주제발표 3 : 교육경쟁력 강화를 위한 사학운영체제 개선 방안 - 자립형 사립고와 자율학교 -

이일용 대한사립학교장회(구 대한사립중고등학교장회) 2004 私學 Vol.108 No.-

정책분석 방법으로서의 체제 동태분석론

이일용 中央大學校 韓國敎育問題硏究所 1990 韓國敎育問題硏究所論文集 Vol.- No.6

System Dynamics is a way of combining all available information, including written descriptions and personal experience, in a computer simulation to yield a better understanding of social systems. System dynamics has a background of three earlier developments: traditional management of social systems, feedback theory, and computer simulation. The field of system dynamics has been developed at MIT and elsewhere since 1956. Six types of activities are involved in the process of constructing a computer simulation model using the system dynamics approach: problem definition, system conceptualization, model representation, model behavior, model evaluation, and policy analysis and model use. Causal loop diagrams and flow diagrams are used before a final model is constructed. Relationships of systems are expressed mathematically and programmed in the DYNAMO (DYNAmic MOdels) simulation language. In the DYNAMO simulation language, three kinds of variables are used, along with formal flow diagramming and equation writing notations. All systems can be represented in terms of level and rate variables, with auxiliary variables used for clarity and simplicity. a level is an accumulation, or an integration, over time of flows or changes that come into and go out of the level. A rate is a flow, decision, action or behavior that changes over time as a function of the influences acting upon it. all tangible variables are either levels or rates, but there is one more type of information variable, auxiliary. Equations permit expressing model relationships in explicit quantitative terms that can then be simulated by a computer. The equation types correspond to the variable types. Each variable in each equation must indicate the specific point in time or time period to which it refers. K refers to the current point in time, J refers to the previous point in time (one time interval ago), and L represents the next point in time (one time interval into the future). The most recent time interval is denoted by .JK and the next time interval by .KL. Each time interval has the duration DT(Delta Time). System dynamics tends toward the Kantian rationalist school of thought that believed in inescapable structures of thought that believed in inescapable structures of knowledge that transcend empirical observation. Criticisims on system dynamics often come from a different epistemological position, that of logical positivism and Humean empiricism. Regardless of these epistemological issues, system dynamics deserves more attention from policy modelers because of its unusual attention to closed-loop feedback and delay consideration.

II.체제동태 분석학을 이용한 한국 고등교육 정책분석

이일용 한국교육행정학회 1989 한국교육행정학회 학술연구발표회논문집 Vol.1989 No.9

미국의 판례에 나타난 학교에서의 체벌에 대한 연구

이일용 中央大學校 韓國敎育問題硏究所 1995 韓國敎育問題硏究所論文集 Vol.- No.10

Corporal punishment is used in American schools to achieve educational goals. But, corporal punishment sometimes causes to litigate. It is difficult for a court to decide whether a certain corporal punishment is educational or not. In this research, corporal punishment cases are analyzed. In the United States, in 1993, corporal punishment is prohibited by law in 23 states. Other states are allowed to use corporal punishment. The Ingraham v. Wright case in 1977 was the important one. Glaser v. Marietta(1972), Ware v. Estes(1973), Baker v. Owen(1975), Ingraham v. Wright(1977), Hall v. Tawney(1980), Brooks v. School Board of the City of Richmond(1983), Garcia v.Miera(1987), and Cunningham v. Beavers(1988) were introduced. Above cases were analyzed in the following fields: protection against cruel and unusual punishment; substantive due process; procedural due process; the claim of parental right; civil tort claims for excessive punishment; and educational problems. Courts have, over the years, spelled out nine general guidelines as to what constitutes reasonable corporal punishment. These guidelines suggest that corporal punishment: must be allowed by state statue; must be implemented consistent with state statutory requirements; must be used as a method of correction: must not be cruel or excessive; must not involve anger or malice; must suit the age, sex, and physical condition of the child; must involve use of an appropriate instrument; must not leave permanent or lasting injuries; and must be appropriate for the offense. In sum, reasonable corporal punishment is allowed by American courts. Students must prove facts with supporting evidence. Courts decide reasonableness with the following facts: age, past behavior, instrument, and motive. Corporal punishment with malice is not constitutional. In states that corporal punishment is allowed by law, following facts should be articulate in law: place, number, witness, and instrument size. In practice, corporal punishment should not violate the eighth amendment and the fourteenth amendment.

