153 research outputs found
μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘ μ°κ΅¬
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡), 2019. 2. μ€μ¬ν.λ³Έ μ°κ΅¬λ μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ μλ₯Ό μ΄ν΄νλ κ΅μ‘μ λ΄μ©μ λ§λ ¨νλ κ²μ λͺ©μ μΌλ‘ νλ€. μ΄λ μμ 주체λ μλ₯Ό μ½λ κ³Όμ μμ λ
μμ μμ μμ ꡬμ±λλ λ°ν νμμ 주체λ₯Ό κ°λ¦¬ν€λ κ°λ
μ΄λ©°, μλ μμ μ£Όμ²΄κ° νΉμ ν μν©μμ μνν λ°ν νμμ κ²°κ³Όλ¬Όλ‘μ μλ―Έλ₯Ό κ°μ§λ€.
μνμμ μμ λ§νλ μ΄λ₯Ό κ°λ¦¬ν€λ κ°λ
μ μμ¬μ μΌλ‘ λ€μνκ² λ³νν΄ μλ€. μμ 주체λ μμ μ μμμ μμ νμμ λ¬Έμ μμμ λͺ¨λ μ§μ(Aufheben)νμ¬ λ§λ€μ΄μ§ κ°λ
μΌλ‘, μ€μ μκ°μ ꡬλΆλλ νꡬμ μ‘΄μ¬μ΄λ©°, λ
μμ μν΄ κ΅¬μ±λλ λ³νκ°λ₯ν μ‘΄μ¬μ΄μ§λ§ λμμ μκ°μ μ€μ‘΄μ κ°νκ² νκΈ°νλ©°, μκ°μ λ
μμ λνμ κ΄κ³λ₯Ό 맀κ°νλ κ²μ΄κΈ°λ νλ€. λνμ κ΄κ³λ₯Ό μΈμνμμ λ νΉλ³ν κ°μ‘°λλ μλ΅μ±μ μν μ΄ν΄μ κ³Όμ μμ νμμ μ‘΄μ¬λ₯Ό μμνκ³ μ€ννλ μ리λ‘μ μ€μνκ² λ€λ£¨μ΄μ§ νμκ° μλ€. μλ₯Ό μ½λ κ³Όμ μμ μμ 주체μ μ΄λ¬ν νΉμ±μ μ κ·Ήμ μΌλ‘ μμν¨μΌλ‘μ¨ λ
μλ μκΈ°λμΌμ κ΄μ μ λ°λ³΅ μ¬μμ°νλ κ²μ λμ΄ μλ‘μ΄ μ±μ₯μ κ°λ₯μ±μ ν보ν μ μλ€.
μμ 주체 κ°λ
μ μλ₯Ό λ°ν νμλ‘ λ³΄λ κ΄μ μ κ·Όκ±°νμ¬ μ±λ¦½λλ€. λ°ν νμμμ μ λΉμ μΈ κ΄κ³λ₯Ό μ μ λ‘ νμ¬ μμ μνμ μλ―Έλ₯Ό μ΄ν΄νκ³ μ νλ μ¨κ±΄ν μλμ£Όμμ λ
Όμλ μνμ μ΄ν΄νλ κ³Όμ μμ νμμ λ§₯λ½κ³Ό, νμμ 주체λ₯Ό ν¨κ» κ³ λ €νκ²λ νλ€λ μ μμ μμ 주체μ κ΅¬μ± κ³Όμ μ λΆμνλ κ΄μ μΌλ‘ μ μ©νκ² νμ©λ μ μλ€.
μ¨κ±΄ν μλμ£Όμλ λ°ν 주체μ νμλ₯Ό λ°μμν€λ μΌμ°¨μ μΈ μμΈμΌλ‘ 주체μ μλμ μ£Όλͺ©νλ€. μ΄ μλλ λ€μ ν
μ€νΈ λ΄μ β€μΈμ μμλ₯Ό ν¬κ΄μ μΌλ‘ μ΄νΌλ κ²μ¦μ κ³Όμ μ κ±°μ³ μμ© κ°λ₯μ±μ΄ μΈμ λμμ λμλ§ μμ 주체μ κ΅¬μ± κ²°κ³Όλ‘ λ°μλ€μ¬μ§ μ μλ€. μ΄ μ μ κ³ λ €νμ¬ μ¬κΈ°μλ μλλ₯Ό μ€μ¬μΌλ‘ νλ μμ 주체 ꡬμ±μ κ³κΈ°λ₯Ό λ°ν μν©μ μΈμ, λ°ν μλμ νμΈ, νν μ λ΅μ μ΄ν΄λ‘ λλκ³ κ°κ°μ κ³κΈ°λ₯Ό μ΄μ ννμμ λ λ€λ₯΄κ² μΈμλλ μμ 주체 ꡬμ±μ λ³ν μμμ μ΄νλ€. μ΄μ΄μ κ΅¬μ± κ³κΈ°μ λΆλ₯ λ²μ£Όλ₯Ό μλ΅μ ꡬμ±μ μ νκ³Ό μ‘°ν©νμ¬ β
’μ₯ λΆμμ μ΄λ‘ μ νμ νμ±νμλ€.
