언어,교육 : 한국어에 나타나는 "진실" 표현 어휘의 담화표지 기능 연구

김태호 ( Tae Ho Kim ),정선영 ( Seon Yeong Jeong ) 경희대학교 비교문화연구소 2012 비교문화연구 Vol.29 No.-

A Corpus-based Study of the Truth-related Words in Korean Used as Discourse Markers. Kim, Taeho & Jeong, Seon-yeong . 2012. Studies in Cross-cultural studies. This study investigates how the truth-related words in Korean, which were originally noun or adverb with ``truth`` related meaning, can be used as discourse markers with the functions such as ``emphatic marker``, ``attention getter``, or ``hesitation marker``, and it argues that such functions of the discourse markers are the result of grammaticalization process. That is to say that the truth-related words have acquired new functions as discourse markers from their corresponding lexical items as a noun or an adverb through grammaticalization process. In this study, we demonstrate that the truth-related words tend to appear sentence-initially or sentence-medially when they are used as discourse markers. We also show that they are most likely to be used as emphatic marker because of the lexical meaning of the truth-related words. Finally, we state that truth-related words differ from one another in where they appear and what function they are used with.

腰痛症의 鍼灸療法에 關한 文獻的 考察

崔翊善,崔容泰 慶熙大學校韓醫科大學韓醫學硏究所 1978 慶熙韓醫大論文集 Vol.1 No.-

Design of T-S(Takagi-Sugeno) Fuzzy Control Systems Under the Bound on the Output Energy

Kim, Kwang-Tae,Joh, Joog-Seon,Kwon, Woo-Hyen Institute of Control 1999 Transaction on control, automation and systems eng Vol.1 No.1

This paper presents a new T-S(Tae-Sugeno) fuzzy controller design method satisfying the output energy bound. Maximum output energy via a quadratic Lyapunov function to obtain the bound on output energy is derived. LMI(Linear Matrix Inequality) problems which satisfy an output energy bound for both of the continuous-time and discrete-time T-S fuzzy control system are also derived. Solving these LMIs simultaneously, we find a common symmetric positive definite matrix P which guarantees the global asymptotic stability of the system and stable feedback gains K's satisfying the output energy bound. A simple example demonstrates validity of the proposed design method.

급랭응고한 Mg-Zn-Ca-Si계 합금의 열안정성에 관한 연구

김태봉,김선화 순천향대학교 부설 산업기술연구소 2000 순천향 산업기술연구소논문집 Vol.6 No.1

Melt spinning process was used to prepare the rapidly solidified ribbons of Mg-6Zn-5Ca(wt%) alloys with 1, 2 wt% Si. In present work, SEM, EDS, XRD, and microhardness test were performed to investigate the characteristics of the ribbons. The microhardness of the ribbons according to Si content decreased slowly since the content of MgCaSi precipitates in air side of ribbons increased. The Mg-6Zn-5Ca-1Si melt-spin ribbon heat-treated at 150 ℃ and 1hr showed the maximum microhardness and then its microhardness decreased slowly above 150 ℃.For the ribbon of alloy with 2 wt% Si, its hardness increased up to 200℃ and then decreased rapidly. As the content of Si and the heat-treatment temperature increased, the content of MgCaSi formed initially in air side increased. The present result showed that the addition of Si to Mg-6Zn-5Ca alloys decreased the microhardness of the ribbons and did not improve them mechanically even after aging.

