19 research outputs found

    ์น˜๊ณผ๊ทผ๊ด€์น˜๋ฃŒ ์˜์‚ฌ๊ฒฐ์ •์ง€์›์ฒด๊ณ„์— ์žˆ์–ด์„œ์˜ ์น˜์˜ํ•™ ์˜จํ†จ๋กœ์ง€์˜ ์‚ฌ์šฉ

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    ํ•™์œ„๋…ผ๋ฌธ (์„์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ์น˜์˜ํ•™๊ณผ, 2012. 2. ๊น€ํ™๊ธฐ.1. ๋ชฉ ์  ์น˜์ˆ˜์—ผ๊ณผ ๊ทผ๊ด€์น˜๋ฃŒ์˜ ์—ฐ๊ด€์„ฑ์„ ๋ฐํžˆ๊ณ  ํ™˜์ž์˜ ์ž„์ƒ์ ๋ฐ˜์‘๊ณผ ์กฐ๊ฑด์— ๋”ฐ๋ผ ์น˜๋ฃŒ๊ณ„ํš์„ ์ œ์‹œํ•˜๋Š” ์˜์‚ฌ๊ฒฐ์ •์ง€์›์ฒด๊ณ„์˜ ํ‹€์„ ๋งˆ๋ จํ•˜๋Š” ๊ฒƒ์€ ์˜๋ฏธ๊ฐ€ ์žˆ์„ ๊ฒƒ์ด๋ผ ์ƒ๊ฐ๋˜๋ฏ€๋กœ ์น˜์˜ํ•™ ์˜จํ†จ๋กœ์ง€๋ฅผ ์น˜๊ณผ๊ทผ๊ด€์น˜๋ฃŒ์˜ ์˜์‚ฌ๊ฒฐ์ •์ง€์›์ฒด๊ณ„์— ์ ์šฉ์‹œ์ผœ๋ณด๊ณ  ์•ž์œผ๋กœ์˜ ์˜จํ†จ๋กœ์ง€ ์—ฐ๊ตฌ์˜ ๋‚˜์•„๊ฐˆ ๊ธธ์„ ๋ชจ์ƒ‰ํ•ด ๋ณผ ๊ฒƒ์ด๋‹ค. 2. ๋ฐฉ ๋ฒ• ์˜จํ†จ๋กœ์ง€๋ฅผ ๋ฐœ์ „์‹œํ‚ค๋Š”๋ฐ ์žˆ์–ด์„œ ์ ์ ˆํ•œ ๊ณต์‹์„ฑ์„ ์ง€๋‹Œ ์˜จํ†จ๋กœ์ง€๋ฅผ ์ฑ„ํƒํ•˜๋Š”๊ฒƒ์€ ๋งค์šฐ ์ค‘์š”ํ•œ ์š”์†Œ์ด๋‹ค. KIF, Ontolingua, Semantic Net, Frames ๋“ฑ์˜ ๋‹ค์–‘ํ•œ ์˜จํ†จ๋กœ์ง€๊ฐ€ ๊ฐœ๋ฐœ๋˜์—ˆ๋‹ค. ํ•œํŽธ ์›น์˜์—ญ์—์„œ๋Š” the Web-based Ontology Language (OWL)๊ฐ€ ๋Œ€ํ‘œ์ ์ธ ์˜จํ†จ๋กœ์ง€๋กœ ๋ถ€๊ฐ๋˜์—ˆ๋‹ค. ๋˜ํ•œ OWL์€ ์˜ํ•™์ ์ธ ์˜์—ญ์—์„œ Diseases, Objectives, Anatomy, Treatments ๋“ฑ์„ ์žก์•„๋‚ด๊ณ , ๋ณด์—ฌ์ฃผ๋Š” ๋ฐ์— ์ด์šฉ๋˜์–ด ์™”๋‹ค. OWL์€ Descriptive Logic, ๋ฌ˜์‚ฌ์ ์ธ ๋…ผ๋ฆฌ๋ฅผ ๊ฐ–๊ณ  ์žˆ๋‹ค. ์ด๊ฒƒ์€ ํ˜„์žฌ ์‚ฌ์šฉ๋˜๊ณ  ์žˆ๋Š” ์˜จํ†จ๋กœ์ง€ ์ค‘ ๊ฐ€์žฅ ์„ ํ˜ธ๋˜๋Š” ๋…ผ๋ฆฌ์ด๋‹ค. ๋ฌ˜์‚ฌ๋…ผ๋ฆฌ๋Š” ํ˜„์žฌ๊นŒ์ง€ ๊ฐ€์žฅ ๋งŽ์ด ํ–‰ํ•ด์ ธ ์™”๊ณ , Protรฉgรฉ ์™€ ๊ฐ™์€ ์ข‹์€ ํŽธ์ง‘๋„๊ตฌ๋ฅผ ๊ฐ–๊ณ  ์žˆ๋‹ค. ๊ทธ๋ฆฌ๊ณ  ์ด๊ฒƒ์€ ๊ฒ€์‚ฌํ•˜๊ณ  ์ถ”๋ก ํ•˜๋Š”๋ฐ ์žˆ์–ด์„œ ์ž์ฒด ์™„๊ฒฐ์„ฑ์„ ๊ฐ–๊ณ  ์žˆ์–ด์„œ ๊ฐœ๋…์„ ํˆฌ์‚ฌํ•˜๋Š”๋ฐ ๋ชจ์ž๋žŒ์ด ์—†๋‹ค. ๊ทธ๋ฆฌํ•˜์—ฌ ๊ธฐ์กด์˜ ์—ฐ๊ตฌ์—์„œ๋Š” OWL2๊ฐ€ ๊ณต์‹์„ฑ์„ ๊ฐ–๊ณ  ์‚ฌ์šฉ๋˜์—ˆ๋‹ค. OWL 2-based Manchester DL syntax4 ๊ฐ€ ์ˆ˜๋ณต์น˜๋ฃŒํ•™์˜ ์˜จํ†จ๋กœ์ง€์ค‘ ์šฐ์‹์น˜๋ฃŒ๋ฅผ ์œ„ํ•ด ์‚ฌ์šฉ๋˜์—ˆ๋‹ค. ์—ฌ๊ธฐ์—์„œ๋„ OWL2 Manchester syntax ์— ๊ธฐ๋ฐ˜ํ•˜์—ฌ์„œ ์ง„๋‹จ๊ณผ์ •์„ ์–ธ๊ธ‰ํ•  ๊ฒƒ์ด๋‹ค. [1] ํ•œํŽธ, ๋ณธ ๋…ผ๋ฌธ์—์„œ๋Š” ์น˜์ˆ˜์— ์ƒ๊ธด ๋ณ‘์  ๋ณ€ํ™”๋ฅผ ์–ธ๊ธ‰ํ•˜๋Š”๋ฐ ์žˆ์–ด์„œ Smulson and Sieraski (Weine textbook)ํ˜น์€ Walton and Torabinejad๋“ฑ์˜ ๋ถ„๋ฅ˜๊ฐ€ ์žˆ์ง€๋งŒ ๋‹ค์Œ๊ณผ ๊ฐ™์€ ์„œ์šธ๋Œ€ํ•™๊ต ์น˜์˜ํ•™๋Œ€ํ•™์›์˜ ๋ถ„๋ฅ˜๋ฅผ ๋”ฐ๋ฅผ ๊ฒƒ์ด๋‹ค. 3. ๊ฒฐ ๊ณผ 1) ์„œ์šธ๋Œ€ํ•™๊ต ์น˜์˜ํ•™๋Œ€ํ•™์›์˜ ์น˜์ˆ˜๋ณ‘๋ณ€ ๋ถ„๋ฅ˜ * ์—ผ์ฆ์„ฑ ๋ณ€ํ™” (Inflammation) 1. ์น˜์ˆ˜์ถฉํ˜ˆ (Pulp hyperemia) 2. ์น˜์ˆ˜์—ผ (Pulpitis) a) ๊ธ‰์„ฑ์น˜์ˆ˜์—ผ (Acute Pulpitis) b) ๋งŒ์„ฑ๊ถค์–‘์„ฑ์น˜์ˆ˜์—ผ (Chronic ulcerative pulpitis) c) ๋งŒ์„ฑ์ฆ์‹์„ฑ์น˜์ˆ˜์—ผ (Chronic hyperplastic pulpitis) 3. ์น˜์ˆ˜๊ดด์‚ฌ (Pulp necrosis) * ํ‡ดํ–‰์„ฑ ๋ณ€ํ™” (Degeneration) 1. ์น˜์ˆ˜์˜ ๋ณ€์„ฑ (Pulp Degeneration) a) ์„ํšŒํ™” ๋ณ€์„ฑ (Calcific Degeneration) b) ์„ฌ์œ ํ™” ๋ณ€์„ฑ (Fibrous Degeneration) c) ๋ณ€์„ฑ์œ„์ถ• (Atrophic Degeneration) d) ๋‚ด(๋ถ€) ํก์ˆ˜ (Internal Resorption) ์ด์™€๊ฐ™์€ ํ•™์ˆ ์ ์ธ ๋ถ„๋ฅ˜๋Š” ๋‹ค์Œ๊ณผ ๊ฐ™์€ ์˜จํ†จ๋กœ์ง€๋กœ ํ‘œํ˜„ํ•œ๋‹ค. Class: Inflammation SubclassOf: Disease Class: Pulp_Hyperemia SubclassOf: Inflammation Class: Pulpitis SubclassOf: Inflammation Class: Acute_Pulpitis SubclassOf: Pulpitis Class: Chronic_Ulcerative_Pulpitis SubclassOf: Pulpitis Class: Chronic_Hyperplastic_Pulpitis SubclassOf: Pulpitis Class: Pulp_Necrosis SubclassOf: Inflammation Class: Degeneration SubclassOf: Disease Class: Calcific_Degeneration SubclassOf: Degeneration Class: Fibrous_Degeneration SubclassOf: Degeneration Class: Atropic_Degeneration SubclassOf: Degeneration Class: Internal_Resorption SubclassOf: Degeneration ๊ฐ๊ฐ์˜ ์งˆํ™˜์— ๋Œ€ํ•œ ํŒ๋‹จ ๋…ผ๋ฆฌ์™€ ๊ทธ์— ํ•ด๋‹นํ•˜๋Š” ์˜จํ†จ๋กœ์ง€๊ฐ€ ๋ณธ ๋…ผ๋ฌธ์— ์กด์žฌํ•œ๋‹ค.Maste

