40 research outputs found
Instructional effect of grouping by agreeableness and students` verbal interactions in small group science learning
ํ์๋
ผ๋ฌธ(๋ฐ์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :๊ณผํ๊ต์ก๊ณผ ํํ์ ๊ณต,2003.Docto
A Study on the Structure of Compound -verb in the Middle Korean
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
ํด๋จธ๋ ธ์ด๋ ๋ก๋ด์ ์ํ ๋ค์ค ์์ ๋์ ํ๋ก๊ทธ๋๋ฐ ์ฒด๊ณ
ํ์๋
ผ๋ฌธ (๋ฐ์ฌ)-- ์์ธ๋ํ๊ต ๋ํ์ : ๊ธฐ๊ณํญ๊ณต๊ณตํ๋ถ, 2013. 2. ๋ฐ์ข
์ฐ.๋ณธ ๋
ผ๋ฌธ์์๋ ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ๋์์ผ๋ก ๋ก๋ด์ ๋์์ ํ๋ก๊ทธ๋๋ฐ ํ ์ ์๋ ์ธ์ด, ์๋ฃ๊ตฌ์กฐ, ์ํคํ
์ณ์ ๋์ญํ ์๋ฎฌ๋ ์ด์
์ ๊ฐ์ถ ์ฒด๊ณ๋ฅผ ์ ์ํ๋ค. ๋ณธ ์ฐ๊ตฌ๋ ํด๋จธ๋
ธ์ด๋์ ๊ฐ์ ์ฌ๋ฌ ์์ ๋๋ฅผ ๊ฐ๋ ๋ก๋ด์ ๋์ ์์ฑ์ด ์ด๋ ต๊ณ ๋ํ ์ผํ์ฑ์ ๊ทธ์ณ ์ฌ์ฌ์ฉ์ด ์ด๋ ต๋ค๋ ๋ฌธ์ ์ ์ ์ธ์ํ๊ณ ์ด๋ฅผ ํด๊ฒฐํ๊ธฐ ์ํ ๋ฐฉ๋ฒ์ ์ฐพ๊ณ ์ ํ์๋ค.
์ฐ์ ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ๋์์ ํ๋์จ์ด์ ๊ธฐ๊ตฌํ์ ์ธ ๊ตฌ์กฐ์ ์๊ด์์ด ํํํ ์ ์๋ ๋์ ์ดํ๋ค์ ์ ์ํ์๋ค. ๋ค์ํ ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ํฌํจํ ์ ์๋ ์ถ์์ ์ธ ํด๋จธ๋
ธ์ด๋ ๋ชจ๋ธ ๋ฐ ์๋ฃ๊ตฌ์กฐ๋ฅผ ๊ณ ์ํ๊ณ , ์ถ์ ํด๋จธ๋
ธ์ด๋ ๋ชจ๋ธ์ ๋์์ผ๋ก ๋จ์ ์์ ๋์๋ฟ๋ง ์๋๋ผ ํ๊ฒฝ๊ณผ ์ํธ์์ฉํ๋ ๋์์ ํํํ ์ ์๋ค. ์ดํ๋ค์ด ํํ์ ํ๋ถ์ฑ์ ๊ฐ๋๋ก ํ๊ธฐ ์ํ์ฌ MTM๋ฒ(Method-Time Measurement System)๊ณผ ๋ผ๋ฐ๋
ธํ
์ด์
(Labanotation)์ ์์ด๋์ด๋ฅผ ์ด์ฉํ์๋ค.
