르클레지오의『황금을 찾는 사람』에 나타난 신화 다시쓰기

오보배 韓國外國語大學校 大學院 2008 국내석사

Le but de cette étude est d’examiner la réécriture de certains mythes dans Le Chercheur d’or de Jean-Marie Gustave Le Clézio. L’auteur est connu pour son écriture intertextuelle se référant à plusieurs mythes : ceux de la Grèce, la Bible, et les légendes fondatrices de la civilisation occidentale. Le Chercheur d’or ayant été consacré comme le premier roman autobiographique de l’auteur dans son cheminement littéraire, nous avons pu y relever plusieurs traces littéraires et biographiques. Notre intérêt est de discerner comment, dans son dix-septième roman Le Clézio réécrit deux mythes fondamentaux de la littérature occidentale, celui de la Chute dans la Bible et celui de la Toison d’or. Nous diviserons ce mémoire en deux parties, d’une part la réécriture de la Genèse, de l’autre le mythe de Jason. Nous divisons notre mémoire en deux parties «réécriture de la Genèse» et «réécriture du mythe de Jason». Dans le chapitre II-1, intitulé «Le jardin clos», nous avons essayé de trouver deux attributs communs au jardin d’Éden et à l’Enfoncement de Boucan : la clôture et ce qui est sauvage. Le mot persan paradaiza, terme introduit par Xénophon, était depuis longtemps considéré comme un archétype de paradis dans la littérature occidentale. Il signifie «jardin enclos de murs». Pareillement le Boucan dont la forme est, topographiquement, un «enfoncement», est comme encerclé par des murs naturels – les montagnes, la mer, les plantations, les terres. Pourtant ce trait de clôture n’est pas associé à la solitude ou à l’isolation mais à la sécurite et à la protection. D’autre part l’Éden, sauvage comme le montrent ses personnages nus Adam et Eve est reproduit dans Le Chercheur d’or par Alexis et Denis qui se promènent dans la forêt sans soulier, vont à la pêche les mains nus et plongent nus dans l’eau. Dans le chapitre II-2, nous avons relié le passage de la tempête au Boucan à celui du Déluge de Noé dans la Genèse. Selon le Dictionnaire des Symboles de Jean Chevalier, la tempête est une punition de Dieu (ou d’une puissance surnaturelle) pour réabsorber le monde, purifier les êtres-humains à la façon d’un baptême. La cause du Déluge à l’époque de Noé, clairement exprimée par Dieu dans la Bible, et celle de la tempête, au Boucan, sont identiques : il s’agit de «la méchanceté» des hommes. Et le fait que le héros ne pense qu’à l’histoire de Noé au moment de la tempête et a le sentiment d’être «comme à l’intérieur d’un navire» dans sa maison, sont autant d’indices empruntés à la Genèse. Dans le chapitre II-3, nous avons mis en parallèle la chute d’Adam et d’Alexis en nous focalisant sur l’arbre du bien et du mal qui est le point commun le plus remarquable entre la Genèse et le roman. Les deux figures centrales sont chassées. Dans la Genèse, la cause de la Chute c’est qu’Adam ne respecte pas l’ordre de Dieu, et mange le fruit de l’arbre du Bien et du Mal. Tout de même, l’arbre Chalta, baptisé arbre du bien et du mal, écrase la façade Sud de la maison pendant la tempête et cause la chute d’Alexis et de sa famille. La tragédie de la Bible due au défaut des hommes est différente de celle du roman. Le malheur dunarrateur ne provient pas de sa faute mais plutôt de l’absurdité de la vie et des forces naturelles qu’on ne peut éviter. Avec le commencement de navigation vers Rodrigues, l’arrière-plan du Chercheur d’or change et le mythe de Jason s’introduit. Ce qui obsède Alexis est le rêve de naviguer présent dans la répétition du mot «Argo». Nous avons analysé la relation entre le mythe de Jason et Le Chercheur d’or à partir des révélations de l’auteur mê̂me. Dans le chapitre III-1, l’opposition entre Alexis et Ludovic nous rappelle celle entre Jason et Pelias dans Iolkos. L’adversaire de chaque