19 research outputs found
์น๊ณผ๊ทผ๊ด์น๋ฃ ์์ฌ๊ฒฐ์ ์ง์์ฒด๊ณ์ ์์ด์์ ์น์ํ ์จํจ๋ก์ง์ ์ฌ์ฉ
ํ์๋
ผ๋ฌธ (์์ฌ)-- ์์ธ๋ํ๊ต ๋ํ์ : ์น์ํ๊ณผ, 2012. 2. ๊นํ๊ธฐ.1. ๋ชฉ ์
์น์์ผ๊ณผ ๊ทผ๊ด์น๋ฃ์ ์ฐ๊ด์ฑ์ ๋ฐํ๊ณ ํ์์ ์์์ ๋ฐ์๊ณผ ์กฐ๊ฑด์ ๋ฐ๋ผ ์น๋ฃ๊ณํ์ ์ ์ํ๋ ์์ฌ๊ฒฐ์ ์ง์์ฒด๊ณ์ ํ์ ๋ง๋ จํ๋ ๊ฒ์ ์๋ฏธ๊ฐ ์์ ๊ฒ์ด๋ผ ์๊ฐ๋๋ฏ๋ก ์น์ํ ์จํจ๋ก์ง๋ฅผ ์น๊ณผ๊ทผ๊ด์น๋ฃ์ ์์ฌ๊ฒฐ์ ์ง์์ฒด๊ณ์ ์ ์ฉ์์ผ๋ณด๊ณ ์์ผ๋ก์ ์จํจ๋ก์ง ์ฐ๊ตฌ์ ๋์๊ฐ ๊ธธ์ ๋ชจ์ํด ๋ณผ ๊ฒ์ด๋ค.
2. ๋ฐฉ ๋ฒ
์จํจ๋ก์ง๋ฅผ ๋ฐ์ ์ํค๋๋ฐ ์์ด์ ์ ์ ํ ๊ณต์์ฑ์ ์ง๋ ์จํจ๋ก์ง๋ฅผ ์ฑํํ๋๊ฒ์ ๋งค์ฐ ์ค์ํ ์์์ด๋ค. KIF, Ontolingua, Semantic Net, Frames ๋ฑ์ ๋ค์ํ ์จํจ๋ก์ง๊ฐ ๊ฐ๋ฐ๋์๋ค. ํํธ ์น์์ญ์์๋ the Web-based Ontology Language (OWL)๊ฐ ๋ํ์ ์ธ ์จํจ๋ก์ง๋ก ๋ถ๊ฐ๋์๋ค. ๋ํ OWL์ ์ํ์ ์ธ ์์ญ์์ Diseases, Objectives, Anatomy, Treatments ๋ฑ์ ์ก์๋ด๊ณ , ๋ณด์ฌ์ฃผ๋ ๋ฐ์ ์ด์ฉ๋์ด ์๋ค. OWL์ Descriptive Logic, ๋ฌ์ฌ์ ์ธ ๋
ผ๋ฆฌ๋ฅผ ๊ฐ๊ณ ์๋ค. ์ด๊ฒ์ ํ์ฌ ์ฌ์ฉ๋๊ณ ์๋ ์จํจ๋ก์ง ์ค ๊ฐ์ฅ ์ ํธ๋๋ ๋
ผ๋ฆฌ์ด๋ค. ๋ฌ์ฌ๋
ผ๋ฆฌ๋ ํ์ฌ๊น์ง ๊ฐ์ฅ ๋ง์ด ํํด์ ธ ์๊ณ , Protรฉgรฉ ์ ๊ฐ์ ์ข์ ํธ์ง๋๊ตฌ๋ฅผ ๊ฐ๊ณ ์๋ค. ๊ทธ๋ฆฌ๊ณ ์ด๊ฒ์ ๊ฒ์ฌํ๊ณ ์ถ๋ก ํ๋๋ฐ ์์ด์ ์์ฒด ์๊ฒฐ์ฑ์ ๊ฐ๊ณ ์์ด์ ๊ฐ๋
์ ํฌ์ฌํ๋๋ฐ ๋ชจ์๋์ด ์๋ค. ๊ทธ๋ฆฌํ์ฌ ๊ธฐ์กด์ ์ฐ๊ตฌ์์๋ OWL2๊ฐ ๊ณต์์ฑ์ ๊ฐ๊ณ ์ฌ์ฉ๋์๋ค. OWL 2-based Manchester DL syntax4 ๊ฐ ์๋ณต์น๋ฃํ์ ์จํจ๋ก์ง์ค ์ฐ์์น๋ฃ๋ฅผ ์ํด ์ฌ์ฉ๋์๋ค. ์ฌ๊ธฐ์์๋ OWL2 Manchester syntax ์ ๊ธฐ๋ฐํ์ฌ์ ์ง๋จ๊ณผ์ ์ ์ธ๊ธํ ๊ฒ์ด๋ค. [1]
