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입자 군집 최적화를 이용한 전지전력저장시스템의 충ㆍ방전 운전계획에 관한 연구
박향아(Hyang-A Park),김슬기(Seul-Ki Kim),김응상(Eung-Sang Kim),유정원(Jung-Won Yu),김성신(Sung-Shin Kim) 대한전기학회 2016 전기학회논문지 Vol.65 No.4
Analyze the customer daily load patterns, be used to determine the optimal charging and discharging schedule which can minimize the electrical charges through the battery energy storage system(BESS) installed in consumers is an object of this paper. BESS, which analyzes the load characteristics of customer and reduce the peak load, is essential for optimal charging and discharging scheduling to save electricity charges. This thesis proposes optimal charging and discharging scheduling method, using particle swarm optimization (PSO) and penalty function method, of BESS for reducing energy charge. Since PSO is a global optimization algorithm, best charging and discharging scheduling can be found effectively. In addition, penalty function method was combined with PSO in order to handle many constraint conditions. After analysing the load patterns of target BESS, PSO based on penalty function method was applied to get optimal charging and discharging schedule.
박향아(Park, Hyang A) 한국유아교육·보육복지학회 2014 유아교육·보육복지연구 Vol.18 No.4
본 연구는 일본 현직유아교사를 대상으로 일반적 배경변인인 재직 기관유형과 최종학력, 교사경력에 따른 학습전략의 차이, 인지적 및 정의적 변인인 전래동요를 아는 정도에 따른 학습전략의 차이, 교사로서의 자신감과 만족도에 따른 전래동요의 학습전략에 어떠한 차이가 있는지를 알아보고자 하였다. 연구방법은 일본의 전국 유아교육기관 940명의 교사들에게 질문지를 배부하고 그중 380부를 SPSS WIN 21.0을 이용하여 기술적 통계와 일원변량분석을 통해 분석하였다. 연구결과, 재직 기관유형에 따라서는 확인전략, 사회전략, 활용전략에 차이가 있었으며, 경력에 따라서는 습득전략, 사회전략에 차이가 있었고, 최종학력에 따라서는 활용전략에 유의한 차이가 나타났다. 또한 전래동요를 아는 정도에 따라서는 습득전략, 사회전략, 활용전략에 차이가 있었으며, 자신감에 따라서는 확인전략, 사회전략에서 유의한 차이가 나타났다. 이상과 같은 연구결과는 일본의 유아교사들의 전래동요를 학습함에 있어 교사들은 자신의 배경에 따라 어떠한 전략을 선택하고 있는지를 알 수 있다. This research was conducted on 380 teachers of Japan in order to examine the learning strategies of nursery rhymes. One Way ANOVA analysis has been done with background factors as independent variables and teachers’ learning strategies as dependent variables with SPSS 21.0. Results were as follows: First, differences in self-evaluation, social and application strategies were observed between cohorts belonging to different types of institution. Second, differences in social and acquisition strategies were observed between career. Third, differences in application strategy was observed between cohorts of differing levels of education. Fourth, differences in acquisition, self-evaluating and application strategies were observed between cohorts with differing number of memorized rhymes. Fifth, differences in acquisition and social strategies were observed between cohorts of differing levels of confidence. The results therefore show that early-childhood teachers of Japan employ different types of strategy in learning nursery rhymes, taking into account their backgrounds.