héro, qui est toujours le frère du père, s’est approprié la terre de son neveu. L’opposition ne s’arrête pas à eux mais se transmet à la génération suivante dans laquelle elle se renforce encore. Au chapitre III-2, nous nous sommes penchée sur le sens du navire donné au héros pour poursuivre sa quête dont le but est de trouver ce qui lui manque. En suivant la navigation d’Alexis sur Zeta qui glisse vers le passé en abolissant le temps, nous avons découvert que le but véritable de la quête d’Alexis pourrait être de remonter vers son origine ou de se trouver lui-même. Or si nous considéronsque cette oeuvre est un roman autobiographique, notre interprétation peut faire du chercheur d’or un roman de parcours, d’une exploration du monde et de soi, et donc un roman initiatique. Bruno Thibault l’a bien vu : ‘‘chercher le trésor c’est chercher «le moi idéal». D’ailleurs il semble que dès le début Alexis devine déjà que c’est le parcours qui compte après tout, mais pas le trésor. Ensuite l’éternité que le navire Argo atteint en devenant une constellation après son grand voyage est aussi la raison pour laquelle Alexis répète ce nom et le prend comme modèle. Dans le chapitre III-3, nous avons essayé d’interpréter et de comparer le sens symbolique de la Toison d’or et celui de l’or. La toison d’or que Jason veut rapporter à Iolkos, signifie la beauté parfaite, la divinité, et l’amour éternel. Quant à l’or qu’Alexis veut chercher, il a le sens du désir humain et de la richesse matérielle. Bien que Jason ait réussi à trouver la toison, il meurt frappé par son propre navire. Au contraire, si Alexis échoue dans sa quête au sens premier, il découvre le sens véritable de sa recherche et se sent libéré. Au chapitre III-4, nous avons examiné les rôles des autres personnages : Bradmer, Ouma (dans le roman), Idmon et Médée (dans le mythe). A la place d’Idmon qui peut interpréter les intentions divines constituées de signes et de symboles, Le Clézio met en scène le capitaine Bradmer. Ce personnage qui connaît la vie aide Alexis à prendre conscience de l’or véritable. Ouma; une adjuvante remplaçant Médée, prend une attitude différente de celle de la femme fatale. Pour que son amant réussisse dans sa quête pour la toison d’or, Médée trahit son pays et sa famille sacrifiant tout à son amour alors que Ouma propose le bonheur dans un tout autre sens : en conservant son point de vue critique envers le capitalisme et la colonisation du pays. Le Clézio prend le mythe de Jason, comme l’archétype de son oeuvre qui est le mythe de la colonisation. Pourtant il essaie de donner un sens nouveau à ceci en procédant à une réécriture du mythe. Nous constatons que la réécriture des mythes fondamentaux par l’auteur n’est pas simplement la recherche d’une origine familiale, puisque Le Clézio a été confronté dès son enfance aux récits familiaux sur l’île Maurice où a vécu son grand-père, mais surtout la quête de sa source d’écriture en tant qu’écrivain occidental. L’auteur a choisi la réécriture de mythes pour résoudre «sa culpabilité d’écrivain dont le destin n’est que de faire un pastiche». C’est dans ce contexte que le voyage des protagonistes lecléziens du Chercheur d’or, nous entraîne dans l’exploration d’un monde entre le réel et l’imagination qui caractérise aussi la façon d’écrire de Le Clézio. Plus Alexis avance dans ses aventures, plus il s’approche de lui-même et cette aventure devient à la fin une quête d’identité. C’est avec la compréhension de son rapport au monde que le héros apprends à se définir, un peu comme l’écrivain dans son écriture. La référence aux mythes donne à l’auteur la possibilité non seulement de renouveler son inspiration, de varier les contextes et les points de vue, elle assure l’éternité d’une quête qui est aussi celle de l’écriture.