특수교육지원센터 운영 방안 연구

이미선,김태준,이유훈,조광순 국립특수교육원 2005 연구보고서 Vol.- No.7

우리 나라 교육인적자원부에서 2001년부터 설치 · 운영하기 시작한 지역 중심의 지원체제인 특수교육지원센터의 대부분은 아직까지 실질적으로 제 기능을 수행하지 못하고 있는 것으로 보고되고 있다. 이에 본 연구에서는 특수교육지원센터의 운영을 활성화할 수 있는 정책 방안을 모색함으로써 향후 지역 중심의 특수교육 지원체제 구축과 관련된 정책 수립의 기초 자료를 제공하고자 하였다. 위와 같은 목적을 달성하기 위해 본 연구에서는 주요 OECD 국가의 특수교육지원센터 관련 법규, 정책 및 운영 실태에 관한 문헌을 분석하였다. 또한, 우리 나라 특수교육지원센터 관련 법규와 정책에 관한 문헌을 분석하였으며, 특수교육지원센터의 운영 책임을 맡고 있는 교육청의 특수교육 담당 장학사의 특수교육지원센터의 전담 혹은 지원교사 전수를 대상으로 설문조사를 실시하였다. 이 외에도 본 연구에서는 문서자료 분석을 실시하였고, 연구자 협의회를 개최하였다. 본 연구는 문헌연구, 설문조사, 문서자료 분석 및 연구자 협의회 결과를 모두 종합하여 다음과 같은 특수교육지원센터 운영의 기본 방향과 구체적인 운영 방안을 제시하였다. 첫째, 우리 나라 특수교육지원센터이라는 기관의 성격을 특수교육 대상학생에게 적절한 교육을 제공하고, 특수교육 대상학생의 긍정적 결과에 도움이 되는 활동을 지원하며, 이들에게 제공되는 교육 서비스의 질적 수준을 향상시킬 수 있도록 하는 '지역 중심의 지원기관'으로 규정하고자 한다. 둘째, 위에서 언급한 지원기관으로의 역할을 수행할 수 있도록 특수교육지원센터 운영은 다음과 같은 방향으로 운영되도록 한다. 즉, (1) 개인적 차원의 지역사회에 기초하여 운영되어야 하며, (2) 지역 내 관련기관 및 단체와의 연계 · 협력을 통해 효율적으로 운영될 수 있도록 하고, (3) 정상화 원리에 기초하여 운영되어야 하며, (4) 학교 차원에서 특수교육 대상학생에게 지원을 제공할 수 있도록 하고, 학교 차원에서 지원을 제공할 수 없는 경우 지원기관인 특수교육지원센터에서 지원을 제공하는 단계적 지원 모형을 적용하도록 하며, (5) 특수교육 대상학생의 전 생애 주기에 걸쳐 알맞은 지원을 제공하도록 하며, (6) 특수교육 대상학생 뿐 아니라 교사, 학교, 가족, 교육청 특수교육 담당 장학사 및 기타 관련기관의 전문가들까지 지원 대상으로 포함시켜 이들에게 기술적 도움과 지원을 제공하는 방향으로 운영되도록 한다. 셋째, 특수교육지원센터의 설치 장소는 해당 지역의 지원센터에서 계획한 다양한 지원 기능을 수행하는데 충분한 공간이 확보되면서 수요자들에게 접근이 용이한 장소를 지역 실정에 맞게 지역교육청 뿐 아니라 특수학급, 특수학교, 대학, 장애인복지관 혹은 별도의 독립된 공간 등에 융통성있게 설치할 수 있도록 행정 지침을 제시하도록 한다. 넷째, 특수교육지원센터의 지원 기능은 우선적으로 지역 내 특수교육 지원에 대한 요구 조사 결과에 기초하여 지역 실정에 맞게 융통성있게 계획하여 시행하도록 하되, 가능한 다음과 같은 지원 기능을 포함하도록 한다. 즉, (1) 특수교육 관련 정보 제공, (2) 가족지원 활동, (3) 다양한 지원 및 서비스의 연계 · 조정 · 통합, (4) 조기발견 활동, (5) 특수교육 대상학생의 진단, 적격성 판정 및 배치 지원, (6) 특수교육 · 통합교육 · 치료교육에 대한 기술적 도움, (7) 특수교육 · 치료교육 서비스의 제공, (8) 진로, 전환 및 직업 교육 지원, (8) 장애인의 평생교육 지원, (10) 특수교육 관련 연수의 제공과 지원, (11) 기타 특수교육 관련 자료, 기자재 및 공학기구의 대여 활동. 또한, 이러한 특수교육지원센터의 지원 기능과 관련하여 전문가들에게 기술적 지원과 도움을 제공하도록 한다. 다섯째, 위에서 언급한 특수교육지원센터의 지원 기능을 수행하기 위해 특수교육지원센터에는 치료교육 교사, 특수교육 교사, 직업교육 교사, 심리진단 전문가(혹은 교육심리학자), 행동지원 전문가, 상담 전문가, 사회복지사, 가족지원 전문가, 특수교육 관련분야의 연구원, 보조공학 전문가, 사무직 등 최소한 11명의 전담인력을 배치하되, 장기적으로 치료교육 교사는 치료교육 전문 분야별로, 특수교육 교사는 교육 단계별로 세분화하여 배치하도록 한다. 한편, 특수교육지원센터에 필요한 전담인력 분야인 서비스 조정자는 특수교육 교사, 사회복지사, 가족지원 전문가들이 이러한 업무를 담당하도록 하며, 의사는 지역사회 내 의사를 특수교육지원센터 협력 인력으로 지정하여 지원을 받도록 한다. 그러나, 위와 같은 특수교육지원센터 전담인력은 해당 지역의 특수교육지원센터 지원 기능을 효율적으로 수행할 수 있도록 지역 실정에 맞게 융통성있게 배치하도록 한다. 한편, 특수교육지원센터에 배치할 다양한 분야의 전담인력 배치 순서는 특수교육지원센터의 지원 기능 중 가장 시급하게 활성화되어야 하는 지원 기능으로 나타난, '통합학급과 특수학급에 대한 특수교육 및 다양한 치료교육 서비스 제공이나 지원' 기능을 수행하는데 필요한 전문인력인 특수교육 교사 1명 및 치료교육 교사 1명을 우선적으로 배치하도록 한다. 또한, 현행 법규 조항 하에서 교사 자격증이 없는 전문가의 경우 특수교육지원센터로의 배치가 어려움을 고려하여 향후 특수교육진흥법의 개정을 통해 특수교육지원센터를 교육청 산하 특수교육기관으로 규정함으로써 특수교육지원센터에 다양한 분야의 전문인력이 배치될 수 있도록 한다. 여섯째, 향후 특수교육지원센터는 교육청의 특수교육운영위원회와 역할을 구분하여 특수교육 대상학생의 진단을 실시하고, 진단 결과에 기초하여 진단 보고서(판정 가능한 장애 범주, 아동에게 필요한 서비스, 적절한 교육환경 결정 및 IEP 개발에 도움이 되는 내용 포함)를 작성하여 특수교육운영위원회에 제시함으로써 특수교육운영위원회에서 특수교육 대상학생을 판정하고, 배치 환경을 심사하는데 도움을 주도록 한다. 일곱째, 특수교육지원센터 다양한 지원 기능을 활성화하기 위해서는 (1) 특수교육지원센터의 구체적인 법적 근거 마련, (2) 특수교육지원센터 운영을 위한 충분한 예산 확보, (3) 단계적 지원 모형의 도입을 위해 학교에 충분한 특수교육 전문가 배치 및 학교와 교사에 대한 기술적 도움과 지원의 제공, (4) 교육청에 특수교육 전담 장학사의 배치 및 이들에 대한 기술적 도움과 지원의 제공, (5) 지역 차원 뿐 아니라 시 · 도 혹은 중앙정부 차원의 특수교육지원센터 운영, (6) 관련 기관간 연계 · 협력체계 구축을 위한 제도적 지원, (7) 특수교육지원센터 시범사업 실시, (8) 특수교육지원센터에 대한 홍보 강화, (9) 특수교육지원센터 전담 혹은 지원교사에 대한 우대책 제공이나 불이익 배제, (10) 특수교육지원센터 관련 전문가에 대한 운영 지침 및 연수 제공과 같은 행정적 지원이 이루어지도록 한다. It has been reported that the majority of special education support centers, which are locally-based support systems, that have been established and managed locally since 2001 have not been able to do fulfill its purpose. In this respect, this study aimed to provide basic data for relevant policy development for the construction of locally-based support systems by searching for strategies to activate the management of local special educaton support centers. In order to achieve the aforementioned purpose, this study analyzed documents related