μ΄μμ λ
Όμλ₯Ό λ°νμΌλ‘ β
’μ₯μμλ μν, μμμ ν΄μ€, κ·Έλ¦¬κ³ λ€μν ν΄μ λ΄λ‘ λ€μ κ°μ€μ μΈ λνμ κ΄κ³λ₯Ό λΆμνμ¬ μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ°μ μ€μ λ₯Ό λ
Όκ΅¬νκ³ μ νμλ€. ꡬ체μ μΈ λ΄μ©μ μλ΅μ ꡬμ±μ μ νμ κΈ°μ€μΌλ‘ 보좩μ ꡬμ±, μμ©μ ꡬμ±, μ€νμ ꡬμ±μΌλ‘ λλ³νμλ€. 보좩μ ꡬμ±μ μ ν ν΄μ λ΄λ‘ μ μμ 주체 ꡬμ±μ λν μ΄ν΄λ₯Ό μ¬ννλ ννΈ, κ·Έ κ²°κ³Όλ₯Ό λ³΄λ€ κ΅¬μ²΄ννκ±°λ 보μνλ μμμ΄λ€. μμ©μ ꡬμ±μ μ ν ν΄μ λ΄λ‘ μμ λμΆν κ³΅ν΅ μμμ μ μ΄λ₯Ό ν΅ν΄ κ°λ³ μνμ μμ 주체 κ΅¬μ± λ°©μμ κ°±μ νλ μμμ΄λ€. μ€νμ ꡬμ±μ μ ν ν΄μ λ΄λ‘ μ μμ 주체 κ΅¬μ± λ°©μμ λΉνμ μΌλ‘ 극볡νμ¬ λ€λ₯Έ λ°©μμΌλ‘ μ ννλ μμμ΄λ€. λ
μκ° μνκ³Ό μ ν ν΄μ λ΄λ‘ μ μ’
ν©νλ κ³Όμ μμ μμ μ μλμ μΈ μμΉλ₯Ό μ΄λ μλ¦¬λ‘ μ ν₯νλμ§μ λ°λΌ, μλ΅μ ꡬμ±μ μ νμ λ€λ₯΄κ² λνλ μ μλ€. μ΄ μ μ κ³ λ €νμ¬ μλ―Έ μ€νμ λ³ν κ°λ₯μ±μ μμΈνκ² κ²ν νμλ€.
μ΄ν β
£μ₯μμλ μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘μ λͺ©νμ λ΄μ©μ μ€κ³νμλ€. λ¨Όμ κ΅μ‘μ λͺ©νλ‘ λ¬Έν μν΅μ λ³Έμ§μ ꡬλ 볡μ, μμ 주체 κ΅¬μ± μ€μ¬μ λΆμμ μ μ½κΈ° λ₯λ ₯ ν₯μ, ν΄μ λ΄λ‘ μ μλ΅μ κ΄κ³ νμ±μ ν΅ν νμμ±μ μΈμμ μ μνμλ€. μ΄λ€μ κΆκ·Ήμ μΌλ‘ λ€λ₯Έ μμκ³Όμ λνμ κ΄κ³ νμ±μ ν΅ν΄ νμ΅ λ
μμ μ±μ₯μ λλͺ¨νλ κ²μ λͺ©νλ‘ νλ€.
μ΄μμ κ΅μ‘ λͺ©νλ₯Ό λ¬μ±νκΈ° μν κ΅μ‘ λ΄μ©μ μ€κ³λ λ¨Όμ μ μ λ₯Ό μ μνκ³ κ·Έ λ΄μ©μ 체κ³ννλ μμΌλ‘ μ§νλμλ€. κ΅μ‘ λ΄μ© μ€κ³μ μ μ λ‘λ μμ 주체μ νΉμ±μ λͺ
ννκ² μΈμνλ κ², λ€λ²μ£Όμ μΈ μ κ·Όμ ν΅ν΄ νμ΅ μλ£μ λ€μμ±μ ν보νλ κ², μ ν ν΄μ λ΄λ‘ μ κ΅μνμ μΌλ‘ λ³ννμ¬ κ΅μ‘μ λΉκ³λ₯Ό ν보νλ κ² λ±μ κ°μ‘°νμλ€.
κ΅μ‘μ λ΄μ©μ λν λ
Όμλ μμ 주체 ꡬμ±μ ꡬλ νμ±, μμ 주체 ꡬμ±μ κ³κΈ° μΈμ, μλ΅μ ꡬμ±μ μνμ μν κ΅μ‘ λ΄μ©μ μμΌλ‘ 체κ³ννμλ€. κ΅μ‘ λ΄μ©μ κ³Όμ μ β€μ묡μ β€λ°©λ²μ μ§μμΌλ‘μμ νΉμ±μ κ°νκ² λΆκ°νλ λ°©μμΌλ‘ μμ νμμΌλ©°, μλ΅μ ꡬμ±μ μν μ μ°¨μ κ·Όκ±°λ₯Ό λμ΄ μμ 주체μ λ€μΈ΅μ ꡬμ±, νμ΅ λ
μμ μλ΅μ μμΉ μΈμ, κ΅¬μ± κ²°κ³Όμ κ²μ¦κ³Ό νκ°λ‘ λλμ΄ μ μνμλ€. μ΄ μ°κ΅¬λ μ μ½κΈ°μμ μκ°μ μλ―Έμ κ°μΉλ₯Ό μ¬κ³ νκ³ , μ μ½κΈ°μ κ³Όμ μμ μΈμλλ νμμ±μ κ΅μ‘μ κ°μΉλ₯Ό μ κ·Ήμ μΌλ‘ μ‘°λͺ
νλ € νμλ€λ μ μμ μμκ° μλ€.The purpose of this study is to prepare the educational materials intended to promote understanding of poetry centering on composition of poetic subjects. A 'poetic subject' refers to the subject engaging in a locutionary act initiated in the process of reading a poem, and a 'poem' is eventually the result of such locutionary act conducted by the 'poetic subject' in a specific situation.