Contingent valuation of biodiversity service of the Yasuní national park, Ecuador

Vásquez León, Carlos Andrés Yeungnam University 2017 국내석사

Le clezio 소설 주인공에 대한 연구 : 『Le Proces-verbal』와『Le Deluge』를 중심으로

신미경 연세대학교 대학원 1992 국내석사

Effect of Different Organic Media, Fertilizers and LED Light on Lettuce (Lactuca sativa L.) Growth in Greenhouse

Le Ba Le 동국대학교 2014 국내석사

The study focused on assessing the different essential conditions in growing lettuce (Lactuca Sativa.) in greenhouses. These factors include the substrates, the amount and types of fertilizer as well as fertilizer process for lettuce. Moreover a combination of artificial light from LED is accelerated when planting lettuce in greenhouse. We determined the composition and physical properties of the substrates and compare the difference in yield when planted on the difference substrates, based on the cost of the substrates and yield obtained to find out what kind of substrate is suitable for the highest efficiency. By selected three types of fertilizer that includes two organic fertilizers and one mineral fertilizer (excluding mono fertilizer for other experiments). Measuring the differences in yield when using different amount of fertilizer (40, 50, 60, 70, 80 kg NPK/1000m2), and based on the cost of fertilizer and the productivity to find out the amount of fertilizer that is suitable for the highest efficiency. We also determined the reasonable fertilizer process for lettuce (one time basal fertilizing one time fertilizing during planting, two times during planting, three times during planting). The LED system was also used in this study with mixing three light sources (white, blue, red). The comparisons of effect of substrate on plant among three substrate on productivity show that the suitable substrate is peat+Dasa X2(2:1). This substrate contributed the highest productivity and economic performance. The comparisons of using different kinds of fertilize show that using the mineral fertilize gives the highest productivity. However, the difference is not much compared using the organic fertilizer. Using organic fertilize is also a good option due to it can protect substrate. The best quantitative fertilize using for lettuce is 60kg of NPK. This amount of fertilize gives the highest productivity. Moreover, the nitrate in leaf is low, and the fertilize remains in substrate is also low. The effect of methods in fertilizing shows that the best method is applying three times during planting. The effect of using Led system in plant shows that the productivity when using LED system is not good and not steady. Therefore, more study should be conducted. As a result, the optimal factors are using peat and Dasa X2 (2:1) substrates with organic fertilizer. The optimum amount of fertilize is 60kg/1000m2, and the method in fertilizing is applying three times during planting.

