RNN을 이용한 특허 기술 분류

이철기,이우기(Wookey Lee) 한국정보과학회 2018 한국정보과학회 학술발표논문집 Vol.2018 No.12

적대적 공격을 이용한 객체 탐지 모델의 취약성 검증

이효준(Hyojun Lee),이철기(Cheolgi Lee),이수안(Suan Lee),이우기(Wookey Lee) 한국정보과학회 2020 한국정보과학회 학술발표논문집 Vol.2020 No.7

과학적 사고와 추론 과정으로서의 문법 탐구

이철기 ( Lee Cheolgi ) 한국문법교육학회 2020 문법 교육 Vol.40 No.-

Over the past few years, a considerable number of studies have been made on inquiry-based language learning. These studies lay the groundwork for inquiry-based language learning can be understood as a cognitive process of thinking. Some studies named this cognitive process as Grammatical thinking. The purpose of this study was to demonstrate that Grammatical thinking is scientific thinking and scientific reasoning. I have revealed that the existing five-step of the inquiry-based learning process is based on Karl Popper's the hypothetico-deductive method. And I have revealed that Karl Popper's the hypothetico-deductive method is based on Charles Sanders Peirce's philosophy of science. Besides, the hypothetico-deductive method can be applied to inquiry-based language learning as well as inquiry in science and social studies. This study is intended to contribute to theoretically explain the e ssence of inquiry-based language learning. Based on this study, I look forward to designing inquiry tasks or activities about gramma r that can improve learners' ability to think grammatically.

사무직 조합원의 노조몰입 및 참여의 결정요인 연구

이철기(Lee, Cheol-Ki),이광희(Lee, Kwang-Hee) 대한경영학회 2008 大韓經營學會誌 Vol.21 No.5

탈냉전 후 무력갈등의 추세와 특징에 관한분석: UCDP 자료를 중심으로

이철기 ( Chul Ki Lee ) 국제지역학회 2014 국제지역연구 Vol.18 No.3

이 연구 목적은 객관적 자료들에 대한 분석을 통해, 탈냉전 후 무력갈등의 추세와 특징에 대해 검토하는 것이다. 국제적으로 가장 신뢰성과 객관성을 지닌 것으로 평가 받고 있는 웁살라대학의 웁살라갈등자료 프로그램(UCDP)의 자료들을 근거로 진행했다. UCDP의 ‘무력갈등’개념은 적어도 한 당사자가 국가의 정부인 양 당사자 간에 정부나 영토를 둘러싸고 경쟁하는 비양립성을 지니며, 당사자들의 무력사용에 의한 전투관련 사망자수가 단일 년도 안에 최소25명 이상인 갈등을 의미한다. 양극체제의 붕괴와 냉전체제의 해체는 국제사회의 무력갈등에도 구조적·개념적으로 큰 변화의 계기가 되었다. 무력갈등의 추세 분석은 무력갈등의 강도, 형태 그리고 대륙별로 지역 차원에서 분류했다. 탈냉전 시기 무력갈등은 냉전 시기와는 다른특징들을 보여주고 있다. 첫째, 무력갈등의 형태면에서, 국가 간 갈등이 줄어든 반면 국내갈등이 증가했다. 둘째, 강대국들 간에 상호 무력갈등을 자제하면서 이해관계가 걸린 특정지역에 대해서는 해당 강대국의 기득권을 서로 용인하고 있다. 셋째, 무력갈등의 종결 방식이 무력을 통한 승리 보다는 평화적 해결이 강조되고 있다. 넷째, 국경을 경계로 한 갈등을 넘어서 여러 국가에 걸쳐 일어나거나 인접국가로 확산 가능성이 커지고 있다. 다섯째, 갈등 해결과정에서 UN의 역할이 켜졌다. The purpose of this article is to analyze the tendency and characteristics in armed conflict in post-Cold War era on the basis of Uppsala conflict data program(UCDP) datasets. The collapse of bipolarity and the end of cold War proved a watershed in the dynamics of international conflict. The major shift in the nature of conflict has been away from interstate conflict, leaving intrastate conflict. Major powers have acted carefully again steach other and been willing to understand the interests of other to avoid military confrontation and crash. As the means of termination for armed conflict, there is astronger emphasis on the peace settlement like peace agreement and ceasefire agreement than military victory. Many intrastate conflicts become internationalized, through the involvement of diaspora communities, or regionalized through a spillover effect into neighboring countries. Since the end of the Cold War, the UN has taken a much more active role in conflict management and conflict resolution.

