organs due to fibrinous pleural thickening. Histologically the affected lungs had lesions of thrombosis and coalesced area of necrosis delineated by packed macrophages. A strain of Haemophilus Pleuropneumoniae was isolated from the affected lungs. The isolate was serologically identified as serotype 5.
고등학생이 인식하는 체육교사의 변환적 지도력과 수업 참여와의 관계
임지선(Lim, Jee-Sun),김태현(Kim, Tae-Hyon),김경숙(Kim, Kyung-Sook) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.6
The purpose of this study was to examine the relations between physical education(PE) teacher’s transformational leadership and students’ participation in physical education classes. The sample consisted of 757 high school students who are in their first or second year in Seoul. The sample was used for final descriptive statistics analysis. The findings were as follows: first, it showed significant differences in perception of PE teacher’s transformational leadership depending on students’ locomotion capacity, physical activity preference. Students with higher locomotion capacity showed higher perception of PE teacher’s transformational leadership. Students who answered that they like physical activity showed the highest perception of PE teacher’s transformational leadership. Second, PE teacher’s transformational leadership and students’ engagement with classes showed a positive correlation, particularly all four various factors of transformational leadership showed a positive correlation with both level two participation(active participation, cooperation) and level three participation(experiencing the community). Third, PE teacher’s transformational leadership had most significant influences on students’ level two participation.