40 research outputs found
Interturn Fault Diagnosis in Interior Permanent Magnet Synchronous Motors Using Negative-Sequence Impedance
Fault diagnosis is important due to the increasing demand of using interior permanent magnet synchronous machines (IPMSMs). In particular, an interturn fault is one of the most frequent electrical faults in IPMSMs. This paper proposes a fault indicator for diagnosis of interturn faults in IPMSMs. The fault indicator is developed by negative-sequence impedance. The effectiveness of the fault indicator to diagnose interturn faults was verified through various fault conditions.11Yscopuskc
Demagnetization Fault Diagnosis in IPMSM Using Linear Interpolation
This paper proposes a demagnetization fault diagnosis method for interior permanent magnet synchronous motors(IPMSMs). In particular, a demagnetization fault is one of the most frequent electrical faults in IPMSMs. This paper proposes an estimation method for permanent magnet flux. The method is based on linear interpolation. The effectiveness of the proposed method for diagnose demagnetization faults is verified through various operating conditions by finite element simulation.11Yscopuskc
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μ¬λ²λν μνκ΅μ‘κ³Ό,2019. 8. μ΄κ²½ν.μνμ λͺ¨λΈλ§ νλκ³Ό μ°½μμ±μ λν μ¬νλ¬Ένμ κ΄μ μ΄ κ°μ‘°λκ³ μμμλ, μ¬νλ¬Ένμ κ΄μ μ κ·Όκ±°ν μνμ λͺ¨λΈλ§ νλκ³Ό μ°½μμ±μ λν ꡬ체μ μΈ λ
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μ€κ³ λ°©μμ νμΈνμλ€. νμ₯λ μ§λ¨ μ°½μμ±μ΄ λ°νλ μ§λ¨μ κ²½μ°, μνΈλ³΄μμ , κ°λ± κΈ°λ°, λ©νμΈμ§μ μνΈμμ©μ΄ λͺ¨λ κ΄μ°°λμμΌλ©°, μνΈμμ©μ μ λνλ κ΅μ¬μ μ μ ν μλ΄μ μ§λ¨ ꡬμ±μμ μν λΆλ΄ μνμ΄ μ μ΄λ£¨μ΄μ§μ νμΈν μ μμλ€. κ·Έλ μ§ μμ κ²½μ°, λ©νμΈμ§μ μνΈμμ©μ΄ κ΄μ°°λμ§ μμμΌλ©°, μνΈμμ©μ μ λνλ κ΅μ¬μ μλ΄μ ꡬμ±μμ μν λΆλ΄ μνμ΄ μ μ΄λ£¨μ΄μ§μ§ μμμμ νμΈν μ μμλ€.
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μ€κ³μ μ리λ₯Ό μ μνκ³ , μνμ λͺ¨λΈλ§ νλ κ³Όμ μμ λ°νλλ μ§λ¨ μ°½μμ±μ νμΈν μ μμλ€. κ²°λ‘ μ μΌλ‘, μ§λ¨ ꡬμ±μ ν΅ν λͺ¨λΈλ§ νλ μ μ§λ¨ λ΄ μ¬κ³ κ° μ§νν΄ λκ°λ κ³Όμ μ 보μ¬μ£ΌμμΌλ©°, μνμ λͺ¨λΈλ§ μμ
μ κ΅μ‘μ ν¨κ³Όλ₯Ό μ§λ¨ μ°½μμ± κ΅μ‘μ μΈ‘λ©΄μΌλ‘ νμ₯νμλ€.Despite the importance of sociocultural perspectives on mathematical modeling activities and creativity, this field of study has remained largely unexplored. Although group composition and interactions within a group are emphasized for mathematical modeling activities, the educational effect of mathematical modeling has focused on individuals. Creativity education through mathematical modeling has also focused on individual creativity.
The purpose of this study was: first, to identify the meanings and the characteristics of creativity and mathematical modeling from a sociocultural perspective; and second, to design mathematical modeling classes for group creativity education. The developmental research was used as a research method, and the lesson was designed and executed in three phases; namely, preliminary design, teaching experiment, and retrospective analysis.