A bananced curriculum from the perspective of the cosmonomic idea

LE THI LE THANH Graduate School of Kosin University 2003 국내박사

The demand for a balanced curriculum or the "Curriculum Reform Movement" which has been made in the USA since the rise of Sputnik is a romantic notion on account of the values based on Perennialism, Essentialism, Progressivism, and Constructivism. Two major curriculum orientations (subject matter- centered and learner-centered) are found wanting on essential counts in the light of the same ideologies - humanistic ideologies. Two of other examples have attempted to vindicate their views of a coherent and balanced curriculum as the alternative approaches in the context of education. A survey of literature on the curriculum field revealed several controversial issues which underlined the necessity for seeking insight into its profoundest motivations of this study. Firstly, what the critics called for an educational reform with a more significant curriculum is a matter of this study in order to outline some radical and crucial issues of the curriculum. Secondly, in spite of the sweeping curriculum reforms, the field of curriculum was under criticism. This study, therefore, needed to search for the reasons why there is little chance for success in the field of curriculum. Thirdly, there is prevailing an irreconcilable conflict or tension among different worldviews leading to different views on education as well as to diverse approaches to curriculum theory and practice. The implicit views had to be considered from a Reformational worldview. Lastly, a reflective investigation into the crucial issues of the school curriculum had to be made from the perspective of the Cosmonomic-idea (or Scripture-based ontology). This study focuses on a balanced curriculum from the perspective of the Cosmonomic-idea, and tries to reach a threefold aim: attempting to make an illustration and analysis of the crucial issues of the curriculum; criticizing and evaluating the deficiencies of curriculum theories and practices; and striving to find a Christian solution to the contemporary issues of the curriculum from the perspective of the Cosmonomic-idea in order to make a contribution to a radically balanced curriculum for the school of Christian education. In order to outline general characteristics of the approaches to two major curriculum orientations (the academic traditionalist, the technical, the deliberative, and the constructivist), their representatives were analyzed. Their basic beliefs of education and views of school curriculum are identified with the humanistic ideologies. The academic traditionalist and the technical curriculum approaches were described as follows: The academic traditionalist curriculum is right when it asserts that there is objective, preexistent truth to be apprehended. The academic traditionalist curriculum organized based on the basis of getting informational knowledge and mastering it also recognizes that students have an ability to think critically about life's issues. It has, however, given little thought to all resources rather than the mental resource of man, and even some aspects of the mental. Moreover, the academic curriculum uses traditional subject matter to exemplify the power of human rationality, ignoring the students' involvement in their lives and the life of society. In other words, there is great danger in the academic traditionalist curriculum that erudition may be achieved at the expense of the emotional or the social. On the other hand, the technical curriculum fills the textbooks and learning activities with exercises in mental gymnastics with little regard for the value of subject matter itself. It holds that the development of the students' intellectual processes is all-important. In the technical curriculum, moral principles themselves are not as important as the students reaching their own conclusions on the basis of their own analysis and evaluation of moral dilemmas. Thus, the technical curriculum fails to meet the basic needs and interests of the students and then fails its curriculum goals. Briefly stated, the subject matter-centered curriculum orientations treat the student as a passive recipient of knowledge and an object without much regard to the interest and point of view of the learner. Their ideas and conceptions of education were too static. The deliberative and constructive curriculum concepts overlapped with each other under the influence of the humanistic ideologies were characterized as follows: The deliberative curriculum is right when it admits that knowledge can't be separated from the knower. It also recognizes that there are limits to some extend to which learners can redefine knowledge and reconstruct meanings. Moreover, the deliberative curriculum uses subject matter, but it doesn't wholly consist of it, nor are its conventional divisions allowed to become barriers against meeting the new needs of the learner. The deliberative curriculum organized based on the questions related to the student's life fails to give a clear-cut standard to the answers. It doesn't recognize that religious views, in the sense of beliefs about matters of ultimate significance, provide a framework for all curriculum deliberation. Implied in the constructivist curriculum was the fact that all human beings including students use their experience to construct their own individual meaning of reality. The constructivist curriculum leaves a basic tenet that makes the curriculum content one-sided or even distorted due to its personal autonomy. Although it is strongly opposite to the curriculum of academic traditionalism, the constructivist curriculum is on the verge of failure in curriculum organizations. In sum, the learner-centered curriculum orientations see the student as a subject rather than an object and even the final authority regarding the authenticity of the knowledge. It, however, provides little direction under the guise of meeting the expressed and impulsive needs of the learner. Both subject matter- centered and learner-centered curriculum orientations have something important for education. Both are essentially rooted in a view of man and his world. At the root of their disagreements on education, they have different views on human ways of being in the world. Thus, they go astray into different streams, falling into one-sided view of the created reality and the school curriculum. Their beliefs of education are not made firm to present the whole curriculum they intended. Other two curriculum theorists and their models were analyzed to show a balanced view of the school curriculum in accordance with the (modern) humanistic ideology. These are Hirst's curriculum integration and Phenix's knowledge-centered curriculum. The attempts for a balanced curriculum of these two theorists were characterized as follows: Each of "forms of knowledge" or "realms of meaning" is a unique and essential way of understanding and knowing the world. A form of knowledge is a distinct way in which the individual's experience becomes structured. The curriculum should be constructed from the