전쟁원인에 관한 갈등이론적 접근

이철기(Chul Kee Lee) 한국윤리학회 2001 倫理硏究 Vol.47 No.1

N/A

동북아다자간안보협력회의 (東北亞多者間安保協力會義) 실현방안 연구

이철기 (Chul Ki Lee) 동국대학교 안보연구소 1994 安保硏究 Vol.- No.24

N/A

동북아 비핵지대 창설의 가능성

이철기(Lee Chul-Ki) 고려대학교 아세아문제연구소 2006 亞細亞硏究 Vol.49 No.1

The purpose of this study is to examine in the probability of the establishment of a Northeast Asia Nuclear-Weapon-Zone by comparison with the Southeast Asia Nuclear-Weapon-Zone (SEANWFZ).<br/> The denuclearization of the Northeast Asia is a promising alternative to build the permanent peace system, construct the favorable environment for the reunification of the divided Korean peninsular and formulate the long-term security strategy of ROK. In addition, recently the nuclear danger is gradually increasing in the Northeast Asia. because of the adoption of preemptive nuclear attack strategy of U.S., alleged nuclear weapon development of the DPRK and the ambition for nuclear-weapon states of Japan. We have to focus attention on the fact that Japan is ready to produce nuclear weapon within a short period of time. Japan has acquired all the technology needed for production and the nuclear material.<br/> So far, four NWFZs have constituted in relatively highly populated areas. In particular SEANWFZ which was signed at the ASEAN Summit in Bangkok on 15 December 1995 is the model and standard to establish NWFZ in the Northeast Asia.<br/> There are the common and difference between in the Northeast and Southeast Asia in security environment. The distinguishing features of the Northeast Asia’ security environment in comparison with the Southeast Asia region as follows. First, the nuclear-weapon states such as U.S., Russia and China are the party countries of the treaty. Second, there are many U.S. military bases and U.S. troops in large scale station in South Korea and Japan. Third, Many nuclear weapons were deployed by nuclear-weapon states. For that reason, there are still many obstacles to establish the NWFZ in this region. Therefore in order to establish the Northeast Asia Nuclear-Weapon-Free Zone, it is necessary to get rid of this obstacles.<br/> Of course, for the present it is fact that the security environment in the Northeast Asia is unfavourable to the creation of NWFZ. But there is an increasing degree of consensus on necessity for the establishment of NWFZ in this region. It is time to discuss and negotiate sincerely on this matter.