In the preliminary design phase, a model for the developmental process of group creativity was presented through analysis of previous research on group creativity and mathematical modeling. The characteristics of mathematical modeling were confirmed as a method for group creativity education. The instructional design principles of mathematical modeling for group creativity education were derived relating to students and teachers, tasks and activities, and class environment. The lesson was designed on the basis of these principles; we revised the lesson based on the expert evaluation. The designed lessons included mathematical modeling tasks and worksheets, questionnaires for group composition and role play, lesson plan for teachers, and teaching and learning process plan for the teachers guidance.
In the teaching experiment phase, the classes designed in the previous stage, were conducted. The experiment was divided into an initial teaching experiment and a later teaching experiment. The classes were repeatedly modified in the initial teaching experiment. A revised class was thus implemented in the later teaching experiment, and the group creativity during the mathematical modeling activity was observed. In addition, we found different types of interaction and creative synergies in the stages of mathematical modeling process. Cases that extended group creativity was developed were compared to those that was not. This helped analyze the causes and confirm the instructional design for group creativity education. Complementary, conflict-based, metacognitive interactions were observed in the group developing extended group creativity. We found that appropriate teachers guidance led to a good performance in interactions and role play by the group members. This was not the case with the groups lacking extended group creativity, particularly metacognitive interaction was not observed.
In the retrospective analysis phase, the instructional design principle of mathematical modeling for group creativity derived from the preliminary design stage was elaborated and modified. Some of the principles were modified and added while repeatedly executing and modifying classes. Finally, a total of seven principles were drawn from the perspective of students and teachers, tasks and activities, and the classroom environment.
Through this study, the instructional design principles of mathematical modeling for group creativity education were presented and the group creativity developed in course of mathematical modeling activities was identified. To conclude, this study showed the evolution of group thinking in mathematical modeling activities through group composition, and extended the education effect of mathematical modeling activities to group creativity education.β
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Abstract 233Docto
Perfusion Magnetic Resonance Imaging in Transient Symptoms of Lateral Medullary Syndrome
There were case reports of patients who had transient medullary symptoms but showed normal diffusion weighted imaging. However, there have been no reports yet concerning perfusion weighted imaging in such cases. We present two cases of patients had transient symptoms of lateral medullary syndrome. Initial diffusion and perfusion weighted imaging was obtained while the patients still had the symptoms. Brain magnetic resonance imaging showed perfusion delay in the corresponding regions, while diffusion weighted image showed negative findings. These cases suggest that perfusion weighted imaging might be helpful in diagnosing diffusion-negative lateral medullary syndrome.ope
Development and Application of a Cell-Based Assay for LRP4 Antibody Associated With Myasthenia Gravis
Background and Purpose Among patients with double-seronegative myasthenia gravis (dSN-MG) who do not have detectable antibodies against acetylcholine receptor or musclespecific tyrosine kinase, autoantibodies against low-density lipoprotein receptor-related protein 4 (LRP4-Ab) have been detected recently. The purpose of this study was to develop an in-house cell-based assay (CBA) to detect LRP4-Ab and to apply it to samples from patients with MG. Methods The complementary DNA of LRP4 fused into a vector plasmid containing GFP was transfected into human embryonic kidney 293 (HEK293) cells. LRP4 expression in the transfected HEK293 cells was assessed using the reverse-transcription polymerase chain reaction (RT-PCR), Western blotting, and immunocytochemistry. The CBA included 252 sera collected from 202 patients with MG and 38 with other neuromuscular diseases, and 12 healthy controls. The transfected HEK293 cells were incubated using sera and antihuman immunoglobulin G antibodies conjugated with Alexa Fluor 594. The presence of LRP4-Ab was determined based on the fluorescence intensity and the localization in fluorescence microscopy. Results The expressions of the mRNA and protein of LRP4 in the transfected HEK293 cells were confirmed using RT-PCR and Western blotting, respectively. Immunocytochemistry indicated LPR4 expression on the cell membrane. Among 202 patients with MG including 53 with dSN-MG, LRP4-Ab were positive in 3 patients who were all double seronegative. LRP4-Ab were not detected in the patients with other neuromuscular diseases or the healthy controls. Conclusions A CBA for detecting LRP4-Ab associated with MG has been developed, and was used to find LRP4-Ab in the sera of patients with MG. Β© 2023 Korean Neurological Association.ope
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μ§Έ, λΆμν λ°μ΄ν°λ₯Ό λ°νμΌλ‘ νμ©λκ° λμ κ°λ³ μ€νμ€νμ΄μ€λ€μ λν΄ μΈλΆ λΆμμ μννμ¬ κ·Όλ¦°κ³νμ κ΄μ μμ μ μλ―Έν 곡κ°μ μμλ€μ λμΆνλ€.