효과적인 학교의 특성 및 학교개선에 관한 연구

이일용 中央大學校 韓國敎育問題硏究所 1994 韓國敎育問題硏究所論文集 Vol.- No.9

The purpose of this study is to analyze the school(process) variable which affect each student's achievement. The school variables to make schools effective were found. According to the results, school improvement programs were made. We researched the effects of school improvement programs. In 1950s and early 1960s, it was thought that the relationship between achievement and quality of school education is very high. However, the result of Coleman report denied the school effects. After the Coleman report, the measurement of school effects became again important. Movement of effective school studies tried to prove the existence of effective schools. Recent researches reported characteristics of effective schools as follows : good school climate ; emphasis of basic skills ; teacher's expectation for students ; clear educational objectives and continuous evaluation ; and principal's leadership. Among them, the principal's leadership was emphasized. How effectively can we improve our schools? The answer of this question is the following : principal's vision ; planning based on theory and research results ; security effort of resources ; administrative support ; support of school staff ; specific objective and various practice effort ; high expectation ; help atmospere in schools ; continuous implemention ; diffusion of improvement movement ; patience in time ; and evaluation. In Korea, to improve schools, the following aspects should be reconsidered : from uniformity to diversity ; improvement of educational productivity ; consideration of the uniqueness of Korean school situations : diversification of research methods : and practical methods of school improvement .

왜곡된 계통전압에서도 강건한 새그검출기법

이일용,차한주 대한전기학회 2012 대한전기학회 학술대회 논문집 Vol.2012 No.4

본 논문에서는 SEMI F47을 만족하는 3상 새그 전압 보상기에 적용 가능한 방법으로 이산 퓨리에 변환을 통해 피크전압을 검출하여 고조파가 함유된 계통조건에서도 안정적으로 동작 가능한 새그 검출기법을 제안하였다. 제안한 새그 검출기법을 시뮬레이션을 통해 검증하고, 실제 실험을 통해 동작을 확인하였다.

지역특징분석을 이용한 SVM 커널 디자인

이일용,안정호 한국디지털콘텐츠학회 2010 한국디지털콘텐츠학회논문지 Vol.11 No.1

The purpose of this study is to design and implement a kernel for the support vector machine(SVM) to improve the performance of face recognition. Local feature analysis(LFA) has been well known for its good performance. SVM kernel plays a limited role of mapping low dimensional face features to high dimensional feature space but the proposed kernel using LFA is designed for face recognition purpose. Because of the novel method that local face information is extracted from training set and combined into the kernel, this method is expected to apply to various object recognition/detection tasks. The experimental results shows its improved performance. 얼굴인식과 같은 고차원 영상의 패턴분류 문제에서는 특징추출과정이 필수적이라 할 수 있다. 특징추출방법 중 부분공간기법은 데이터의 표현이 우수할 뿐만 아니라 차원 감소 면에서도 효율적이라 보고되고 있으며, 그 대표적인 방법으로 주성분분석, 선형판별분석 등이 널리 알려져 있다. 하지만, 이들 방법은 전역적 변환 방법으로써 포즈, 조명 등의 변화에 민감하여, 그 변화량이 크면 전역적 변환으로 인한 얼굴정보가 전체적으로 손실될 가능성이 크다. 따라서, 이러한 변화들에 대해 잘 대처하기 위해서는 얼굴영상에서 변화들을 상쇄시키는 정규화 작업을 수행해야만 한다. 정규화를 추구하는 이유는 일반적인 얼굴과 가깝게, 다시말해 평균 얼굴과 가깝게 하기 위함이고, 이러한 정규화를 위해서는 부분적 변환 방법이 이상적이라 할 수 있다. 이 방법은 변환으로 인한 얼굴 정보가 부분적 손실만을 유발하기 때문에 전역적 변환 방법에 비해 적합하다고 할 수 있다. 본 논문에서는 지역적 부분공간기법 중 지역특징분석을 SVM커널에 적용하여, 기존 SVM다항식 커널에 지역적 정보를 포함시킴으로써, 보다 강력하고 새로운 SVM커널을 디자인하였다.

