원형도를 이용한 직물 드레이프성 측정

이경우,조성종,주기세 한국정보통신학회 2004 한국정보통신학회논문지 Vol.8 No.1

본 논문은 컴퓨터 그래픽에서 주요 이슈중 하나인 의류 착장시스템 구현을 위하여 직물의 가장 큰 특성중의 하나인 드레이프성 측정에 관한 연구이다. 가장 최적의 직물의 드레이프성을 구하기 위해 거리함수를 이용하여 볼록점을 계산한 후 직물의 둘레 및 면적, 볼록점 사이의 최대 최소 점과 평균거리와 같은 정보를 구하였다. 그리고 직물의 드레이프성을 나타내는 척도로 직물의 둘레와 면적을 기준으로 원형도를 구하였다. 실험결과 원형도가 직물의 드레이프성을 나타내는 여러 특성치 중 가장 좋은 결과를 보였다. 측정된 직물의 드레이프성은 의류 착장시스템 개발에 기여할 것이다. This article is concerned with cloth wearing system issues arising in the computer graphics. In particular, we study the issues of fabric drape properties for representing cloth wearing system. The convex points based on distance function are calculated to represent useful fabric drape properties. The information such as perimeter area, max and min point among convex point, the average distance between convex points are extracted. A strategy of a circularity based on the perimeter and area is considered for fabric drape property measurement. By experimental result, the circularity is most powerful factor to represent the drape property among the several characteristics. The measured drape properties will contribute to cloth wearing system development.