to the legislation, policies, and management status of the special education support centers of OECD member countries including U.S.A, United Kingdom, Germany, and Japan. In addition, this study analyzed documents related to the laws and policies of Korea's local special education support centers, and surveyed the school inspectors of the offices of education in charge of the management of local special education support centers as well as specialized or support teachers of the special education support centers as well as specialized or support teachers of the special education support centers. In addition, this study adopted a methodology of the review of documents and held researcher conferences. The finding of this study presents guidelines and detailed strategies for management of local special education support centers as follows: First, Korea's local special education support centers need to aim at locally-based support organizations which provide appropriate education for students with disabilities, support activities that assist in the positive outcome of students with disabilities, and play roles in improving the quality of education services for these students. Second, in order for special education support centers to play their role mentioned above, speical education support centers should be managed under the following guidelines. They should (1) be managed based on a individually based-community, (2) be managed effectively throug the nexus and cooperaion of relevant institutions and organizations in community, (3) be managed based on the principle of normalization, (4) adopt a phase-by-phase support model in which support is given by schools to students with disabilities, and in cases where schools are unable to provide support, outside support institutions such as special education support centers provide support, (5) provide appropriate support throughout the lifetime of student with disabilities, (6) be managed so that support is given not only to students with disabilities, but so that technical support is also given to teachers, schools, families, school inspectors in charge of special education at the office of education, and professionals of relevant institutions. Third, present administrative guidelines in order for special education support centers to be established with adaptability not only at offices of education but also at special classes, special schools, universities, welfare institutions for individuals with disabilities, or other independent spaces at easily accessible locations where sufficient areas are secured in order to conduct the various functions that have been planned by special education support centers. Fourth, the support functions of the special education support centers should be planned flexibly, first based on the survey results on the needs of special education support in community, but also include the following support functions. That is, they should (1) provide information related to special education, (2) support the families of students with disabilities, (3) link, coordinate, and combine several support and services, (4) engage in early identification activities, (5) support the evaluation, eligibility determination, and placement of students with disabilities, (6) provide technical support related to special education, inclusive education, and therapeutic education, (7) provide special education and therapeutic education services, (8) support career, transition and vocational education, (9) support lifelong education for individuals with disabilities, (10) provide and support in-service training under collaboration with relevant institutions, and (11) engage in lending materials, aid and equipment related to special education. In addition, provide technical assistance to professionals about the above-mentioned supports. Fifth, in order to conduct the support functions of special education