subject disciplines that best inculcated the seven forms of knowledge or the six realms of meaning. Knowledge is not dependent on people. Varieties of meaning and varieties of knowledge are identical. Hirst's curriculum integration was found more logical in comparison with two major curriculum orientations (subject matter- centered and learner-centered). Curriculum integration is, however, under careful criticism due to a lack of the criterial approach to the ultimate justification to truth. Hirst's curriculum integration undermined his attempt to balance the school curriculum. Yet, his theory of seven forms of knowledge and curriculum integration falls into some distortion of many subjects somehow. Knowledge-centered curriculum has been more meaningful than two major curriculum orientations (subject matter-centered and learner-centered). The former makes an attempt to avoid the deficiencies of the four curriculum approaches (the academic traditionalist, the technical, the deliberative, and the constructivist) and tries to show the balance and sequence between subject disciplines in the school curriculum. However, knowledge-centered curriculum doesn't succeed in achieving a desirable balanced curriculum due to the dualistic ontology of one being. It also overemphasizes knowledge excellence (cognitive goals) and accordingly reduces the disciplines to the forms of knowledge. Curriculum integration and knowledge-centered curriculum seek to justify existing disciplines as fundamental categories of knowledge and as logically distinct types of truth criteria. Disciplines reflect human experience of reality. The curriculum structure is composed of roughly the disciplines drawn from seven forms of knowledge or six realms of meaning. Phenix tried to provide harmonious studies in all six realms of meaning and balance the factors of integration of meaning and sequential logic for a balanced curriculum. Knowledge-centered curriculum has almost all the academic disciplines, most of which are reduced to six basic realms of meanings. Curriculum integration that constitutes a wide range of knowledge is reduced to seven fundamental forms of thought. Moreover, in comparison with the perspective of the Cosmonomicidea, the two examples of the attempts to a balanced curriculum of knowledge-centered curriculum could be evaluated as being a distorted view of reality. From a Reformational worldview in accord with the philosophy of the Cosmonomicidea, the ideas and concepts of curriculum in accordance with the humanistic ideologies are equivalent to the following: 1. Two major curriculum orientations (subject matter-centered and learner-centered) and two attempts to a balanced curriculum completely ignore of proclaiming that God, the Creator of the heavens and the earth is the Absolute Ruler of creation and of man in creation. 2. In the academic traditionalist curriculum, "ideas" (or 'cultural ideas') are seen as not only laws, but also a reality on their own, and then become an autonomous source of meaning. The academic traditionalist curriculum is right when it adopts a positive view of the student's ability to think critically about life's issues. However, it doesn't recognize that students as human beings need to think critically and have knowledge of "heart" that governs human mind and intellect. 3. The technical curriculum theorists believe that students can acquire knowledge from experienced and sensory observations tested by empirical data. Knowledge coming through sense perception is a point which students would grant: knowledge has a center and a ground. 4. The deliberative curriculum does not recognize that religious views, in the sense of beliefs about matters of life, provide a framework for all curriculum deliberation. 5. The constructivist curriculum considers that students use their experience to construct their own individual meaning of reality by arrogant faith. It fails to recognize that God has created a reality that students care for and unfold. It then makes the curriculum content and the cultural embeddedness of knowledge distorted due to the personal autonomy. 6. The subject matter-centered curriculum orientations use the traditional subject matter as the power of human rationality, ignoring the learner's involvement in his or her life and the life of society. On the other hand, the learner-centered curriculum orientations provide little direction under the guise of meeting the expressed and impulsive needs of the learner. Both subject matter- centered and learner-centered curricula fall into one-sided view of the created reality and the school curriculum. Both go astray into different streams, leading their ideas and concepts of curriculum into some kind of distortion-reductionism. 7. The two attempts to a balanced curriculum that tried to propose a model curriculum for general education were found more meaningful than two major curriculum orientations. They, however, left behind a dualistic ontology of one being that could not defend a desirable balanced curriculum. Coinciding with the aims of the research, two major curriculum orientations (subject matter-centered and learner-centered) were analyzed in chapters 2 and 3, and the two examples of the attempts to a balanced curriculum were illustrated in chapter 4. The nature of the efforts to a radically balanced curriculum was delineated and analyzed in consistency with an articulation with the perspective of the Cosmonomic-idea in chapter 5. The fundamental reflection upon the balanced curriculum has been implicated in chapter 6. As a result, the findings of this research lead to the conclusion that two major curriculum orientations (subject matter -centered and learner -centered) and the two 2 attempts to a balanced curriculum (curriculum integration & knowledge-centered curriculum) don't provide any balanced curriculum model for education. This research has sought to reflect a balanced curriculum that can't be developed without the aid of a Reformational perspective of the Cosmonomic-idea (or Scripture-based Ontology) and prayerful concern. The balanced curriculum from the perspective of the Cosmonomic-idea reveals that how students sees and approaches reality and its composition determines to a great extent how they understand the task of human beings as stewards of God's creation. It views knowledge and truth through God revealing Himself in creation, in His Word in Jesus Christ, and through His Spirit. The balanced curriculum from the perspective of the Cosmonomic-idea treats students as subjects, images of God who participates fully and responsibly in unfolding reality. In spite of its shortcomings, the philosophy of the Cosmonomic-idea in education seems to be able to reflect a more radically balanced curriculum, not only because it avoids all mistakes such as dualistic views of reality and any form of reductionism in connection with the perspective of the central basic motives, but also because it acknowledges at least five specifically reflective features which can ensure the outcome of the endeavors toward a balanced curriculum from the perspective of the Cosmonomic-idea.

