40 research outputs found

    Instructional effect of grouping by agreeableness and students` verbal interactions in small group science learning

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    ํ•™์œ„๋…ผ๋ฌธ(๋ฐ•์‚ฌ)--์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› :๊ณผํ•™๊ต์œก๊ณผ ํ™”ํ•™์ „๊ณต,2003.Docto

    A Study on the Structure of Compound -verb in the Middle Korean

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    This artic1e focuses on the structure of verb stem + verb stem' among the various ways of structuring the compound-verb. The topic itself originates from a questioning of the conventional idea that the structure is a productive way to form of the compound-verb. This artic1e assumes that the compound-verb should be a new verb in syntax and in semantics. It provides a list of the examples of verb stem + verb stem' structure at the sentence level. To identify the pure compound-verb, it suggests such conditions as: meaning reflection condition, impossibility of the elipsis of the structural element, formation of new meaning, and single-verb condition. In this process, 1 found the various modes of the verb stem + verb stem' structure. A1so, 1 found that many of the structure have adverb, affix or assistant verb as its pre- or post-element, and that the case of the conjunctive sentence shows the structure. If we focus only on the formation process, these various cases would be identified as the same. However, if we focus on the function of the verb, we can find the pure compound-verb. When we made the sentence a subject of the research, we found that in spite of the same form with the same structural elements, sometimes it functions as phrase and sometimes as compound-verb according to the usage in the sentence. Even though verb stem + -6 + verb stem' was not a main interest of this artic1e, we attempted to define the usage difference by comparing the verb stem + verb stem' structure with the same pre- or post-elements

    ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์„ ์œ„ํ•œ ๋‹ค์ค‘ ์ž‘์—… ๋™์ž‘ ํ”„๋กœ๊ทธ๋ž˜๋ฐ ์ฒด๊ณ„