λΆμμ ν΅ν΄ μμλΈ λ³Έ μ°κ΅¬μ κ²°κ³Όλ λ€μκ³Ό κ°λ€.
첫째, λ λμμ§μ μ€νμ€νμ΄μ€ μ¬μ© μνκ° μλΉν λ€λ₯Έ κ²μΌλ‘ λνλ¬λ€. μΈνμ κ²½μ° κ·Όλ¦° λ΄ μ¬λ¬ μκ·λͺ¨ μ€νμ€νμ΄μ€λ€μ λ€μνκ² μ΄μ©νμ¬ μ΄μ©λ₯ μ΄ λΉκ΅μ κ³ λ₯΄κ² λΆμ°λ μμμ 보μλ€. λ°λ©΄, μμ¬μ κ²½μ° λμμ§ μ€μ¬μ μ리ν ν° κ·λͺ¨μ μμ¬κ·Όλ¦°κ³΅μμ λλΆλΆμ μ΄μ©μ΄ μ§μ€λλ μμμ 보μλ€. μ€νμ€νμ΄μ€μ μ°κ³λλ λͺ©μ μ§λ μ κ·Όκ²½λ‘μ μ΄λμλ¨ λ° λλ°μ μ νλ λ€λ₯Έ μμμ 보μλ€. λ°λΌμ λ λμμ§μμ λ°κΉ₯λμ΄λ₯Ό νμ±ννλ μμκ° λ€λ₯΄κ² λνλ κ²μμ μ μ μμλ€.
λμ§Έ, μμ¬μ μλλ€μ΄ μ€μΈ λμ΄κ³΅κ°μμ 보λ΄λ μκ°μ΄ μΈνμ μλλ€λ³΄λ€ λ λ§μ κ²μΌλ‘ λνλ¬λ€. λν κ·Όλ¦°νκ²½μΌλ‘ λ²μλ₯Ό νμ νμ¬ μ£Όλ§κ³Ό μ£Όμ€μΌλ‘ λλ 보λ μΈνμ κ²½μ° μ£Όμ€ νκ· 43λΆ, μ£Όλ§ νκ· 79λΆμΌλ‘ 2λ°°μ κ°κΉμ΄ μ°¨μ΄λ₯Ό 보μμΌλ, μμ¬μ κ²½μ° μ£Όμ€ νκ· 72λΆ, μ£Όλ§ νκ· 69λΆμΌλ‘ κ±°μ λΉμ·νμ§λ§ μ£Όμ€μ μ½κ° λ λ§μ΄ λ
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μ
μ§Έ, κ°λ³ μ€νμ€νμ΄μ€λ€μ 곡ν΅μ κ³Ό μ°¨μ΄μ μ λΉκ΅ λΆμν κ²°κ³Ό νλ°νκ² μ΄μ©λλ μ€νμ€νμ΄μ€μ 5κ°μ§ μμλ₯Ό λ°κ²¬ν μ μμμΌλ©° λ€μκ³Ό κ°λ€. 1) μλμ νλκ±°μ μ΄ λλ νκ΅λ νμ λλ μ§μΌλ‘λΆν° 거리μμ κ°κΉμμ μλ―Ένλ κ·Όμ μ±(Proximity)2) κ°λ‘체κ³λ κ°λ‘ κ²½μ¬λ, κΈ°ν κ°λ‘μμ λ°©ν΄ μμ μ¬λΆ λ±κ³Ό κ°μ΄ μ€νμ€νμ΄μ€λ‘ μ κ·Όνλ κ²½λ‘μ νΈλ¦¬μ±μ μλ―Ένλ μ κ·Όμ±(Accessibility)3) νλΆν 물리μ νκ²½ μμμ μ 곡μ μλ―Ένλ λ€μμ±(Richness)4) μκ·λͺ¨ μ€νμ€νμ΄μ€ κ°μ μ°κ²°μ±(Connectivity)5) μμ§μ±μ λΆμ¬ν΄μ£Όλ μ§λ¦¬μ μ€μ¬μ±(Centeredness).