ํํธ, ๋ณธ ๋
ผ๋ฌธ์์๋ ์น์์ ์๊ธด ๋ณ์ ๋ณํ๋ฅผ ์ธ๊ธํ๋๋ฐ ์์ด์ Smulson and Sieraski (Weine textbook)ํน์ Walton and Torabinejad๋ฑ์ ๋ถ๋ฅ๊ฐ ์์ง๋ง ๋ค์๊ณผ ๊ฐ์ ์์ธ๋ํ๊ต ์น์ํ๋ํ์์ ๋ถ๋ฅ๋ฅผ ๋ฐ๋ฅผ ๊ฒ์ด๋ค.
3. ๊ฒฐ ๊ณผ
1) ์์ธ๋ํ๊ต ์น์ํ๋ํ์์ ์น์๋ณ๋ณ ๋ถ๋ฅ
* ์ผ์ฆ์ฑ ๋ณํ (Inflammation)
1. ์น์์ถฉํ (Pulp hyperemia)
2. ์น์์ผ (Pulpitis)
a) ๊ธ์ฑ์น์์ผ (Acute Pulpitis)
b) ๋ง์ฑ๊ถค์์ฑ์น์์ผ (Chronic ulcerative pulpitis)
c) ๋ง์ฑ์ฆ์์ฑ์น์์ผ (Chronic hyperplastic pulpitis)
3. ์น์๊ดด์ฌ (Pulp necrosis)
* ํดํ์ฑ ๋ณํ (Degeneration)
1. ์น์์ ๋ณ์ฑ (Pulp Degeneration)
a) ์ํํ ๋ณ์ฑ (Calcific Degeneration)
b) ์ฌ์ ํ ๋ณ์ฑ (Fibrous Degeneration)
c) ๋ณ์ฑ์์ถ (Atrophic Degeneration)
d) ๋ด(๋ถ) ํก์ (Internal Resorption)
์ด์๊ฐ์ ํ์ ์ ์ธ ๋ถ๋ฅ๋ ๋ค์๊ณผ ๊ฐ์ ์จํจ๋ก์ง๋ก ํํํ๋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
๊ฐ๊ฐ์ ์งํ์ ๋ํ ํ๋จ ๋
ผ๋ฆฌ์ ๊ทธ์ ํด๋นํ๋ ์จํจ๋ก์ง๊ฐ ๋ณธ ๋
ผ๋ฌธ์ ์กด์ฌํ๋ค.Maste
์คํฌ์ธ ์ํฉ์์ ์๊ธฐ์กฐ์ ์ด์ ๊ณผ ๋ชฉํ์ถ๊ตฌ ํ๋๊ฐ์ ๊ด๊ณ
ํ์๋
ผ๋ฌธ(๋ฐ์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :์ฒด์ก๊ต์ก๊ณผ,2001.Docto
The Development and Validation of Scales Assessing Middle School Students' Achievement Goal Orientation
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 ์ฐ๊ตฌ๋ 1999๋
๋ ์์ธ๋ํ๊ต ์ฌ๋ฒ๋ํ ๋ฐ์ ๊ธฐ๊ธ์ ์ง์์ ์ํด์ ์ฐ๊ตฌ๋จ