support centers mentioned above, special education support centers should station at least eleven specialists including a therapeutic education teacher, special education teacher, vocational training teacher, psychological diagnosis professional (or educational psychologist), behavioral support professional, counseling professional, social worker, family support professional, researcher in the field of special education, assistive technology specialist, and administrators, and in the long-term, placements should be subdivided so that therapeutic education teachers are available by fields of therapeutic education, and special education teachers by educational levels. Meanwhile, the special education teacher, social worker, or family support specialist of special education support centers can take a responsibility for service coordination necessary for special education supports. Medical services also necessary for special education support need to be provided by medical doctors in community who agree with collaboration with special education support centers. However, the specialists of special education support centers mentioned above should be placed flexibly according to the needs of community so that special education support centers can act effectively. In addition, regarding the order of placement of specialists in various fields of special education support centers, priority posting should be given to one special eduation teacher and one therapeutic education teacher, who can perform support activities from the most urgent field. Also, considering that it is difficult for specialists without teacher's licenses to be placed in special education support centers under current legislation, the amendment of the Special Education Promotion Act is needed to stipulate that special education support centers are subsidiaries of the offices of education, so that professionals from various fields can be placed in special education support centers. Sixth, the role of special education support centers should be distinguished from that of special education management committees fo the offices of education. Therefore, special education support centers should carry out the evaluation of students with disabilities and completion of evalution report (including information that may help determine an eligibilty for special education services, identify services needed for student with disabilities, develop IEPs, and decide appropriate educational environments) based on the evaluation results so that the special education management committees can make an eligibility for special education services and determine educational environments appropriately. Seventh, in order to activate the various support functions of special education support centers, we should (1) provide a specific legal basis for special education support centers, (2) secure a sufficient budget for the management of special education centers, (3) arrange sufficient special education professionals at schools and provide support and technical assistance for the introduction of a phased support model, (4) place school inspectors who undertake only the supervision of special education to the offices of education and provide sufficient support and technical assistance for them, (5) manage special education support centers at the local, provincial, or central government level, (6) provide institutional support to establish a nexus and cooperation system among relevant institutions, (7) enforce a model project of special education support centers, (8) strengthen publicity about special education support centers, (9) give preferential treatment or remove disadvantages for special education support center specialists or support teachers, and (10) ensure administrative support for professionals associated with special education support centers, such as providing management guidelines and in-service training.