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    ํ•™์œ„๋…ผ๋ฌธ (๋ฐ•์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ๊ธฐ๊ณ„ํ•ญ๊ณต๊ณตํ•™๋ถ€, 2013. 2. ๋ฐ•์ข…์šฐ.๋ณธ ๋…ผ๋ฌธ์—์„œ๋Š” ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์„ ๋Œ€์ƒ์œผ๋กœ ๋กœ๋ด‡์˜ ๋™์ž‘์„ ํ”„๋กœ๊ทธ๋ž˜๋ฐ ํ•  ์ˆ˜ ์žˆ๋Š” ์–ธ์–ด, ์ž๋ฃŒ๊ตฌ์กฐ, ์•„ํ‚คํ…์ณ์™€ ๋™์—ญํ•™ ์‹œ๋ฎฌ๋ ˆ์ด์…˜์„ ๊ฐ–์ถ˜ ์ฒด๊ณ„๋ฅผ ์ œ์‹œํ•œ๋‹ค. ๋ณธ ์—ฐ๊ตฌ๋Š” ํœด๋จธ๋…ธ์ด๋“œ์™€ ๊ฐ™์€ ์—ฌ๋Ÿฌ ์ž์œ ๋„๋ฅผ ๊ฐ–๋Š” ๋กœ๋ด‡์˜ ๋™์ž‘ ์ƒ์„ฑ์ด ์–ด๋ ต๊ณ  ๋˜ํ•œ ์ผํšŒ์„ฑ์— ๊ทธ์ณ ์žฌ์‚ฌ์šฉ์ด ์–ด๋ ต๋‹ค๋Š” ๋ฌธ์ œ์ ์„ ์ธ์‹ํ•˜๊ณ  ์ด๋ฅผ ํ•ด๊ฒฐํ•˜๊ธฐ ์œ„ํ•œ ๋ฐฉ๋ฒ•์„ ์ฐพ๊ณ ์ž ํ•˜์˜€๋‹ค. ์šฐ์„  ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์˜ ๋™์ž‘์„ ํ•˜๋“œ์›จ์–ด์˜ ๊ธฐ๊ตฌํ•™์ ์ธ ๊ตฌ์กฐ์™€ ์ƒ๊ด€์—†์ด ํ‘œํ˜„ํ•  ์ˆ˜ ์žˆ๋Š” ๋™์ž‘ ์–ดํœ˜๋“ค์„ ์ œ์•ˆํ•˜์˜€๋‹ค. ๋‹ค์–‘ํ•œ ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์„ ํฌํ•จํ•  ์ˆ˜ ์žˆ๋Š” ์ถ”์ƒ์ ์ธ ํœด๋จธ๋…ธ์ด๋“œ ๋ชจ๋ธ ๋ฐ ์ž๋ฃŒ๊ตฌ์กฐ๋ฅผ ๊ณ ์•ˆํ•˜๊ณ , ์ถ”์ƒ ํœด๋จธ๋…ธ์ด๋“œ ๋ชจ๋ธ์„ ๋Œ€์ƒ์œผ๋กœ ๋‹จ์ˆœ ์ž์œ  ๋™์ž‘๋ฟ๋งŒ ์•„๋‹ˆ๋ผ ํ™˜๊ฒฝ๊ณผ ์ƒํ˜ธ์ž‘์šฉํ•˜๋Š” ๋™์ž‘์„ ํ‘œํ˜„ํ•  ์ˆ˜ ์žˆ๋‹ค. ์–ดํœ˜๋“ค์ด ํ‘œํ˜„์˜ ํ’๋ถ€์„ฑ์„ ๊ฐ–๋„๋ก ํ•˜๊ธฐ ์œ„ํ•˜์—ฌ MTM๋ฒ•(Method-Time Measurement System)๊ณผ ๋ผ๋ฐ”๋…ธํ…Œ์ด์…˜(Labanotation)์˜ ์•„์ด๋””์–ด๋ฅผ ์ด์šฉํ•˜์˜€๋‹ค. ๋‹ค์Œ์œผ๋กœ ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์˜ ๋ฉ€ํ‹ฐํƒœ์Šคํ‚น์„ ํ‘œํ˜„ํ•  ์ˆ˜ ์žˆ๋Š” ๋กœ์šฐ๋ ˆ๋ฒจ์˜ ๋™์ž‘ ๊ธฐ์ˆ  ์–ธ์–ด๋ฅผ ๊ฐœ๋ฐœํ•˜์˜€๋‹ค. ๊ธฐ์กด์˜ ๋™์ž‘ ๊ธฐ์ˆ  ์–ธ์–ด(Motion Description Language)์˜ ํ•œ๊ณ„๋ฅผ ํ•ด๊ฒฐํ•˜์—ฌ ์—ฌ๋Ÿฌ ๊ธฐ๋ณธ ์ œ์–ด๊ธฐ(primitive controller)์˜ ์ค‘์ฒฉ์„ ํ†ตํ•ด ๋‹ค์ค‘ ์ž‘์—… ๋ฐ ๋™์ž‘์„ ์ˆ˜ํ–‰ํ•  ์ˆ˜ ์žˆ๋Š” ์ œ์–ด๊ธฐ๋ฅผ ๊ตฌ์„ฑํ•˜๋Š” ๋ฐฉ๋ฒ•์„ ์ œ์‹œํ•˜์˜€๋‹ค. ๊ธฐ๋ณธ ์ œ์–ด๊ธฐ๋Š” ์ œ์–ด ๋ฒ•์น™๊ณผ ์ขŒํ‘œ๋ณ€ํ™˜์‚ฌ์ƒ, ๊ทธ๋ฆฌ๊ณ  ์ œ์–ด ์ข…๋ฃŒ ์‹œ์ ์„ ์•Œ๋ ค์ฃผ๋Š” ํ•จ์ˆ˜๋กœ ๊ตฌ์„ฑ๋˜์–ด์žˆ๋‹ค. ๊ธฐ๋ณธ ์ œ์–ด๊ธฐ์— ์šฐ์„ ์ˆœ์œ„๋ฅผ ๋ถ€์—ฌํ•˜์—ฌ ์ด์— ๋”ฐ๋ผ ๋‹ค์ค‘ ์ž‘์—… ๋ฐ ๋™์ž‘์„ ์ˆ˜ํ–‰ํ•  ์ˆ˜ ์žˆ๋„๋ก ํ•˜์˜€๋‹ค. ์ œ์•ˆ๋œ ๋ฐฉ๋ฒ•์€ ํ•˜๋“œ์›จ์–ด์˜ ๊ธฐ๊ตฌํ•™์  ๊ตฌ์กฐ์— ๋Œ€ํ•œ ์˜์กด์„ฑ์„ ์ตœ์†Œํ™” ํ•˜์—ฌ ๋‹ค๋ฅธ ๊ตฌ์กฐ์˜ ํœด๋จธ๋…ธ์ด๋“œ์— ์ ์€ ๋…ธ๋ ฅ์œผ๋กœ๋„ ์žฌ์‚ฌ์šฉ์ด ๊ฐ€๋Šฅํ•˜๋„๋ก ํ•˜์˜€๋‹ค. ๋งˆ์ง€๋ง‰์œผ๋กœ, ๊ณ ์•ˆ๋œ ์–ดํœ˜์™€ ๋กœ์šฐ๋ ˆ๋ฒจ ์–ธ์–ด๋ฅผ ํ†ตํ•˜์—ฌ ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์˜ ๋™์ž‘์„ ํ”„๋กœ๊ทธ๋ž˜๋ฐํ•˜๊ณ  ๊ฒ€์ฆํ•  ์ˆ˜ ์žˆ๋Š” ํ†ตํ•ฉ๋œ, ๊ณ„์ธต ๊ตฌ์กฐ๋ฅผ ๊ฐ€์ง„ ์†Œํ”„ํŠธ์›จ์–ด ์ฒด๊ณ„๋ฅผ ๊ฐœ๋ฐœํ•˜์˜€๋‹ค. ํ•˜์ด ๋ ˆ๋ฒจ ์–ดํœ˜๋ฅผ ๋กœ์šฐ ๋ ˆ๋ฒจ ์ œ์–ด๊ธฐ๋กœ ํ•ด์„ํ•˜์—ฌ ๋‹ค์ค‘ ์ž‘์—… ๋ฐ ๋™์ž‘์„ ์œ„ํ•œ ์ œ์–ด๊ธฐ๋ฅผ ๊ตฌ์„ฑํ•˜์—ฌ ํœด๋จธ๋…ธ์ด๋“œ ๋กœ๋ด‡์„ ์ œ์–ดํ•  ์ˆ˜ ์žˆ๋„๋ก ํ•˜์˜€๋‹ค. ๋ฆฌ(Lie)๊ทธ๋ฃน์— ๊ธฐ๋ฐ˜ํ•œ ์žฌ๊ท€ ๋™์—ญํ•™ ์•Œ๊ณ ๋ฆฌ์ฆ˜์„ ์ด์šฉํ•˜์—ฌ ๋น ๋ฅด๊ณ  ์ •ํ™•ํ•œ ๋™์—ญํ•™ ์‹œ๋ฎฌ๋ ˆ์ด์…˜์„ ์ œ๊ณตํ•˜์—ฌ ์ด๋ฅผ ํ†ตํ•ด ์ž‘์„ฑ๋œ ๋™์ž‘์„ ๋™์—ญํ•™์ ์œผ๋กœ ๊ฒ€์ฆํ•ด ๋ณผ ์ˆ˜ ์žˆ๋Š” ํ™˜๊ฒฝ์„ ์ œ๊ณตํ•˜๋Š” ์•„ํ‚คํ…์ฒ˜๋ฅผ ๊ฐœ๋ฐœํ•˜์˜€๋‹ค.Abstract ix List of Tables xv List of Figures xvii 1 Introduction 1 1.1 High-level Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2 Low-level Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Robot Software Architecture . . . . . . . . . . . . . . . . . . . . . . 3 1.4 Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 Humanoid Abstract Modeling 7 2.1 Existing Humanoids . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.1.1 Brief Survey on Existing Humanoids . . . . . . . . . . . . . 8 2.1.2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.2 Data Structures for Humanoid Modeling . . . . . . . . . . . . . . . 15 2.2.1 Kinematic Structure Abstraction . . . . . . . . . . . . . . . . 16 2.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3 Humanoid Programming Vocabulary 23 3.1 Free-space Movements . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.1.1 Overview of Labanotation . . . . . . . . . . . . . . . . . . . . 23 3.1.2 Primitive Motions . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 Task-Oriented Movements . . . . . . . . . . . . . . . . . . . . . . . . 27 3.2.1 Overview of MTM . . . . . . . . . . . . . . . . . . . . . . . . 27 3.2.2 Primitive motions . . . . . . . . . . . . . . . . . . . . . . . . 28 3.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 4 Multitasking Motion Description Language 37 4.1 Brockett's Motion Description Language . . . . . . . . . . . . . . . 38 4.1.1 Changes of Coordinates . . . . . . . . . . . . . . . . . . . . . 39 4.1.2 Redundant Motion . . . . . . . . . . . . . . . . . . . . . . . . 41 4.1.3 MDL Machine for Manipulators Involving Dynamics . . . . 44 4.2 Multitasking Motion Description Language . . . . . . . . . . . . . . 46 4.2.1 Multitasking MDL Atom . . . . . . . . . . . . . . . . . . . . 47 4.2.2 Termination Atom . . . . . . . . . . . . . . . . . . . . . . . . 48 4.2.3 Multitasking MDL Word . . . . . . . . . . . . . . . . . . . . 49 4.2.4 Priority Adjustment . . . . . . . . . . . . . . . . . . . . . . . 50 4.2.5 Multitasking MDL Plan . . . . . . . . . . . . . . . . . . . . . 51 4.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 5 Integrated Architecture and Dynamics Simulation Library 53 5.1 Architectures for Motion Coordination . . . . . . . . . . . . . . . . . 54 5.1.1 Motion Programming Layer . . . . . . . . . . . . . . . . . . . 54 5.1.2 MDLm Compilation Layer . . . . . . . . . . . . . . . . . . . 