Provision of low cost housing and housing policy in Myanmar

Le Le Hlaing Chung-Ang University 2019 국내석사

저 비용 주택 개발은 ”1백만호 주택 계획”을 2030년까지 완료할 계획을수립함에 따라 도시 주택 개발국(DUHD)의 중요한 당면 과제가 되고 있다.그러므로, DUHD는 다른 나라들에서 저 비용 주택 실현을 위한 정책으로 성공한보완 방법에 대한 일반적인 접근을 통한 합리적이고 적합한 정책을 수립할필요성이 요구되고 있다.서구 유럽의 선진국에서는 빈곤층과 중산층 가정에 대한 사회복지 및세금 체계 수립을 완료하였으며, 공공 주택의 제공 체계도 이미 구축 완료하였으며 안정화 되었다. 아시아 지역에서 조차도, 몇몇 나라에서는 빈곤층과중산층 가정에 대한 공공주택 건설을 성공적으로 수행하고 있다. 그러나,미얀마에서는 동남아시아 국가들과 비교할 지라도 모든 것이 아직까지 초기단계이고, 빈부의 격차도 상당히 큰 것이 현실이다.한편, 저 소득층 국민들은 부동산 시장의 최소 할부금 급등과 어려운입주조건 때문에 자신 소유의 집을 구매하기가 어려우며, 이러한 현실 속에서적합한 “저 비s용 주택”을 개발하는 것은 매우 어려운 일이다.그러므로, 본 논문에서는 포괄적인 관점에서 구매 가능한 주택의 가격과저비용 주택에 대한 의미의 차이점을 조사하려고 한다. 또한, 한국을 포함한인접국들의 합리적인 정책을 바탕으로 하여 미얀마에 적용가능 한 정책이 어떤것인가에 대하여 주안점을 두고 연구할 것이다.설문 조사 내용은 현재의 저 비용 주택 현황, 양곤(Yangon) 에 거주하는저비용 주택 거주자의 실제 구매 가능성 그리고 저비용 주택과 관련한 필요편의시설을 충분히 설치할 수 있는지에 대한 것들을 반영할 것이다.본 논문의 연구 결과에 따라, 적합하고 합리적인 정책이 미얀마에 적용될 수 있을것이다. The development of low cost housing has become an urgent and important function for the Department of Urban and Housing Development (DUHD) as it sets a plan to implement “One Million Housing Plan” in 2030. In doing so, DUHD needs to find the suitable and reasonable policies from conventional approach to additional ways which are successful in policy of other countries’ low cost housing practice. In Western and Europe, being as developed countries, they have set up the social welfare and tax system for low and middle income households, and the system of providing public housing is already settled and stabled. Even in Asia, some countries are successful in implementing public housing for low and middle housing in some extent. But, in Myanmar, everything is still in initial stage even compared to South-East Asia nations, also disparities between well-off and worse-off are quite huge realistically. Hence, people in low income are not affordable to purchase their own house as minimum down-payment is becoming increasingly high and the entry-requirement is getting difficult in real estate market, the low cost housing is very difficult to be developed appropriately under this circumstance. Therefore, this paper will examine global perspective of what is the difference in the meaning between an affordable and the low cost housing. Furthermore, it will emphasize upon the reasonable policies of neighboring countries including South Korea and which policy could be adaptable to My-anmar. Survey questionnaire will reflect the current low cost housing situa-tion, real affordability of low cost housing residents in Yangon and whether the necessary facilities could be fulfilled concerned with the low cost hous-ing. According to this result, applicable and reasonable policy can be applied in Myanmar.