The concept of 'poems narrator' in poetics has diversely changed over a long period of time. The 'poetic subject' is a concept of sublating (Aufheben) the recognition of issues in both 'lyric self' and 'poetic speaker' and is a fictional existence to be recognized separately from the actual writer as well as a variable existence to be composed by readers. At the same time, however, it strongly reminds of the presence of the writer and serves the purpose of mediating the conversational relationship between the writer and the readers. In particular, 'answerability', which is being specifically aware of and implementing the awareness of others in the process of reading understanding a work also highlights the issue of 'moral responsibility' that readers are supposed to have. Taking consideration of these characteristics in the process of reading poetry, readers are able to go beyond reproducing self-assimilating interpretation in a repetitive manner and to ensure the possibility of further growth.
The poetic subject is the subject of the poetic 'locutionary act', and the primary cause of instigating an act originates from the subject's intent. This intent can be fully accepted as one of the constituents of the poetic subject together with the grounds used in the process only if the possibility of acceptance is recognized following the verification process of examining the both internal and external factors of text in a comprehensive manner. With this taken into consideration, this study has classified the components into the 'awareness of the locutionary situation', 'identification of the locutionary intent, and the 'understanding of the expression strategies' and examined the aspects of the poetic subject components revealed when focalizing each of the components. The type of 'responsive composition' identified in individual aspects combined with the classification of the composition moment builds the theoretical framework of the aspect analysis.
Based on the discussions so far, Chapter analyzes the hypothetical dialogical relationship among the works, narration of ones own poems, and various interpretative discourses to discuss the practical reality of the poetry reading centering on the composition of the poetic subject. The aspect of construing the poetic subject can be classified into 'supplementary composition', 'application composition', and 'executive composition' based on the type of responsive composition. The 'supplementary composition' deepens the understanding of the composition of the poetic subject of the preceding interpretation discourse and takes the aspect of further specifying or complementing the outcome. The 'application composition' takes the aspect of updating the composition of poetic subject of individual works by taking advantage of the common principle derived from the discourse of preceding interpretation. The 'executive composition' takes the aspect of critically overcoming and diverting the result of composition of the poetic subject in a different manner. The types of responsive composition may vary depending on where readers are positioning their relative positions in the process of reading the works and the preceding interpretation discourses in a collective manner. The study has examined the possibility of changes in fulfilling meanings by reclassifying patterns seen in different types into the composition moment of the poetic subject.
Then, the study has suggested the objective of poetry reading education centering on the composition of poetic subjects and how to design the educational content based on the aspect of the responsive composition. First, as the objective of education, the study has presented 'restoration of essential compositions in literary communications', 'promoting the ability of critical poetry reading centered on poetic subjects', and 'recognition of otherness by building the responsive relationship of interpretation discourse'. The ultimate goal is to stimulate the intellectual growth of learners by building a dialogical relationship with 'other-consciousness'.
When it comes to designing the educational content to achieve this goal, the study presents the premise of designing and systemizing the educational content. As the premises of designing the educational content, the study has emphasized a number of points, including accurate understanding of the characteristics of the poetic subject, ensuring diversity of available learning materials through a multi-categorical approach, and to appropriate conversion of the precedent interpretation discourse as a scaffolding of teaching-learning activities.
