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구조모형을 이용한 내재부도시손실율의 추정과 그 결정요인의 분석
장욱 글로벌경영학회 2011 글로벌경영학회지 Vol.8 No.3
I estimate implied loss given default and analyze its determinants using Jokivuolle and Peura (2003) model. I control micro-structural difference arising in Uk Chang(2008) combining EDF and above model. Using listed stock market data from 2005 to 2007, the average implied LGD is estimated to be 42.99%. The result does not change much using subsample dividing year. The estimates are similar with those of previous studies done with US historical LGD sample. The estimates are improved from those of Uk Chang(2008) that are supposed to be underestimated although I use the same data. To specify the cross-sectional financial variables which are significant for determining the implied LGD, original credit rate and leverage ratio as firm factors are significant. 본 논문은 Jokivuolle and Peura (2003)의 구조모형을 사용하여 내재LGD를 추정하고 그 결정요인을분석한다. 주식시장자료만으로 EDF와 위 모형을 결합하여 기존 장욱 (2008)에서 문제점으로 지적된 시장간 미시구조의 차이를 통제한다. 2005년부터 2007년까지 국내 상장기업에 대해 위 방법론을 사용하여 내재LGD를 추정한 결과 평균 42.99%로 나타난다. 연도별로 나누어 살펴본 결과도 비슷하다. 이 수치는 미국의 역사적 표본자료를 이용하여 LGD를 측정한 선행연구에서 얻은 수치와 유사하다. 이러한결과는, 본 연구의 데이터가 장 욱(2008)과 같음에도 불구하고, 내재LGD가 기존연구에서 과소추정된결과가 개선된 것이어서 의미를 가진다. 내재LGD를 결정하는 기업의 횡단면적인 재무요인을 분석한 결과, 기업요인으로서 최초 신용등급과 부채비율이 유의한 것으로 나타난다.
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RDAPS 분석장으로부터 계산된 난류지수의 시ㆍ공간적 분포 특성
장욱,전혜영 한국기상학회 2008 한국기상학회 학술대회 논문집 Vol.2008 No.-
RDAPS 분석장을 이용한 네 가지 난류지수의 계산을 통해서 동아시아 지역의 상층에서 난류가 발생할 가능성이 높은 지역과 계절에 대한 조사가 이루어졌다. 그 결과, TI와 Ri는 제트의 서쪽에서 PV는 남쪽에서 높은 난류 발생 빈도를 나타내었다. 이 세 가지 청천난류 지수는 제트와 직접적으로 관련되어있기 때문에 계절의 변화에 대한 제트의 강도와 위치의 변화에 따라 민감한 것으로 나타났다. 반면 N²의 경우는 난류 발생의 빈도와 높은 빈도가 나타나는 위치가 제트에 크게 영향을 받지 않는 것으로 확인되었다.