폐주물사를 혼입한 콘크리트의 최적배합설계를 위한 기초적 연구

박제선,김태경 江原大學校 産業技術硏究所 1996 産業技術硏究 Vol.16 No.-

The waste foundry sand might be recycled in concrete, resulting in energy saving and enviromental protection. An half Factorial Experiments were performed with the variables of W/C ratio, S/A, Sand/Waste foundry sand ratio and Slump as a preliminary study for optimum mis design of concrete. The resutls show that then W/C ratio is the most important factor to the concrete strength. The substitute fo waste foundry sand uo to 305 has little influence, saying that it can substitute the fine aggregate without damaging the concrete properties.

디지털 방송 컨텐츠의 저작권 보호를 위한 오디오 워터마킹

이선희,김영태 서울産業大學校 2001 논문집 Vol.52 No.1

In this thesis, I realized digital audio watermarking technique that audience cannot perceive as a noise by inserting the watermark with using the Psychoacoustic Model and made it impossible to detect watermark easily by using the Spread Spectrum and dispersing the signal to the whole frequency areas. I presented some problems and a direction of development after in the future.

대용섬유자원으로써 어저귀를 이용한 한지제조 (제2보) : 인피 및 목질부 섬유를 이용한 한지 제조 Manufacturing of The Hanjis Made from Bast Fiber and woody core fibers

정선화,조남석,최태호 한국목재공학회 2004 목재공학 Vol.32 No.1

생장속도가 빨라서 단위면적당 Biomass의 생산량이 많은 어저귀(Indian mallow, Abutilon avicennae G.)를 원료로 하여 펄프화하였으며, 제조한 한지의 물리적·기계적·현미경적 특성에 관하여 비교 검토하였다. 제조한 한지의 특성을 살펴보면 광학적, 강도적 현미경적인 특성에서 설포메틸 펄프화법이 우수한 결과를 나타냈고, 장섬유인 인피부 펄프에 대한 단섬유인 목질부 펄프의 혼입량 증가에 따른 변화에 있어 지질(밀도, 백색도, 불투명도, 지합)의 변화는 점차 증가했으나, 강도는 감소하는 경향을 나타냈다. This study was carried out to investigate the sheet properties of Indian mallow Hanji, made by different pulping methods, such as alkali and sulfomethylated pulpings, and different stock compositions, various mixing ratios of bast fiber and woody core fibers. Indian mallow hanjis made from the sulfomethylated pulps had higher brightness and sheet strength than the alkali pulps. It was found that the brightness of sulfomethylated pulp was enough high without an extra-bleaching. In the mechanical properties of Indian mallow hanjis mixed with bast fiber and woody core stalk pulps, the sheet strength were decreased as wood core pulps contents were increased. The sheet formation were increased as the increase of woody core pulps contents, while the sheet strength decreased Although the sulfomethylated pulping resulted in higher pulp yield, no morphological differences of fiber surfaces were shown as compared to the different pulping methods.

복강경 불임시술 후 발생한 자궁외 임신에 관한 임상적 고찰

권선호,김성민,노흥태 충남대학교 의과대학 지역사회의학연구소 1986 충남의대잡지 Vol.13 No.1

This study is a clinico-statistical analysis of 19 cases of ectopic pregnancy which developed after laparoscopic tubal sterilization during the period from January 1983 to December 1985 in Chungnam National University Hospital. The results were as follows : 1. Among the 140 cases of ectopic pregnancy during the period, 19 cases(13.6%) were disclosed to occur after laparoscopic tubal sterilization. 2. The most frequent age group was in 26 to 30 years and the mean age was 31.2 years. 3. The average gravidity and number of living children were 4.1 and 2.6, respectively. 4. All patients were easily diagnosed preoperatively by culdocentesis, pregnancy test, diagnostic laparoscopy and sonography. 5. About 74% of the total patients presented themselves within 3 years after tubal sterilization, with shortest interval being 4 months, the longest 12 years, and mean 2 year 5 months. 6. The methods of sterilization was mostly electrocauterization (73.9%) and the rest was silastic band application (26.3%). 7. The average duration from last menstrual period of patients to the diagnosis of ectopic pregnancy was 6.2 weeks. 8. The majority of the patients presented with lower abdominal pain, nausea & vomiting, and bearing down sensation. 9. The most implantation site of ectopic pregnancy was fallopian tube(94.8%). 63.2% of the ectopic gestation was located in the distal of fimbrial segment and 31.6% in the proximal segment. 10. The average amount of intraperitoneal blood loss was 1190ml. 11. 89.6% of total cases was treated by unilateral salpingectomy or unilateral salpingooophorectomy.

精密測定 計器用 Stainless Steel의 諸性質에 미치는 熱處理의 影響

金善泰,安幸根,韓泰鍾 Natural Science Research Institute JEONJU UNIVERSI 1987 전주대학교 자연과학연구소 학술논문집 Vol.2 No.2

The changes of microstructure and hardness with the various heat treatments on the properties of Fe-13.36% Cr-0.37%C stainless steel for precision measuring gauge have been investigated. Type 420 stainless steel has the self-hardenability, because the nose of isothermal transformation diagram located greatly to the right. The highest hradness in the martensite martrix with undissolved carbide is obtained by oil and air cooling treatment after austenizing at 1000-1050℃, for 1/6-1/3hr. In case of low temperature tempering, internal stress is reduced without dissolution of martensite matrix, and hardness reduced slightly. In case of high temperature tempering, hardness is reduced greatly, because the martensite matrix is dissolved into a ferrite and carbide.