Under the assumption that these conditions are met, designing the educational content begins with the building the composition of the poetic subject, followed by recognition of the moment of composing the poetic subject, and systematization of the educational content based on the type of responsive composition. This study finds its meanings in that it has sought to illuminate the educational value of 'something new', which is practicable in poetry upon successful completion of these processes.κ΅ λ¬Έ μ΄ λ‘ β
°
μ°¨ λ‘ β
²
β
. μλ‘ 1
1. λ¬Έμ μ κΈ° λ° μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬μ¬ 8
3. μ°κ΅¬λμ λ° λ°©λ² 19
β
‘. μ μ½κΈ°μμ μμ 주체 ꡬμ±μ μ΄λ‘ 25
1. μμ 주체μ κ°λ
κ³Ό νΉμ± 26
(1) μμ 주체μ κ°λ
26
κ°. λμΌμ±κ³Ό λΉλμΌμ±μ μ§μμΌλ‘μμ μμ 주체 26
λ. μμ 주체 κ°λ
μ νμ© κ°λ₯μ± 31
(2) μ μ½κΈ°μμ μμ 주체μ νΉμ± 39
κ°. μ€μ μ κΈ°λ°ν νκ΅¬μ± 39
λ. λ
μμ μν λ³νκ°λ₯μ± 43
λ€. λνμ κ΄κ³ νμ±μμμ μλ΅μ± 47
2. μμ 주체μ μλ΅μ κ΅¬μ± μ리 53
(1) λ°ν νμλ‘μ μμ μνμ μλ―Έμ λ°ν 주체μ μλ 53
(2) μ μ½κΈ°μμ μμ 주체μ μλ΅μ κ΅¬μ± 59
κ°. μμ 주체 κ΅¬μ± κ³κΈ°μ μ΄μ ν 59
β λ°ν μν©μ μΈμ 60
β‘ λ°ν μλμ νμΈ 65
β’ νν μ λ΅μ μ΄ν΄ 69
λ. μλ΅μ ꡬμ±μ μ ν 73
β μ ν ν΄μ λ΄λ‘ μ 보좩μ κ΅¬μ± 75
β‘ κ³΅ν΅ μμμ μμ©μ κ΅¬μ± 76
β’ λΉνμ λ
μμ μ€νμ κ΅¬μ± 77
β
’. μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ°μ μ€μ 79
1. μλ£ λΆμμ κ΄μ κ³Ό λ°©λ² 79
2. μμ 주체μ μλ΅μ ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° 83
(1) μ ν ν΄μ λ΄λ‘ ꡬ체ν μ§ν₯μ 보좩μ κ΅¬μ± 84
κ°. λ°ν μν©μ μ κΈ°μ μΈμ 85
λ. νμΈλ μλμ μμ©μ μ μ© 90
λ€. νν μ λ΅ μ΄ν΄μμ κ²°λ½λ κ·Όκ±°μ 보μ 96
(2) κ³΅ν΅ μμμ μ μ΄(θ½η§»)λ₯Ό ν΅ν μμ©μ κ΅¬μ± 103
κ°. λ°ν μν©μ νμ₯μ μΈμ 104
λ. νμΈλ μλμ μ°μμ μ μ© 112
λ€. μ΄λ‘ μ κ·Όκ±°ν νν μ λ΅μ μ¬μ§μ 118
(3) λΉνμ μ νμ ν΅ν μ€νμ κ΅¬μ± 124
κ°. λ°ν μν©μ μ νμ μΈμ 124
λ. νμΈλ μλμ λΉνμ μ μ© 131
λ€. νν μ λ΅ μ΄ν΄μ κ·Όκ±°ν μ΄μ²΄μ μ¬κ΅¬μ± 136
β
£. μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘μ μ€κ³ 144
1. μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘μ λͺ©ν 145
(1) λ¬Έν μν΅μ λ³Έμ§μ ꡬλ 볡μ 145
(2) μμ 주체 κ΅¬μ± μ€μ¬μ λΆμμ μ μ½κΈ° λ₯λ ₯ ν₯μ 147
(3) ν΄μ λ΄λ‘ μ μλ΅μ κ΄κ³ νμ±μ ν΅ν νμμ±μ μΈμ 149
2. μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘ λ΄μ©μ μ€κ³ 151
(1) κ΅μ‘ λ΄μ© μ€κ³μ μ μ 151
κ°. μμ 주체 κ°λ
μ νΉμ± μΈμ 151
λ. λ€λ²μ£Όμ μ κ·Όμ ν΅ν νμ΅ μλ£μ λ€μμ± ν보 154
λ€. λΉκ³λ‘μ μ ν ν΄μ λ΄λ‘ μ κ΅μνμ λ³ν 158
(2) μμ 주체 ꡬμ±μ μ€μ¬μΌλ‘ ν μ μ½κΈ° κ΅μ‘μ λ΄μ© 161
κ°. μμ 주체 ꡬμ±μ ꡬλ νμ± 162
β νκ΅¬μ± κΈ°λ°μ κ°μ€μ ꡬλ 162
β‘ λ³νκ°λ₯μ± κΈ°λ°μ λ§₯λ½μ ꡬλ 164
λ. μμ 주체 ꡬμ±μ κ³κΈ° μΈμ 165
λ€. μλ΅μ ꡬμ±μ μνμ μν κ΅μ‘ λ΄μ© 168
β μμ 주체μ λ€μΈ΅μ κ΅¬μ± 170
β‘ νμ΅ λ
μμ μλ΅μ μμΉ μΈμ 172
β’ κ΅¬μ± κ²°κ³Όμ κ²μ¦κ³Ό νκ° 175
β
€. κ²°λ‘ 177
* μ°Έκ³ λ¬Έν 181
* Abstract 195Docto
λ΄μ₯ν νλ‘μΈμμμμ μ½λ ν¬κΈ° μ΅μ νλ₯Ό μν μν€ν μ² μ€κ³ λ° μ»΄νμΌλ¬ μ§μ
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ κΈ°Β·μ»΄ν¨ν°κ³΅νλΆ, 2014. 2. λ°±μ€ν₯.Embedded processors usually need to satisfy very tight design constraints to achieve low power consumption, small chip area, and high performance. One of the obstacles to meeting these requirements is related to delivering instructions from instruction memory/caches. The size of instruction memory/cache considerably contributes total chip area. Further, frequent access to caches incurs high power/energy consumption and significantly hampers overall system performance due to cache misses. To reduce the negative effects of the instruction delivery, therefore, this study focuses on the sizing of instruction memory/cache through code size optimization.
One observation for code size optimization is that very long instruction word (VLIW) architectures often consume more power and memory space than necessary due to long instruction bit-width. One way to lessen this problem is to adopt a reduced bit-width ISA (Instruction Set Architecture) that has a narrower instruction word length. In practice, however, it is impossible to convert a given ISA fully into an equivalent reduced bit-width one because the narrow instruction word, due to bitwidth restrictions, can encode only a small subset of normal instructions in the original ISA. To explore the possibility of complete conversion of an existing 32-bit ISA into a 16-bit one that supports effectively all 32-bit instructions, we propose the reduced bit-width (e.g. 16-bit Γ 4-way) VLIW architectures that equivalently behave as their original bit-width (e.g. 32-bit Γ 4-way) architectures with the help of dynamic implied
addressing mode (DIAM).