교육개혁 10년: 성과와 과제 초·중등교육분야의 개혁

이일용 한국교육정치학회 2005 한국교육정치학회 학술대회논문집 Vol.17 No.-

고등학교 입학제도 개선에 관한 연구

이일용 中央大學校 韓國敎育問題硏究所 1997 韓國敎育問題硏究所論文集 Vol.- No.12

The purpose of this study was to evaluate reforms of the high-school entrance examination system. From 1974, the high-school equalization policy has been activated. However, the Presidential Commission on Education Reform announced reform plans in 1995. 5. 31. In this paper, several parts are reviewed: the history of Korean high-school entrance system: the development of Korean high-school entrance system reforms in 1986-1998; high-school examination problems; and future directions. The development of the high-school examination system is divided into 9 stages: ① school control period(1945-1950), ② government examination periodⅠ(1951-1953), ③ parallelism period of with/without examinations(1954-1957), ④ allied question-making period(1958-1961), ⑤ government examination periodⅡ(1962-1963) ⑥ joint question-making period in each province(1964-1965), ⑦ parallelism period of separate/independent question-making(1966-1973), ⑧ period of preliminary examination and lottery system(1974-1995), and ⑨ period of school choice and school report(1996-). The Presidential Commission on Education Reform recommended three ideas. The first was a school choice idea. The second was that examinations of special high-schools should be eliminated. The third was that new self-help private schools can be established in the future. In 1996, the school choice system was started in part. In 1997-1998, the school choice system was also expanded. Examination types are school reports, high-school examination results, school reports are + high school examination results in general high-schools. School reports are composed of subject results, attendance, affective areas, extracurricular, service to society, and contest results. In special high-schools, interview and performance ability are also considered. Problematic areas of the present high-school entrance system are as follows: ① school district, ② standard of drawing, ③ announcement of the decided entrance method in advance, ④ special high-school's function, and ⑤ area difference of students' abilities among high-schools. The directions of high-school entrance system reforms are as follows: ① diversification of high-schools, ② localization, ③ school choice enlargement, ④ the direction of advance application, later drawing, ⑤ lottery method, ⑥ reform of education environment(building, teacher, busing, etc.) and ⑦ accurate measurement of students' abilities in subjects.

학교사고에 대한 판례연구

이일용 中央大學校 韓國敎育問題硏究所 1999 韓國敎育問題硏究所論文集 Vol.- No.14

This study was to investigate the tort liability, school accident cases, and recommendations for practice. Grounds for actions in tort may be divided into three categories : (1) intentional interference, (2) strict liability, and (3) negligence. Each of these may be applied to cases in public schools where pupils are injured. To have a valid cause of action for negligence certain prerequisites muse exist and are frequently summarized into four categories : (1) A duty on the part of the actor to protect others, (2) a failure on the part of the actor to exercise an appropriate standard of care, (3) the act must be the proximate cause or legal cause of the injury, and (4) an injury causing damage or loss, must exist. In all cases involving negligence, the defendant may attempt to show that he is not negligent because the injury was a mere accident, that his act was not the proximate or legal cause of injury, or that some these essentials of a tort claim there are other rejoinders against negligence that may be classified as defenses. The more common of these are : (1) contributory negligence. (2) comparative negligence, (3) assumption of risk, and (4) immunity. With these ideas, 7 cases were selected and reviewed. Recommendations for principals, teachers, and parents are listed.