일반 논문 : 조직학습 수준과 조직몰입 및 지각된 조직성과의 관계에 관한 연구

이철기 ( Cheol Ki Lee ) 한국중소기업학회 2011 中小企業硏究 Vol.33 No.4

본 연구는 충청지역의 중소기업을 대상으로 조직학습 수준과 조직몰입 및 지각된 조직성과의 관계를 분석하였다. 구체적으로 개인, 집단 및 조직수준 학습과 조직몰입 및 지각된 조직성과 사이의 직접적 관계와 조직학습의 각 수준과 지각된 조직성과 사이에서 조직몰입의 매개효과를 분석하였다. 이를 위해 충청지역의 산업분포를 반영한 150여개 기업의 800명의 응답자로부터 얻은 설문자료에 대해 실증분석을 하였다. 실증분석 결과, 개인 수준학습과 집단 수준학습 및 조직수준 학습 모두 조직몰입 및 지각된 조직성과에 정(+)의 유의한 영향을 미치는 것으로 나타났다. 또한 조직몰입에 대해서는 개인수준, 집단 수준 및 조직수준 학습의 순서로, 영향을 미치며, 지각된 조직성과에 대해서는 개인수준, 조직수준 및 집단 수준학습의 순서로 영향을 미치는 것으로 나타났다. 조직학습은 지각된 조직성과에 대해 직접적인 효과를 갖지만, 조직몰입을 통한 간접적인 효과가 보다 큰 것으로 나타나 조직몰입은 조직학습과 지각된 조직성과를 부분적으로 매개하는 역할을 하는 것으로 나타났다. 마지막으로 실증분석 결과를 요약하고, 연구결과가 중소기업의 조직학습에 미치는 이론적, 실무적 영향과 시사점을 제시하고, 향후 연구방향과 논문의 한계에 대해 논의하였다. Increasing competition, speedy environmental changes, scarce resources and globalization have made organizational learning a critical component for organizational success and a competitive advantage in the long term. As concerns for organizational learning and organizational success increase, researches which examine the relationship between organizational learning and various important organizational variables such as job satisfaction, organizational commitment, short term or long term performance variables (e.g. financial achievement, quality improvement, product service innovation, etc.) attract a lot of attention. The main purpose of this paper is twofold : First, it examines the relationship between the three levels of learning in an organization-individual level learning (ILL), group level learning (GLL), organizational level learning (OLL)-and organizational commitment (OC) and perceived organizational performance (POP) in small and medium enterprises (SMEs) settings. Second, it examines whether there are direct effects of the three levels of learning (ILL, GLL, and OLL) on POP, or mediate effects of OC between the three levels of learning (ILL, GLL, and OLL) and POP. This study refers to the stocks of learning as learning that resides within a level : individual, group, and organization. These stocks can be distinguished from the flow of learning across levels to provide feed-forward and feed-back. The three levels of learning can be defined as follows(Bontis, Crossan, and Hulland, 2002) : Individual learning captures the processes of intuiting and interpreting. It focuses on the generation of innovative insight, taking actions that are experimental in nature, breaking out of traditional mind-sets to see things in new and different ways, scanning the external environment, developing the competency to complete one`s job, having a sense of pride and ownership in one`s work, and being aware of the critical issues that affect one`s work, all at the level of the individual. Group learning captures the process of integrating. It includes elements such as effectively working in groups, having productive meetings, having the right people to address the issues, and communicating key elements of dialogue including being prepared to share both successes and failures, encouraging diversity, and effective conflict resolution. Organizational level learning involves embedding individual and group learning into the non-human aspects of an organization`s systems, structures, procedures and strategy. In this case the stock of learning is referred to as organizational memory. Furthermore, this embedded learning needs to be aligned so that systems, structures, and procedures support a strategic orientation that position an organizational well within its competitive environment. I developed three sets of hypotheses through literature review : The first set of three hypotheses (H1-1, 1-2, 1-3) are related with the direct relationship between learning at each of the three levels and organizational commitment. The second set of three hypotheses (H2-1, 2-2, 2-3) are related with the direct relationship between learning at each of the three levels and perceived organizational performance. The third hypothesis (H3) is related with the mediating effect of organizational commitment between learning at each of the three levels and perceived organizational performance. In order to test the hypotheses, I used measurement instruments of which their reliability and validity were verified through a series of preceding research. The strategic learning assessment map developed by Bontis et al.(2002) and Crossan, Lane, and White(1999) is used for analyzing the relationship between the three levels of learning and perceived organizational performance. The Organizational Commitment Questionnaire (OCQ) developed by Mowday, Steers, and Porter(1979) is used to measure organizational commitment. About 150 SMES in the ChungCheong region voluntarily agreed to take part in this research. Finally data was gathered from a total of 800 respondents and used in statistical analysis to test the hypotheses. I tested for the reliability and validity of all measurements relating to the five constructs in two stages. In the first stage, exploratory factor analysis of all items using the principal component analysis (PCA) was examined. All the items were loaded into the five constructs with relatively high values as expected. In the second stage, results of confirmatory factor analysis using structural equation modeling yielded an adequate model fit for the proposed factor structure (X2 = 926.591, df = 259, p = .000, RMR = .060, RMSEA = .057, NFI = .937, CFI = .954). All items were loaded on their respective constructs and were statistically significant. Furthermore, I computed the composite reliability of each construct. The composite reliability for each construct is above the .70 suggested by Nunnally(1978) which indicates adequate reliability. I checked the convergent and discriminant validity of each construct. The standardized CFA loadings present evidence of convergent validity. The square root of the average variance extracted was greater than all corresponding correlations indicating adequate discriminant validity. To test the hypotheses relating to the direct effects of organizational learning multiple regression analyses including organizational commitment and perceived organizational performance as dependent variables respectively were analyzed. The results suggested that all the hypotheses relating to the direct effects were verified. All the three levels of learning (ILL, GLL, and OLL) are positively associated with organizational commitment as stated in H1.1-H1.3 (p < .001). Also all the three levels of learning (ILL, GLL, and OLL) are positively associated with perceived organizational performance as stated in H2.1-H2.3 (p < .001). To test the mediating effect of organizational commitment, I followed the procedure suggested by Baron and Kenny (1986). The results show that the effects of the levels of learning on perceived organizational performance is partially mediated by organizational commitment. Therefore the hypothesis that the relationship between the three levels of learning and perceived organizational performance would be mediated by organizational commitment was only partially verified. The results of this study suggest valuable meaning and various implications at the academic and practical level for SMEs. First, all three levels of learning are positively associated with organizational commitment and perceived organizational performance. This result suggests that as verified in Western studies, organizational learning in SMEs can be the most critical element to transforming an existing traditional organization to a performance oriented organization (Gilley and Maycunich, 2000). To intensify individual, group and organizational level learning would make important contributions to the organization in achieving sustainable competitive advantages as well as demonstrating strong financial performance. Therefore, it is the duty of the CEO and senior management in SMEs to devote effort to continually strengthen the three levels of learning and enhance the level of organizational commitment and effectiveness in the long term. Contrary to expectation, the results of regression analysis suggest that individual level learning has a greater effect than group level learning or organizational level learning. I had expected organizational level learning to make organizational members share the mental model of the organization and align with the organizational strategy, system and operating procedures to enhance the level of organizational commitment and performance. I believe that this discrepancy in expectation is caused by the perception of respondents of the organizational learning level in their own organizations. Respondents can be biased that the individual level learning is more important than the other levels of learning. If so, organizations have to focus on the individual level learning to get the desired results such as organizational effectiveness. On the other hand, it can be caused by the perception of respondents in overestimating the value of individual level learning more than reality assuming the condition that group and organizational level learning is relatively less activated than individual level learning. Organizational commitment has a partial mediating role between the level of organizational learning and perceived organizational performance. This result suggests the importance of the role of organizational commitment to enhance organizational performance. In conclusion, I recommended future research to examine more mediating variables such as the effect of human resource management systems and organizational trust on organizational commitment and performance, and the effects of inter-organizational learning level between SMES or SMEs and large scale organizations. Other further research directions are suggested. Finally several limitations to be aware of in this study are presented. Especially the possibility of measurement errors incurred when measuring invisible phenomena such as organizational learning, limitations in employing only survey questionnaires and self reporting errors are pointed out.