Second, we observe that code duplication techniques have been proposed to increase the reliability against soft errors in multi-issue embedded systems such as VLIW by exploiting empty slots for duplicated instructions. Unfortunately, all duplicated instructions cannot be allocated to empty slots, which enforces generating additional VLIW packets to include the duplicated instructions. The increase of code size due to the extra VLIW packets is necessarily accompanied with the enhanced reliability. In order to minimize code size, we propose a novel approach compiler-assisted dynamic code duplication scheme, which accepts an assembly code composed of only original instructions as input, and generates duplicated instructions at runtime with the help of encoded information attached to original instructions. Since the duplicates of original instructions are not explicitly present in the assembly code, the increase of code size due to the duplicated instructions can be avoided in the proposed scheme.
Lastly, the third observation is that, to cope with soft errors similarly to the second observation, a recently proposed software-based technique with TMR (Triple Modular
Redundancy) implemented on coarse-grained reconfigurable architectures (CGRA) incurs the increase of configuration size, which is corresponding to the code size of CGRA, and thus extreme overheads in terms of runtime and energy consumption mainly due to expensive voting mechanisms for the outputs from the triplication of
every operation. To reduce the expensive performance overhead due to the large configuration from the validation mechanism, we propose selective validation mechanisms for efficient modular redundancy techniques in the datapath on CGRA. The proposed techniques selectively validate the results at synchronous operations rather than every operation.Abstract i
Chapter 1 Introduction 1
1.1 Instruction Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 The causes of code size increase . . . . . . . . . . . . . . . . . . . . 2
1.2.1 Instruction Bit-width in VLIW Architectures . . . . . . . . . 2
1.2.2 Instruction Redundancy . . . . . . . . . . . . . . . . . . . . 3
Chapter 2 Reducing Instruction Bit-width with Dynamic Implied Addressing
Mode (DIAM) 7
2.1 Conceptual View . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2 Architecture Design . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.1 ISA Design . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.2.2 Remote Operand Array Buffer . . . . . . . . . . . . . . . . . 15
2.2.3 Microarchitecture . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 Compiler Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.3.1 16-bit Instruction Generation . . . . . . . . . . . . . . . . . . 24
2.3.2 DDG Construction & Scheduling . . . . . . . . . . . . . . . 26
2.4 VLES(Variable Length Execution Set) Architecture with a Reduced
Bit-width Instruction Set . . . . . . . . . . . . . . . . . . . . . . . . 29
2.4.1 Architecture Design . . . . . . . . . . . . . . . . . . . . . . 30
2.4.2 Compiler Support . . . . . . . . . . . . . . . . . . . . . . . . 34
2.5 Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
2.5.1 Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
2.5.2 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2.5.3 Sensitivity Analysis . . . . . . . . . . . . . . . . . . . . . . 48
2.6 Related Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Chapter 3 Compiler-assisted Dynamic Code Duplication Scheme for Soft
Error Resilient VLIW Architectures 53
3.1 Related Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
3.2 Compiler-assisted Dynamic Code Duplication . . . . . . . . . . . . . 58
3.2.1 ISA Design . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
3.2.2 Modified Fetch Stage . . . . . . . . . . . . . . . . . . . . . . 62
3.3 Compilation Techniques . . . . . . . . . . . . . . . . . . . . . . . . 66
3.3.1 Static Code Duplication Algorithm . . . . . . . . . . . . . . 67
3.3.2 Vulnerability-aware Duplication Algorithm . . . . . . . . . . 68
3.4 Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
3.4.1 Experimental Setup . . . . . . . . . . . . . . . . . . . . . . . 71
3.4.2 Effectiveness of Compiler-assisted Dynamic Code Duplication 73
3.4.3 Effectiveness of Vulnerability-aware Duplication Algorithm . 77
Chapter 4 Selective Validation Techniques for Robust CGRAs against
Soft Errors 85
4.1 Related Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
4.2 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
4.3 Our Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
4.3.1 Selective Validation Mechanism . . . . . . . . . . . . . . . . 91
4.3.2 Compilation Flow and Performance Analysis . . . . . . . . . 92
4.3.3 Fault Coverage Analysis . . . . . . . . . . . . . . . . . . . . 96