๋ค์์ผ๋ก ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ๋ฉํฐํ์คํน์ ํํํ ์ ์๋ ๋ก์ฐ๋ ๋ฒจ์ ๋์ ๊ธฐ์ ์ธ์ด๋ฅผ ๊ฐ๋ฐํ์๋ค. ๊ธฐ์กด์ ๋์ ๊ธฐ์ ์ธ์ด(Motion Description Language)์ ํ๊ณ๋ฅผ ํด๊ฒฐํ์ฌ ์ฌ๋ฌ ๊ธฐ๋ณธ ์ ์ด๊ธฐ(primitive controller)์ ์ค์ฒฉ์ ํตํด ๋ค์ค ์์
๋ฐ ๋์์ ์ํํ ์ ์๋ ์ ์ด๊ธฐ๋ฅผ ๊ตฌ์ฑํ๋ ๋ฐฉ๋ฒ์ ์ ์ํ์๋ค. ๊ธฐ๋ณธ ์ ์ด๊ธฐ๋ ์ ์ด ๋ฒ์น๊ณผ ์ขํ๋ณํ์ฌ์, ๊ทธ๋ฆฌ๊ณ ์ ์ด ์ข
๋ฃ ์์ ์ ์๋ ค์ฃผ๋ ํจ์๋ก ๊ตฌ์ฑ๋์ด์๋ค. ๊ธฐ๋ณธ ์ ์ด๊ธฐ์ ์ฐ์ ์์๋ฅผ ๋ถ์ฌํ์ฌ ์ด์ ๋ฐ๋ผ ๋ค์ค ์์
๋ฐ ๋์์ ์ํํ ์ ์๋๋ก ํ์๋ค. ์ ์๋ ๋ฐฉ๋ฒ์ ํ๋์จ์ด์ ๊ธฐ๊ตฌํ์ ๊ตฌ์กฐ์ ๋ํ ์์กด์ฑ์ ์ต์ํ ํ์ฌ ๋ค๋ฅธ ๊ตฌ์กฐ์ ํด๋จธ๋
ธ์ด๋์ ์ ์ ๋
ธ๋ ฅ์ผ๋ก๋ ์ฌ์ฌ์ฉ์ด ๊ฐ๋ฅํ๋๋ก ํ์๋ค.
๋ง์ง๋ง์ผ๋ก, ๊ณ ์๋ ์ดํ์ ๋ก์ฐ๋ ๋ฒจ ์ธ์ด๋ฅผ ํตํ์ฌ ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ๋์์ ํ๋ก๊ทธ๋๋ฐํ๊ณ ๊ฒ์ฆํ ์ ์๋ ํตํฉ๋, ๊ณ์ธต ๊ตฌ์กฐ๋ฅผ ๊ฐ์ง ์ํํธ์จ์ด ์ฒด๊ณ๋ฅผ ๊ฐ๋ฐํ์๋ค. ํ์ด ๋ ๋ฒจ ์ดํ๋ฅผ ๋ก์ฐ ๋ ๋ฒจ ์ ์ด๊ธฐ๋ก ํด์ํ์ฌ ๋ค์ค ์์
๋ฐ ๋์์ ์ํ ์ ์ด๊ธฐ๋ฅผ ๊ตฌ์ฑํ์ฌ ํด๋จธ๋
ธ์ด๋ ๋ก๋ด์ ์ ์ดํ ์ ์๋๋ก ํ์๋ค. ๋ฆฌ(Lie)๊ทธ๋ฃน์ ๊ธฐ๋ฐํ ์ฌ๊ท ๋์ญํ ์๊ณ ๋ฆฌ์ฆ์ ์ด์ฉํ์ฌ ๋น ๋ฅด๊ณ ์ ํํ ๋์ญํ ์๋ฎฌ๋ ์ด์
์ ์ ๊ณตํ์ฌ ์ด๋ฅผ ํตํด ์์ฑ๋ ๋์์ ๋์ญํ์ ์ผ๋ก ๊ฒ์ฆํด ๋ณผ ์ ์๋ ํ๊ฒฝ์ ์ ๊ณตํ๋ ์ํคํ
์ฒ๋ฅผ ๊ฐ๋ฐํ์๋ค.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
๊ตญ๋ฌธ์ด๋ก 121Docto
A Tentative for Compiling a 15th Century Korean Dictionary
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
๋ณตํฉ ๊ฑด์ค ํ๋ก์ ํธ์ ํ๋ ฅ์ค๊ณ ์์ฌ๊ฒฐ์ ๋ชจ๋ธ
ํ์๋
ผ๋ฌธ(์์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :๊ฑด์ถํ๊ณผ,1999.Maste
Effects of the Characteristics of Anomalous Data on Cognitive Conflict and Conceptual Change in Learning Density
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
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