교육적 측면에서 본 야외 조각의 기능과 역할

이경우 공주대학교 교육연구소 1999 교육연구 Vol.15 No.-

2009 동아시아 신종교 국제학술회의 ; 기조강연 : 한국신종교의 발생과정과 현황

이경우 한국신종교학회 2009 신종교연구 Vol.20 No.-

2009 개정교육과정 한문과 성취기준 및 성취수준에 따른 한문Ⅰ예시 평가도구 분석

이경우 한국한자한문교육학회 2012 漢字 漢文敎育 Vol.29 No.-

현재 중등학교 교육과정은 ‘7차 교육과정’, ‘2007 개정 교육과정’, ‘2009 개정 교육과정’ 등이 혼재된 상태로 준비 또는 진행 되고 있어 현장의 선생님들은 교수․학습 및 평가 등에 있어 혼란을 겪고 있다. 규준참조평가(norm-referenced evaluation)는 ‘학생이 무엇을 얼마만큼 알고 있는가?’ 보다는 상대적 서열에 관심을 두는 평가 형태이다. 준거참조평가(criterion-referenced evaluation)는 학습자 또는 개인이 정해진 준거 혹은 목표에 도달하였는지 여부를 판단하는 평가 형태이다. 따라서 준거참조평가(criterion-referenced evaluation)를 위해서는 교육과정 내용에서 성취기준을 마련하고, 성취수준을 기술해야 한다. 이는 교육과정 변화에 따라 무엇을 가르치고, 평가해야 하는가를 명확히 할 필요성이 있기 때문이다. 평가문항(도구)의 제작은 성취기준에 의해 개발된다. 「2009 개정 교육과정에 따른 한문과 성취기준 및 성취수준 개발 연구」는 국가 수준의 평가 기준 및 성취 기준을 제시하고자 하였으며 그 일환으로 ‘예시평가문항’을 제시하였다. 그러나 2009 개정 교육과정 한문과 교과서 개발은 금년에 중학교가 완료되었다. 이 또한 아직 학교 현장에는 적용되고 있지 않다. 따라서 2009 개정 교육과정 한문Ⅰ 교과서가 존재하지 않은 상태에서 2009 개정 교육과정에 따른 ‘예시평가문항’을 만들고 ‘예시평가도구’를 제시하는 것은 어려운 일이다. 그러나 ‘평가 기준’만을 제시할 경우, 실제 이러한 평가기준에 따라 어떤 평가 문항을 만들어야 하는가에 대하여 현장의 선생님들은 많은 의문이 생길 수 있다. 이 때문에 ‘성취 기준’에 따른 예시 평가문항(도구)의 제시가 필요하게 되었다. 현재 2009 개정 교육과정에 따른 ‘고등학교 한문Ⅰ’교과서가 부재한 상태이다. 이러한 상황에서 문항을 개발한다는 것은 상당한 어려움이 있다. 그러나 예시 평가 문항은 현장에 많은 도움을 줄 수 있기에 반드시 필요하다. 이에 따라 두 가지 대안을 마련하였다. 하나는 가장 공인된 ‘7차 교육과정 수능시험 문항’에서 ‘2009 개정 교육과정 평가 기준’에 맞는 문항을 찾아 제시하는 방법이며 다른 하나는 2009 교육과정의 새로운 유형의 문항은 개발하는 것이다. 이 글은 20개의 ‘예시 평가문항’을 2009 개정 교육과정 대영역인 ‘독해’, ‘문화’, ‘한문지식’으로 구분하고 문항에 대한 질적 평가를 하였으며, 이를 통하여 문항의 ‘내용 타당도’를 확인하였다. Current secondary school curriculum is mixed with 'the seventh curriculum' and '2007 national curriculum revision' and '2009 national curriculum revision', so teachers in field feeling confused about the teaching, learning and evaluation. Norm-referenced evaluation is a method that concerned with relative grade, not 'students know what and how'. Criterion-referenced evaluation is a method that find out whether a learner or individual reach a criterion and goal (or not). Thus it is necessary to prepare an achievement standards and describe achievement level in curriculum for the criterion-referenced evaluation. This is because there is a need to clarify teach and evaluate what as changing curriculum. Production of evaluative question(tool) is developed by achievement standards. 「Research and development of classical Chinese character studies' achievement standards and achievement levels based on 2009 national curriculum revision」is tried to suggest to national level evaluation standards and achievement standards, it suggested 'examples of questions' as part of the research. But development of chinese character textbook of 2009 national curriculum revision for middle school has been completed this year. It is not also applied to school. Therefore without classic chinese character I textbook of 2009 national curriculum revision, it is difficult to make 'examples of evaluation questions' and suggest 'examples of evaluation tools' complied with 2009 national curriculum revision. However, in case of suggesting 'evaluation standards' only, teachers in field may has questions that they should make what evaluation questions. Therefore it became necessary to suggest evaluation questions according as 'achievement standards'. Current there is no 2009 national curriculum revision textbook. It may be contradictory to develop the questions in this situation. But suggestion of examples of evaluation questions is certainly necessary. Accordingly, we prepared for alternative plan. That is a way to find question based on 'evaluation standards of 2009 national curriculum revision' in most official recognition 'CSAT(College Scholastic Ability Test) question of seventh curriculum' and suggest question. Another way is to develop new kind of questions suitable for new curriculum. This articles tried to separate twenty 'example of evaluation questions' to 'reading', 'culture', 'knowledge of chinese character' of main category of 2009 national curriculum revision and evaluate questions qualitatively and confirmed 'content property' of questions as a result.

두 직교이방성 재료사이의 표면 계면균열과 면외 특이점의 상호영향 ( Elastic Interaction of Interfacial Edge Crack with A Screw Dislocation in Two Bonded Dissimilar Orthotropic Quarter Planes )