4.3.4 Our Optimization - Minimizing Store Operation . . . . . . . . 97
4.4 Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
4.4.1 Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
4.4.2 Experimental Results . . . . . . . . . . . . . . . . . . . . . . 100
Chapter 5 Conculsion 110
μ΄λ‘ 122Docto
Factors Affecting the Ipsilateral Breast Tumor Recurrence after Breast Conserving Therapy in Patients with T1 and T2 Tumors
λ³Έ λ
Όλ¬Έμ 2008λ
λνμΈκ³Όνν μΆκ³νμ λνμμ κ΅¬μ° λ°νλμμ.Purpose: Nearly half of all breast cancers are treated with breast conserving therapy (BCT). The purpose of this study was to identify the risk factors for ipsilateral breast tumor recurrence (IBTR) after BCT in T1 and T2 breast cancer patients. Methods: The medical records of 294 T1 or T2 breast cancer patients who underwent BCT at Seoul National University Hospital between January 1998 and December 2002 were retrospectively reviewed. Kaplan-Meier curves and Cox proportional regression analysis were used to identify the significant clinicopathologic factors that influence IBTR. Results: Among the 294 patients, 12 patients (4.8%) developed IBTR after a median follow-up of 82 months. Univariate analysis demonstrated that younger age (<= 35 year) had significant associations with IBTR (p=0.006). Tumor size, lymph node status, histologic grade, extensive intraductal component, lymphovascular invasion, and close resection margins were not significant factor associated with IBTR. The triple negative breast cancer subtype also did not have significant association with IBTR. Multivariate analysis showed that the younger age at diagnosis was a significant predictor of IBTR with a FIR of 3.86 (p=0.036; 95% CI, 1.09-13.60). Conclusion: Younger age at diagnosis (<= 35) may be associated with an increased risk of IBTR in patients who underwent BCT.Han W, 2010, BREAST CANCER RES TR, V119, P193, DOI 10.1007/s10549-009-0388-zBenson JR, 2009, LANCET, V373, P1463Luini A, 2009, BREAST CANCER RES TR, V113, P397, DOI 10.1007/s10549-008-9929-0Nguyen PL, 2008, J CLIN ONCOL, V26, P2373, DOI 10.1200/JCO.2007.14.4287Lee JW, 2007, J BREAST CANCER, V10, P206Dent R, 2007, CLIN CANCER RES, V13, P4429, DOI 10.1158/1078-0432.CCR-06-3045KANG SH, 2007, J KOREAN SURG SOC, V73, P385Haffty BG, 2006, J CLIN ONCOL, V24, P5652, DOI 10.1200/JCO.2006.06.5664Ahn SH, 2006, BREAST CANCER RES TR, V99, P209, DOI 10.1007/s10549-006-9188-xWapnir IL, 2006, J CLIN ONCOL, V24, P2028, DOI 10.1200/JCO.2005.04.3273Komoike Y, 2006, CANCER, V106, P35, DOI 10.1002/cncr.21551Abe O, 2005, LANCET, V366, P2087Noh WC, 2005, WORLD J SURG, V29, P1001, DOI 10.1007/s00268-005-7928-4Kim KJ, 2005, JPN J CLIN ONCOL, V35, P126, DOI 10.1093/jjcolyhi039Han WS, 2004, BMC CANCER, V4, DOI 10.1186/1471-2407-4-82MORROW M, 2004, DIS BREAST, P719Arriagada R, 2003, ANN ONCOL, V14, P1617, DOI 10.1093/annonc/mdg452Singletary SE, 2002, AM J SURG, V184, P383Veronesi U, 2002, NEW ENGL J MED, V347, P1227Fisher B, 2002, NEW ENGL J MED, V347, P1233Freedman GM, 2002, J CLIN ONCOL, V20, P4015, DOI 10.1200/JCO.2002.03.155Haffty BG, 2002, LANCET, V359, P1471Jobsen JJ, 2001, EUR J CANCER, V37, P1820Sasson AR, 2001, CANCER, V91, P1862Voogd AC, 2001, J CLIN ONCOL, V19, P1688Park CC, 2000, J CLIN ONCOL, V18, P1668Freedman G, 1999, INT J RADIAT ONCOL, V44, P1005Peterson ME, 1999, INT J RADIAT ONCOL, V43, P1029SUH CO, 1997, J KOREAN SOC THER RA, V15, P331BORGER J, 1994, J CLIN ONCOL, V12, P653WAZER DE, 1992, J CLIN ONCOL, V10, P356SOLIN LJ, 1991, INT J RADIAT ONCOL, V21, P279JACQUEMIER J, 1990, BRIT J CANCER, V61, P873VERONESI U, 1990, EUR J CANCER, V26, P671FOURQUET A, 1989, INT J RADIAT ONCOL, V17, P719LOCKER AP, 1989, BRIT J SURG, V76, P890
Estimating quality evaluation attributes based on external characteristics of software
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μ κΈ°. μ»΄ν¨ν°κ³΅νλΆ,2008.2.Docto
A Study on Intersubjective Reading Education of Poetry Text
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Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡), 2013. 8. μ€μ¬ν.λ³Έ μ°κ΅¬λ νμ΅ λ
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μλ€μ μνΈμμ©μ ν΅ν΄ λ€μν ννλ‘ κ΅¬μ±λ μ μλ κ²μμ μ μ μλ€. λ³Έ μ°κ΅¬λ λ¨Όμ μ ν
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κ·Έλμμ μ μ½κΈ° κ΅μ‘ μ°κ΅¬λ νμ΅ λ
μ μ€μ¬μ λ€μν μ½κΈ°λ₯Ό μ§ν₯νμμ§λ§ κ·Έ λ€μν ν΄μλ€μ΄ λ§λ€μ΄λ΄λ νΌλμ λν΄μλ λλ ·ν ν΄κ²°μ±
μ μ μνμ§ λͺ»νμλ€. νλμ μ ν
μ€νΈμ λν λ€μν ν΄μλ€μ΄ μ‘΄μ¬ν λ μ΄λ€ μ¬μ΄μ μν΅μ μν κ΅μ‘μ κ²½νμ μ 곡νλ κ²μ ν΄μμμ νΌλμ μ€μ΄κ³ μνΈμ£Όκ΄μ κ΄κ³λ₯Ό νμ±νλ μ μ©ν λ°©λ²μ΄ λ μ μλ€. νμ΅ λ
μλ μν΅μ κ³Όμ μμ μ κΈ°λλ νλΉμ± μꡬλ₯Ό ν΅ν΄ μ ν
μ€νΈμ μ μ¬μ μλ―Έ μμμ νμ₯νλ ννΈ, μ ν
μ€νΈμ μλ―Έκ° κ³Όμ μ μΈ μ±κ²©μ κ°μ§λ€λ κ²μ μ΄ν΄ν μ μλ€. λμκ° μ΄λ¬ν μν΅μ κ³Όμ μ λ΄λ©΄νν¨μΌλ‘μ¨ νμ΅ λ
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μ€νΈμ λν λ°μ±μ ν΄μ λ₯λ ₯μ μ μ₯μν¬ μ μλ€.