57 5.1.3 Physical Layer . . . . . . . . . . . . . . . . . . . . . . . . . . 62 5.2 Dynamics Simulation Library: srLib . . . . . . . . . . . . . . . . . . 63 5.2.1 Robot Modeling of srLib . . . . . . . . . . . . . . . . . . . . 65 5.2.2 Dynamic Formulation and Algorithms . . . . . . . . . . . . . 66 5.2.3 Software Architecture . . . . . . . . . . . . . . . . . . . . . . 68 5.2.4 R-Station Simulator . . . . . . . . . . . . . . . . . . . . . . . 69 5.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 6 Case Studies 71 6.1 Golem Krang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 6.1.1 Golem Krang Modeling . . . . . . . . . . . . . . . . . . . . . 72 6.1.2 Golem Krang Control . . . . . . . . . . . . . . . . . . . . . . 74 6.2 Hubo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 6.2.1 Low-level Modeling . . . . . . . . . . . . . . . . . . . . . . . 76 6.2.2 Humanoid Proxy Modeling . . . . . . . . . . . . . . . . . . . 82 6.2.3 MDLm Atom Programming . . . . . . . . . . . . . . . . . . . 84 6.3 Motion Programming Simulation . . . . . . . . . . . . . . . . . . . . 90 6.3.1 Reach: Wave . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 6.3.2 Reach/ApplyForce: Dishwashing . . . . . . . . . . . . . . . . 90 6.3.3 Reach/Support: Static Walking . . . . . . . . . . . . . . . . . 92 6.3.4 Motions with Balance . . . . . . . . . . . . . . . . . . . . . . 94 6.4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 7 Conclusion 95 7.1 Main Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7.2 Future Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 7.2.1 Validation on hardware platforms . . . . . . . . . . . . . . . 96 7.2.2 Static Feasibility . . . . . . . . . . . . . . . . . . . . . . . . . 97 7.2.3 Grasp Planning . . . . . . . . . . . . . . . . . . . . . . . . . . 97 A Dynamics of Multibody Systems 99 A.1 Rigid Body Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . 99 A.1.1 Rigid Body Motion . . . . . . . . . . . . . . . . . . . . . . . 99 A.1.2 Screw Motions . . . . . . . . . . . . . . . . . . . . . . . . . . 102 A.1.3 Generalized Velocity and Force . . . . . . . . . . . . . . . . . 103 A.1.4 Generalized Inertia . . . . . . . . . . . . . . . . . . . . . . . . 105 A.1.5 Dynamics of a Single Rigid Body . . . . . . . . . . . . . . . 106 A.2 Dynamics of Kinematic Chains . . . . . . . . . . . . . . . . . . . . . 107 A.2.1 Recursive Dynamics Algorithm . . . . . . . . . . . . . . . . . 107 A.2.2 Recursive Hybrid Dynamics Algorithm . . . . . . . . . . . . 109 Bibliography 113 ๊ตญ๋ฌธ์ดˆ๋ก 121Docto