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서구 고전교육의 이념 : Its Meaning and Development
장욱 연세대학교 인문과학연구소 1999 人文科學 Vol.80 No.-
This study explores the historical development of Paideia, the Greek ideal of education, in the western culture and oncludes with examination of its contemporary relavance. Paideia, derived from the Greek word, paidion, meaning a little child, expresses the education of man as such, that is, hominization or humanization and also inculturation of man. Paideia is man's acquisition of humanity and human-ness. Paideia thus means the all-round formation of man. It means the armonious development of man's physical, mental, spiritual and moral capacities and of social virtues. The idea of Paideia can be traced back to the Homeric times. In this archaic Greek period, education consists basically in learning the Homeric poems and learning to imitate the heroes. The educational ideal of this period falls short of the idea of Paideia on account of its undue emphasis on physical prowess at the cost of neglecting the spiritual and moral values. The Spartan educational ideal is also inadequate as a process of Paideia because of its one-sided military physical training. From 6th B.C. on, the democratic state of Athens adopted the ideal of Paideia. Polymathe, universal knowledge, was set as the goal of education. Egkuklios Paideia, whose meaning is ambivalent: education of all things and for all men, well describes that educational goal. The all-encompassing goal of education was the sound mind in the sound body. The religious sect of Phytagorians placed special emphasis on the study of mathematics, music and astronomy. The goal of education was the attainment of the harmony of the soul. The Greek word harmonia, eunomia, taxis and sophrosyne are used as synonym to describe the well-balanced state of the soul. More than anyone, Socrates taught the importance of the harmony of the soul. He considered human soul as consisting of a set of natural capacities and desires and propensities for their fulfillment in the harmony of the soul. Thus, the soul is in need of a techne and can have its arete in view of its perfection. Paideia is nothing other than the arete of the soul, leading to its perfect state. He describes such a state of the soul as sophrosyne. Plato's theory of education is discernable in his criticism of the sophists, rhetoricians and poets, in the agenda of the Academia and finally in the education program of the Philosopher-King. Plato fully accepts and fosters the traditional Paideia; he, however, gives to it a moral and political orientation and emphasizes philosophical training(dialectics). The school of Isocrates, a Plato's contemporary, trained many more prominent public figures than Plato's Academia. It is he who is mainly responsible for securing a permanent place for rhethoric in general education. The idea of Paideia came to a maturity in the Hellenistic world. Paideia was the unifying force of the Greek world, which by the conquest of King Alexander transcended racial and geographical limits. The all-roun development of the human person was prefered to education in special areas for two reasons: the short span of human life and limited time for education; and the belief that an all-round person can easily concentrate his efforts in order to acquire special knowledge in a very short time. The Hellenistic Paideia was more humanities-oriented than science-oriented. The Hellenistic Paideia had the spiritual power not only to hellenized the Roman culture but also the medieval Christian culture. Under the influence of the practical mindedness of the Romans and their agricultural background, Paideia underwent certain accidental change but not an essential one. Gradually Latin classics were added to the Greek ones; and the Latin language swiftly replaced the Greek language. The Christian Middle Ages accepted Paideia as the natural end of human development and considered it as something to be perfected and completed by the supernatural grace. Concretely, this meant supplementingthe idea of Paideia with Christian moral training in view of man's supernatural end. The greatest educational reform was promoted by Charles the Great of the Holy Roman Empire id A.D. 800. Main vehicles of education were palatine, cathedral, parochial and the 13th century mainly due to translations of the classics and the rise of universities. The revival of Paideia was and essential moment of the Renaissance movements in 14th-17th centuries. Experiment based modern emperical science, initiated by Gallileo Gallilei and Francis Bacon, brought abut the classical Newtonian Physics and was later transformed by Albert Einstein into a greater synthesis, the quantum theory. As a result, scientific training became an indispensible part in general education. In the contemporary context, two basic issues challenge the idea of Paideia: 1. In what proportion the humanities and sciences are to be taught; 2. How the goal of education is to be shared by the idea of all-rounded education and specialization. As for the first problem, it can be said that the humanities are indispensible for teaching moral, literary and aesthetic values, so that they may not be neglected in view of promoting scientific training in education. As for the second problem it may be said that specialization may not be persued at the cost of, or to the detriment of, all-round formation.
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하이브리드 분자 동적 모사 방법을 이용한 무기막 투과 현상 관찰
장욱,이태용 한국화학공학회 2007 화학공학의이론과응용 Vol.10 No.1
In this research, gas permeation through inorganic membrane is observed using hybrid molecular dynamics simulation. The molecular flows near the system boundaries are described through the hybrid molecular simulation method, which is a combination of molecular dynamics simulation and grand canonical Monte Carlo simulation. In the present study, helium and nitrogen gases are used to investigate the permeation phenomena. The number of permeated molecules is counted to calculate the membrane permeability. Also, the permeability is estimated for various conditions using hybrid molecular simulation. It is compared with the experimental data. The separation mechanism is analyzed for the simulation results.
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