λ³Έ μ°κ΅¬λ μ ν
μ€νΈμ ν΄μμ§μ μ λν νλΉμ±μ μκ΅¬κ° ν¬κ² μΈ κ°μ§ λ²μ£Όλ‘ λλμ΄μ§λ€κ³ 보μλ€. 첫째, ν΄μμ§μ μμ λλ¬λλ μ 보μ μ§μμ¬λΆλ₯Ό λ¬Έμ μνλ μ¬μ€μ±μ μꡬμ΄λ€. λμ§Έ, ν΄μμ§μ μ ꡬμ±νλ μλ―Έ λ§₯λ½μ κ°μ°μ±μ λ¬Έμ μνλ μ λΉμ±μ μꡬμ΄λ€. μ
μ§Έ, ν΄μμ§μ μ μμ©νλ ν΄μ주체μ κ΄μ μ΄ κ³΅μ λ μ μλμ§λ₯Ό λ¬Έμ μνλ μ§μ€μ±μ μꡬμ΄λ€. μ΄λ¬ν νλΉμ± μꡬμ κΈ°λ°μ λκ³ μ΄ν΄μ μ‘°μ μ΄ μΌμ΄λλ©°, μ΄λ₯Ό ν΅ν΄ νμ΅ λ
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κ³Όλ λ¬λ¦¬, νλΉμ±κ³Ό ν©λ¦¬μ±μ κ·Όκ±°ν μ΄ν΄μ μ‘°μ μ μ μ 체νμ 곡μ λ‘ μ΄μ΄μ Έ μ΄λ₯Ό μ¬ννλ λ° κΈ°μ¬νλ€.
νμ΅ λ
μλ€μ μμ¬μν΅μ ν΅ν μνΈμ΄ν΄μ κ°λ₯μ±μ νμΈνκΈ° μνμ¬ μ€νμ‘°μ¬λ₯Ό μ€κ³νμλ€. μ€νμ‘°μ¬μμ μ€μ νμ΅ λ
μλ€μ΄ μμ¬μν΅νλ μμμ νλΉμ± μꡬμ μ νμ λ§κ² λΆλ₯νκ³ κ΅¬μ²΄μ μΈ νμμ κ΄μ°°νμλ€. μν΅μ ν΅ν μνΈμ΄ν΄μ 쑰건μ μνΈ μΈμ§νκ²½μ μ 립, κ°μ°μ±μ ν보, ν΄μ κ΄μ μ μ νμΌλ‘ λλμ΄ κ°κ°μ μμμ μ΄νλ€. μ€νμ‘°μ¬ κ²°κ³Όμ λΆμμμ ν΄μμ§μ μ μ‘°μ μ΄ κ°κ° λ€λ₯Έ μνΈμ΄ν΄μ 쑰건λ€κ³Ό κ΄κ³λ₯Ό λ§Ίκ³ μλ€λ μ μ΄ νμΈλμλ€. λ§λΆμ¬ μ΄λ¬ν μνΈμ΄ν΄μ νμ±μ΄ μ μ 체νμ 곡μ μλ κΈ°μ¬νκ³ μμμ 보μλ€.
μ΄λ¬ν λ
Όμλ₯Ό λ°νμΌλ‘ ꡬ체μ μΈ κ΅μ‘μ λ΄μ©κ³Ό λ°©λ²μ μ€κ³νμλ€. νλμ κ΅λ©΄μμ κ΅μ¬μ μ§μ μ μΈ κ°μ
μ μ΅μνλμ΄μΌ νκΈ° λλ¬Έμ νμ΅ λ
μλ€μ΄ κ΅μ‘μ λͺ©νμ μ ν©ν νλμ μνν μ μκ²λ νλ €λ©΄ νλ μ΄μ μ μ μλλ κ΅μ‘μ λͺ©νμ λ΄μ© λ° μ μ°¨λ₯Ό λΆλͺ
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μ€κ³μ μμ©νλ μ£Όμ λ³μΈλ€μ κ³ λ €νμ¬ κ΅μ-νμ΅μ νκ²½μ μ‘°μ±ν λ νμν 쑰건λ€μ κ²ν νμλ€. μ€μ κ΅μ‘μ μ μ°¨λ κ°λ³ λ°μμ νμ±, μ΄ν΄μ 곡μ λ° μ‘°μ , λ΄λ©΄νμ λ¨κ³λ₯Ό μμ νκ³ , κ°κ°μ λ¨κ³μ μ ν©ν νλλ€μ μ°κ³νλ λ°©μμΌλ‘ μμ νμλ€.