    A Tentative for Compiling a 15th Century Korean Dictionary

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    This thesis aims at reviewing some problems related to the compilation of a 15th century Korean dictionary. For this purpose, the present writer has taken a general view of the whole shape of the existing old Korean dictionaries and felt it necessary to compile century-distinct dictionaries. In this sense the relatively copious material accumulated so far, makes for a strong foundation of the compilation of a 15th century dictionary. Along these lines, he has collected and studied the target materials in general. At this point he has realized the necessity of clarifying the characteristics of these related materials, and compiling a list of them. Two points were revealed by this procedure. It is as follows: 1. Chinese-origin words, which were Once excluded because of their peculiarity, should be registered 2. As for head items, tone marking should be reflected. At the same time, he has compared the worth of Nam(l960) and Yoo(1964), and reviewed compilatory problems

    ๋ณตํ•ฉ ๊ฑด์„ค ํ”„๋กœ์ ํŠธ์˜ ํ˜‘๋ ฅ์„ค๊ณ„ ์˜์‚ฌ๊ฒฐ์ •๋ชจ๋ธ

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    ํ•™์œ„๋…ผ๋ฌธ(์„์‚ฌ)--์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› :๊ฑด์ถ•ํ•™๊ณผ,1999.Maste

    The Current Status and Problems of Terminologies in "Standard Korean Language Grammar"

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    Effects of the Characteristics of Anomalous Data on Cognitive Conflict and Conceptual Change in Learning Density

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    In this study, the effects of the authority level and the number of anomalous data on students' cognitive conflict and conceptual change in studying density were investigated. The subjects were 119 eighth graders in a co-ed middle school. A preconception test, a test of response to anomalous data, and a conception test were administered. Four types of anomalous data varying the authority level (high/low) and the number (one/two) were presented. The results indicated that anomalous data presented at high authority level significantly induced more cognitive conflict than that presented at low authority level. However, no significant difference in the degree of cognitive conflict was found between the number levels of anomalous data. The ANOVA. results indicated that there were no significant differences in the conception test scores due to the characteristics of anomalous data

    The influences of lecture design using CoRe upon professor's teaching professionalism in college of science-engineering

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    ยฉ 2020 Korean Chemical Society. All rights reserved.In this study, we analyzed the influences of lecture design using CoRe upon the professor's teaching professionalism in the aspects of pedagogical content knowledge (PCK). The participants are three professors from the college of science-engineering located in Chungcheong-do. After collecting their syllabi, we observed their lecture and conducted the orientation. Afterward, we collected the CoRes which they prepared before the lecture. Then we observed their lecture and conducted semi-structured interviews. This process was carried out twice. We analyzed their syllabi, CoRes, videotaped lectures, field notes, the teaching materials, and interview transcripts. The results revealed that professors not only clarified the learning objectives and the characteristics of students but also reflected them in the lecture. In addition, they established the teaching strategies according to the characteristics of contents in the unit. As they recognized the necessity of understanding students' achievement, they selected the assessment method and applied it in the lecture. In some cases, however, they lacked presenting learning objectives specifically and explained students' misconceptions without inducing new concepts. They also presented a shortage of considering students' prior knowledge. They lacked providing students with an opportunity to participate in lectures, and their assessment method was not effective. Based on the results, we discussed implications to improve teaching professionalism using CoRe.N

    Chemical Contents and Image in Chemistry Pictorial Poem

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