λ³Έ μ°κ΅¬λ GPSμ ν΅νμΌμ§λ₯Ό ν΅ν΄ ꡬ체μ μΈ λμ΄ννμ λν μ€μ¦ λ°μ΄ν°λ₯Ό μꡬνλ μ°κ΅¬λ°©λ²μ νΉμ±μ νλ³Έμκ° νμ λ μ λ°μ μλ€. λ°λΌμ μ°κ΅¬ κ²°κ³Όλ₯Ό 보νΈννκΈ° μ΄λ €μ°λ©°, λ³Έ μ°κ΅¬μμ μ μν 물리μ μμλ€κ³Ό μλλμ΄ νμ±νμ κ΄κ³λ₯Ό μΈκ³Όκ΄κ³λ‘ μ€λͺ
νμ§ λͺ»νλ€λ νκ³μ μ΄ μλ€. κ·Έλ¬λ μννΈλ¨μ§λ μμ¬μ£Όκ±°μ§μ κ°μ΄ νΉμμ±μ΄ κ°ν μ§μμ΄ μλ μΌλ°μ μ μΈ΅μ£Όκ±°μ§ λ κ³³μ μ μ νμ¬ λΉκ΅μ 보νΈμ±μ ν보νκ³ μ νμμΌλ©°, κ΄μ°°μ‘°μ¬κ° κ°λ νκ³μ μ μ€μ¦λ°μ΄ν°λ₯Ό νμ©νμ¬ λ³΄μνκ³ μ νμμΌλ©°, νλ°ν λμ΄κ° μΌμ΄λλ μ₯μλ€μ νΉμ±μ μ€μ μ μΌλ‘ μ°Ύμλ΄μλ€λλ° λ³Έ μ°κ΅¬μ μμκ° μλ€.1.μλ‘ 1
1.1. μ°κ΅¬μ λ°°κ²½ λ° λͺ©μ 1
1.2. μ°κ΅¬μ λμ λ° λ°©λ² 4
2. μ νμ°κ΅¬ λ° μ΄λ‘ κ³ μ°° 7
2.1 μ΄λ‘ μ κ³ μ°° 7
2.2 μ νμ°κ΅¬ κ³ μ°° 8
2.2.1. μλμ λμ΄μ κ·Όλ¦°νκ²½ 8
2.2.2. μλμ μ 체νλκ³Ό νκ²½μ μμ 11
2.2.3. μ°κ΅¬ μ°¨λ³μ± 13
3. μ‘°μ¬ λ° λΆμλ°©λ² 15
3.1 μ‘°μ¬ λμμ§ λ° νΌνμ μ μ 15
3.2 λμμ§ κ°μ 16
3.2.1. μΈν 17
3.2.2. μμ¬ 20
3.2.3. μΈνκ³Ό μμ¬μ 물리μ νκ²½ λΉκ΅ 23
3.3 μ‘°μ¬ λ°©λ² 24
3.3.1 λ°μ΄ν° μμ§ 25
3.3.2 λ°μ΄ν° νλ‘μΈμ± 26
4. μλμ λμ΄ννλ₯Ό ν΅ν΄ λ³Έ μ£Όκ±°μ§ λμ΄ νκ²½μ νΉμ± λΆμ 29
4.1 λμ΄ νν λΆμ 29
4.1.1. λͺ©μ μ§ λ° μ€νμ€νμ΄μ€ 29
4.1.2. μ΄λνν νΉμ± 45
4.2 μ£Όμ μ€νμ€νμ΄μ€λ³ νΉμ± 48
4.2.1 μΈν 51
4.2.2 μμ¬ 97
4.3 μλλμ΄ννλ₯Ό μ§μνλ 물리μ νκ²½μμμ μμ¬μ 111
4.3.1. μλ λμ΄ννμ 물리μ νκ²½μμ 111
4.3.2. μλλμ΄ ννλ₯Ό ν΅ν΄ λ³Έ μ£Όκ±°μ§ λμ΄ νκ²½ 120
5. κ²°λ‘ λ° μμ¬μ 123
μ°Έκ³ λ¬Έν 129
Abstract 139Maste
λ€Όμ€ μ΄λ¦¬κ°λΌμ΄(Luce Irigaray)μ `μ¬μ±μ±` μ΄λ‘ κ³Ό κ·Έ μ μΉμ μλ―Έμ κ΄ν μ°κ΅¬
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