문자생활사 교육의 의의와 내용 연구

이철기 ( Cheol Gi Lee ) 우리어문학회 2016 우리어문연구 Vol.55 No.-

국어는 음성적 차원과 표기(문자)적 차원으로 나뉘어 공존한다. 따라서 국어 문법 교육에서 다룰 수 있는 내용도 두 차원으로 나누어 살펴볼 수 있다. 후자는 옛글 또는 문자에 관련된 내용으로, 기존의 문법교육에서 훈민정음 제자원리와 관련된 내용으로 주로 구성되었다. 하지만 창제의 역사 못지않게 사용의 역사에 대해 아는 것 역시 우리 문자의 소중함을 깨닫도록 하는 데 중요한 역할을 한다. 이러한 인식을 바탕으로 이 연구에서는 선인들의 문자 사용의 역사에 관한 교육을 ‘문자생활사 교육’으로 지칭하고, 문법교육 내에서 문자생 활사 교육이 어떤 의의를 지니며 구체적으로 어떤 내용과 자료로 구성될 수 있을지에 대해 논의하였다. 문자생활사 교육은 국어를 보다 다각적인 관점에서 탐구할 수 있는 대상으로 확장시킨 국어생활사 교육의 관점을 수용하고 있지만, 국어생활사 교육에 비해 국어교육 내에서 다룰 만한 정체성이 뚜렷하다. 또한 기존의 국어사교육 내에서 문자에 관한 교육 내용이 훈민정음과 그 제자원리에 편중되어 있었던 점을 보완할 수 있으며 다양한 계층의 삶과 문자생활을 엿볼 수 있는 자료들을 교육 자료로 수용할 수 있는 이점이 있다. 아울러 우리 문자의 소중함과 가치를 일깨우고 현재의 문자생활을 성찰케 한다. 이 연구에서는 문자생활사 교육의 내용을 마련하기에 위해 ‘문자 사용의 역사’, ‘문자에 대한 교육의 역사’, ‘문자에 대한 의식의 역사’, ‘문자 관련 정책의 역사’의 네 가지 내용 체계를 먼저 제시한 다음, 각 내용 체계에서 다룰 수 있는 세부 내용 요소와 뒷받침할 수 있는 자료의 예들을 언급하였다. Korean language coexists with two aspects; One is verbal aspect and the other is written aspect. Therefor, Korean grammar education is able to cover the two aspects. The latter is contents about old writing and script. It has usually consisted of contents about the principle of the creation of Hunminjeongeum(訓民正音), which was created by King Sejong in 1443. But If students can realize preciousness of our alphabet, we have to teach history about the use of character as well as the creation of character. In this respect, I called the education which is related to the use of character in the past as ‘the education about history of life using characters’. I discussed what is the significance of the education about history of life using characters, and what do we choose contents and teaching material in order to teach it as well. First of all, I offered four kinds of superordinate contents: ‘A history about how characters have been used’, ‘A history about how characters have been taught’, ‘A history about people’s awareness of characters’, ‘A history about the policy of characters’, as educational contents about history of life using characters. Then I refer to details contents and example of teaching material which could be covered in each of the superordinate contents.