    ์Šคํฌ์ธ  ์ƒํ™ฉ์—์„œ ์ž๊ธฐ์กฐ์ ˆ ์ดˆ์ ๊ณผ ๋ชฉํ‘œ์ถ”๊ตฌ ํ–‰๋™๊ฐ„์˜ ๊ด€๊ณ„

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    ํ•™์œ„๋…ผ๋ฌธ(๋ฐ•์‚ฌ)--์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› :์ฒด์œก๊ต์œก๊ณผ,2001.Docto

    The Development and Validation of Scales Assessing Middle School Students' Achievement Goal Orientation

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    Traditionally, although theorists have described achievement motivation in terms of approach and avoidance tendencies, goal orientation, research has focused primarily on two approach goals (Dweck, 1986; Nicholls, 1984; Ames, 1987) : the learning or task goal to develop and improve one's ability, and the performance or ego goal to demonstrate ones ability through the comparison with other people. Recently, three-dimensional achievement goal theory including the goal to develop ability (learning goal orientation), the goal to demonstrate ability (performance-approach goal orientation) and the goal to avoid the demonstration of lack of ability (performance-avoid goal orientation) has emerged as a new direction in motivational research (Button, Mathieu, & Zajac, 1996; Elliot, 1994; Elliot & Harackiewicz, 1996; Vandewalle, 1997; Middleton & Midgley, 1997; Elliot & Church, 1997; Skaalvik, 1997; Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman & Roeser ; 1998). Accordingly, a scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoidance goal) was included with scales assessing approach goals in a survey given to students in the middle school. The results of studies conducted with three different samples of 1,005 middle school students were used to describe the validity and reliability of the scale. The content-related evidence of validity by means of 5 experts, the construct-related evidence of validity through exploratory factor analysis and confirmatory factor analysis, and the criterion-related evidence of validity included into concurrent validity with TEOSQ, intrinsic motivation, and the implicit belief of intelligence and prediction validity with the score of physical education all supported the conclusion that the instrument operationalized the theorized three-dimensional construct.๋ณธ ์—ฐ๊ตฌ๋Š” 1999๋…„๋„ ์„œ์šธ๋Œ€ํ•™๊ต ์‚ฌ๋ฒ”๋Œ€ํ•™ ๋ฐœ์ „๊ธฐ๊ธˆ์˜ ์ง€์›์— ์˜ํ•ด์„œ ์—ฐ๊ตฌ๋จ
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