μ€μ κ΅μ‘ νμ₯μμ νμ΅ λ
μλ€μ μμ¬μν΅μ λΉν¨μ¨μ μ΄κ±°λ λΆκ°μ μΈ κ²μΌλ‘ μΈμλμ΄ ν¬κ² μ£Όλͺ©λ°μ§ λͺ»νλ€. μ΄μ λν΄ λ³Έ μ°κ΅¬λ νμ΅ λ
μλ€μ μμ¬μν΅μ μ€μ¬μΌλ‘ λ€μν ν΄μλ€ μ¬μ΄μ νλΉμ± λ¬Έμ λ₯Ό κ²ν νμ¬ νμ΅ λ
μλ€μ 주체μ μ΄κ³ λ₯λμ μΈ μ μ½κΈ° λ₯λ ₯μ ν₯μμν€κΈ° μν κ΅μ‘μ λ΄μ©κ³Ό λ°©λ²μ λͺ¨μνμλ€λ μ μμ μμλ₯Ό κ°μ§λ€.This study suggests a teaching method that improves intersubjective poetry interpretation skill through learners communication, which is a medium of understanding poetry. Intersubjectivity, which commonly exists in majority beyond individual subjectivity, is formed by the relationship and the interaction of numerous subjects. Looking at the activity of poetry interpretation in the intersubjective point of view, the meaning of a text does not exist in the text but is constructed through the text readers interactions.
Studies on poetry interpretation by now have not proposed a definite solution for the confusion derived from diverse interpretations of individual learners. Regarding this problem, providing criteria to differentiate between proper and improper interpretations is a necessary method for decreasing interpretative confusions and building intersubjective relationship.
Learners are not just able to extend the latent meaning field of poetry by determining validity, but also understand that the meaning of poetry has a proceptive characteristic, which means that the meaning is constantly being formed. In addition, learners are able to attain a reflective semantic construction ability on poetry through communication process.
This study suggests that there are three claims to judge the validity of learners interpreting statement. The first one is the claim of truth that decides whether the data of interpreting statement is true or not. The second one is the claim of rightness that judges whether the meaning connection of interpreting statement has a probability or not. The third one is the claim of sincerity that decides whether the view of interpreting statement is able to be trusted and sympathized or not.
This study classified the aspects of learners communication and observed detailed specific examples to ascertain a possibility of mutual understanding through communication. The result was as in the following. The learners obtained mutual cognitive environment through mediation influenced by the truth claim. The learners also highly improved the probability of interpreting statement through mediation influenced by the rightness claim. Finally, from mediation influenced by the sincerity claim, this study was able to ascertain a state that the learners understood text on the others view and switched their view of interpretation according to the understanding. In addition, the learners emotions were shared through those three mediations.
This study has planned a detailed teaching method for intersubjective reading of poetry based on those discussions. The object of teaching intersubjective poetry reading is to improve learners intersubjective poetry interpretation skill. This study suggests the next three things as the teaching contents to achieve that objectdiversification of reaction to the poetry text, activation of the learners interaction, and internalization of communication process.
Before starting class, teaching-learning environment should be constructed properly. A practical class procedure according to the referred teaching contents is comprised of these three stepsforming reaction to a poem through writing report, intersubjective composing of the poem's meaning through discussion and debate, and internalizing the reading process through writing criticism on communication.
This study is significant in the sense that it has seeked for a teaching method to improve learners abilities of independent and active poetry reading by making them judge validity among divers interpretations based on their communications.κ΅ λ¬Έ μ΄ λ‘ β
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(A)Study on the improvement of HEMT Yield for high speed digital IC
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Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μ κΈ°.μ»΄ν¨ν°κ³΅νλΆ,2005.Maste
Surgical anatomy of the temporal branch and marginal mandibular branch of the facial nerve based on the dissection of 54 facial halves
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골 골μ μ 볡μ , κ²½λΆ μΆνΌμ κ±°μ , μλ©΄ κ²½λΆ μ¬κ±΄μ μμ μ¬ μ μλ€.
54μμ μλ©΄ ν΄λΆμμ μΈ‘λμ§μ μλΆμ§μλ 1κ°μμ 4κ°λ‘ λ€μνμΌλ κ·Έ μ£Όνλ°©ν₯μ κ±°μ μΌμ νμλ€. μ΄μ£Ό(tragus)μ μ λ°© 16.6γμμ λμΉλ°©ν₯μ ν₯νμ¬ μλ§ν 곑μ μ μ΄λ£¨λ©° λμΉμΈκ°μ μλ°© 16.7γλ₯Ό μ§λλ©° μ λκ·Ό(frontalis)μ λΆν¬νλ€.
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μ°μ§λ 1κ°μμ 4κ°μ μλΆμ§λ₯Ό κ°μ§λ©° 77.8%λ νμ
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From the anatomical point of view, the variations of the temporal branch and marginal mandibular branch of the facial nerve are a hazard to surgical procedure. A lesion of the branch occurs during a facelift procedure, tumor resection, deep frontal laceration, or scar revision. a lesion of the mandibular branch occurs during a mandibular fracture reduction procedure, face lift procedure, or cervicofacial reconstructive surgical procedures.
Based upon the dissection of 54 facial halves, temporal branch was noted variation in number, 1 to 4, and disposition, but th direction was constant. The course projected on the skin was a line starting from a point 16.6 mm anterior to the tragus in the direction of the eyebrow, passing 16.7 mm above the lateral extremity of the eyebrow.
The mandibular branch posterior to the facial artery passed above the inferior border of the mandible in 77.8% of the specimens while anterior to the facial artery it passed above the border of the mandible in 100% specimens.
The mandibular branch had multiple minor branches, 1 to 4.restrictio
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