http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김승연 ( Seungyeon Kim ),김윤진 ( Yoon Jin Cho ),이은별 ( Eun Byul Lee ),송하윤 ( Ha Yoon Song ) 한국정보처리학회 2013 한국정보처리학회 학술대회논문집 Vol.20 No.2
선행 연구에서, 성격 데이터를 이용하여 대상이 되는 인간의 이동 패턴을 예측하는 모델을 만들었다. 이번에는 인간의 위치 데이터 정보를 이용하여 그 인간의 성격을 예측하는 모델을 제시할 것 이다. 인간의 위치 데이터에 따른 성격 데이터를 유추하기 위해 BPN알고리즘을 사용했다.
서예원 ( Suh Yewon ),조은숙 ( Cho Eun-sook ),문영 ( Moon Young ),김윤진 ( Kim Yoon-jin ) 한국무용예술학회 2013 무용예술학연구 Vol.42 No.3
The objective of this study is to define the concept and values of dance as part of arts education and to present systematic education standards. First, to explore the concept and values of dance as part of arts education, the authors analyzed the local and international dance education standards, such as the cases in the U.S. the U.K. and Australia. Second, to set the direction for developing dance education standards, the scope and levels of standards were suggested, which was also reflected in the high-impact interviews carried out subsequently. The high-impact interviews conducted with dance education specialists, dance professors and teachers were explained in details, and the requests made during the interviews with regard to education standards were reflected in the analysis process. In addition, through the intensive work by the council of experts and researchers, we were able to look into the structure/system of dance education standards, level of expectation for each standard item, plan for implementing dance education standards, and etc. Through the aforementioned process, the following dance education standards were presented: Dance education standards aim at the enlightenment of dance literacy. Here, literacy means the overall ability to read, write and comprehend/understand. Dance literacy means the integrated ability to understand the overall aspects of dance and present them in various ways. That is, to improve the comprehensive ability to speak, write, see and read through the course of experiencing, exploring and expanding the domain of dance as the objective of dance education standards. In light of this, dance literacy enables the learners to understand symbols and meanings in various dance movements and create movements of their own as a means to express themselves. In addition, it can be viewed as a concept of overall “understanding of dance,” which is to analyze, understand, appreciate and criticize the meaning of dance. Dance education standards are classified into the areas of production-execution and creation as well as response-appreciation and communication. Here, execution (dancing) touches upon the physical perception, coordination, understanding of movement elements, learning of performance principles and etc. Creation (making dance) is related to creating or composing movements, understanding expressional or creative principles, and etc. Appreciation (reading dance) encompasses the observation, analysis, interpretation, understanding of dance and etc. Communication (sharing dance) means the interchange, combination, sharing with other areas, understanding of social and cultural implications and the link to local society, and etc. Such areas of dance education standards lead to an in-depth course development based on the content and methods of the study. In other words, through a 3-step process of experience/understanding, study/discovery and extension/application, dance literacy can be obtained, which is the ultimate goal of dance education as part of arts and culture education: Here, experience/understanding is a step to experience movements through senses and cognitive understanding. Study/discovery is about experiencing, making comparisons of and analyzing various movements by further developing the first step of experience/understanding. Extension/application refers to executing dance education standards in connection and combination with other fields and other forms of arts by further developing the second step of study/discovery. Through this process, dance education standards for the educational systems of elementary and middle schools were presented, respectively. Moreover, based on the 3-step process, the levels of expectation were been suggested in consideration of the connection and links between different areas, courses and educational systems.
Interpretation of Stress Crack Resistance of Damaged Geomembranes
전한용(Han-Yong Jeon),김윤진(Yoon-Jin Kim),김주희(Ju-Hee Kim),김초롱(Cho-Rong Kim) 한국토목섬유학회 2009 한국토목섬유학회 학술발표회 Vol.2009 No.4
Smooth 타입과 textured 타입의 HDPE 지오멤브레인 시편을 각각 40, 60℃ 조건하에서 NCTL 실험을 시행하였다. 실험결과 notch 처리를 한 시편은 탁월한 산화저항성을 나타내었다. HDPE 지오 멤브레인은 산성과 알칼리성 조건하에서 우수한 stress crack 저항과 우수한 화학저항성을 나타내었다. 그렇지만 온도와 하중의 증가에 따라 stress crack 저항성은 감소하였다. SEM 사진을 통하여 인장강도 시험 후 시편의 표면에 큰 변화가 있는 것을 볼 수 있었다. 온도가 40℃ 미만일 때 Smooth와 textured 타입, notched 처리를 한 시료와 하지 않은 시료의 기계적 성능의 변화는 발견되지 않았고 60 및 80℃에서는 큰 차이가 나타났다.