베트남의 배달 사고 특성 및 사고 비용에 관한 연구 : 하노이 지역을 중심으로

LE THI LE 국립부경대학교 대학원 2024 국내석사

Currently, delivery logistics companies in Vietnam are growing rapidly. Despite COVID-19 in 2020-2021, the growth rate did not stop, and the number of delivery drivers increased a lot due to the rapid increase of logistics companies. Although the logistics market is growing rapidly like this, there were no studies or empirical accident cost statistics on the payment of accident compensation in the delivery process. Therefore, this study conducted a survey on actual delivery drivers and analyzed the valid questionnaires. In order to prepare for this study, delivery drivers were met face–to– face and investigated in Hanoi, Vietnam. The main contents of the survey were items on the characteristics of delivery accidents and accident costs. The method of analysis of this study was chi-square, ANOVA test, and Kruskal-Wallis test. According to the results of the study, it was found that the peak delivery time for free shippers (50%) and smart shippers (38.6%) was morning and lunch for was to the most busy breaks professional shippers. During the delivery process, “heavy rain” was the most risky climate factor for all 3 driver groups, and the types of accident products were in the order of electrical appliances, ceramics, and food. Among the causes of traffic accidents, traffic jams, bad road conditions, sudden motorcycle failures, and physical fatigue were found important in order. In the last 6 months, professional shippers had the highest average cost of compensation for delivery accidents, especially with a maximum cost of 26,000,000,000 dong per compensation. In addition, the causes of misdelivery, damage to goods, loss of goods, and accident time were found to affect the cost of delivery accidents. On the other hand, according to the results of this study, the causes of the current delivery accident cost were mainly misdelivery, damage to the product, loss of the product, and refusal of the recipient. Also, a recommendation plan was suggested to solve the cause of the delivery accident in Vietnam as well.

Les pouvoirs non-constituants des assembl┵es constituantes : essai sur le pouvoir instituant

Le Pillouer, Arnaud Dalloz 2005 국내박사

Contribution a l'analyse normative des conflits de lois dans le temps en droit prive interne

Fleury-Le Gros, Pierre Dalloz 2005 해외석사

A study of image segmentation and decomposition models in a variational approach

Le, Triet Minh University of California, Los Angeles 2006 해외박사(DDOD)

This manuscript consists of a study of image segmentation and decomposition models in a variational approach. In the segmentation case, we consider images that are corrupted by additive and multiplicative noise. In the additive case, we decompose the data f into the sum u + w + noise. Here, u is a piecewise-constant component, capturing edges and discontinuities, and it is modeled in a level set approach, while w is a smooth component, capturing the intensity inhomogeneities. The additive noise is removed from the initial data. In the multiplicative case, we consider a piecewise-constant segmentation model of the data corrupted by multiplicative noise, in a multiphase level set approach. The fidelity term is chosen appropriately for such degradation model. Then, we extend this model to piecewise-smooth segmentation, decomposing the data u into the product u · w · noise, where again u is piecewise-constant, while w is smooth. In the image decomposition case, we focus on the modeling of oscillatory components (texture or noise). In general, we decompose a given image f into u + v, with u a piecewise-smooth or "cartoon" component, and v an oscillatory component (texture or noise), in a variational approach. Y Meyer [Mey01] proposed refinements of the total variation model (L. Rudin, S. Osher and E. Fatemi [ROF92]) that better represent the oscillatory part v: the spaces of generalized functions G = div(Linfinity), F = div(BMO) = BM˙O -1, and E = B&d2;-1infinity,infinity have been proposed to model v, instead of the standard L2 space, while keeping u ∈ BV a function of bounded variation. D. Mumford and B. Gidas [MG01] also show that natural images can be seen as samples of scale invariant probability distributions that are supported on distributions only, and not on sets of functions. However, there is no simple solution to obtain in practice such decompositions f = u + v, when working with G, F, or E. We introduce energy minimization models to compute (BV, F) decompositions, and as a by-product we also introduce a simple model to realize the ( BV, G) decomposition. In particular, we investigate several methods for the computation of the BMO norm of a function in practice. We also generalize Meyer's (BV, E) model and consider the homogenenous Besov spaces B&d2;sp,q , -2 < s < 0, 1 ≤ p, q ≤ infinity, to represent the oscillatory part v. Several theoretical and numerical results will be presented.