이경우,엄윤용 대한기계학회 1996 대한기계학회 춘추학술대회 Vol.- No.-

T.S.Eliot의 다면주의와 The Waste Land

이경우 忠南大學校 1970 論文集 Vol.9 No.-

T.S. Eliot had a particular sense of time which was briefly suggested in his earlier essay Tradition and the Individual Talent, but in detail in his later philosophical poem, Four Quartets, and I recognize that his universalism which was practiced in his poem, The Waste land, was originated from the sense of time Then what is the universalism? It means that one as a whole human being who exists with such a particular sense of time should recognize all the aspects of a thing or an affair past and present at the same time, so that he may not fall into a narrowly limited view of point in his judgement of something. In other words, Eliot always expected to take a serious and impartial place in his observation and consideration of some objects. This attitude of Eliot reminds us of the doctrines and devices of Cubism which, being a painter’s only work in the field of space. As for the questions that how founctionally Eliot’s poetical theories - sense of tradition, impersonal theory and classicism --co-operate, in a body, to embody his universalism, we are able to epitomize as follows: 1)The sense of tradition which, Eliot professed, makes an author acutely conscious of his own place in the literary tradition means: first, the awareness of European literary background in which Eliot looked for his own poetic device, so far confining himself to English literature, that of metaphysical poets, not because of their marvellous conceits but because of their mechanism of sensibility which can devour any kind of experience; second, that of all the past literature from which he accepted all his possible materials to be re-written in his work, for his universalism. Eventually the essential meaning of ‘to re-write’, of course, is that he must not obey past authors, but keep them alive in the state of harmony with the materials of his own age. 2)Classicism primarily provided Eliot with a unique test in which to distinguish his possible devices and materials, comparing all the past literature of Europe in the light of his universalism. Of coruse, I know some critics say that none of the relationships can be found between his tradition and classicism, that is, Eliot insisted on tradition in his earlier time, but recognizing the imperfectness of the doctrine he turned toward classicism. However, I can not agree with this kind of remark, because for Eliot the sense of tradition was blind without the co-opreation of the test, briefly described as maturity in his earlier essay, The Function of Criticism, where he insisted that the differences between classicism and romantioism are the defferences between the complete and the fragmentary, the adult and the immature, the orderly and the chaotic, but the idea of maturity was defined more precisely in his later lecture, What is a Classic? delivered at Yale University. 3)Impersonal theory was necessarily needed for Eliot’s making of his poem, and it enabled him to reject the private ideas, impressions, emotoins and feelings, but to accept the racial ones while poet-Eliot’s mind was in the role of receptacle, and re-write them to be harmonized with the materials of present day while his mind in that of medium of platinum. So that his universalism could be realized in his work, espacialy in The Waste Land. But this theory has brought a lot of adverse criticisms on him because of his incomplete explanation of it. Therefore, I have brought light on it borrowing Freud’s theory of unconscious psychology in this paper. Presumably, here someone might say to borrow Freud’s theory is absurd procedure, but it is, I believe, reasonable rather than contradictory to interprete Eliot’s theory in the tarm of Freud’s, if we know Eliot himself gave us an adivice that a good poet ought to be, at adequate time, conscious and unconscious to be impersonal in the process of his making of a poem. The poet’s mental process of the making of a poem based on the impersonal theory adopts free association, and at the stage it requires the power of wit to adapt his visual languages of free association enough to pass the sensorship of reason (Super-ego), when the combination of ideas and languages in a particular and unexpected way arises. Here we notice that wit works in two ways: one to discover dissimilitudes between things which look alike; the ofher similitudes between things unlike. But the later function has been thought to be the only one mechanism of wit by many short-sighted critics. Eliot, however, maked use of these both functions so much well, and it is the matter of our concern that he preferred to use them vertically to meet and balance old and new, or past and present, but this my remark does not mean that he never used them horizontally to combine old and old, or present and present. It is by the vertical uses of wit’s function that Eliot had successed in accomplishing his universalism which permitted him to apprehend the unity of life through the development of the cultural history of human race, and all the lines or passages of his poetry, seeming to lack any logical coherence at a glance, as Yvor winters remarked, between them, are functional to each other, in the means of his deliberate uses as such of wit. And here finally I come to conclude that Eliot, in the making of poetry, quoted numberless lines and passages from the past authors, but owing to such remarkable uses of wit he is not a pseudo-poet, nor a plagiarist, but a true poet in his literary personality, which results in his universalism, and that the maturity from this ‘ism’in his work should be the test to reestimate how much he has done everlasting achivement to the literary tradition, reforming the traditional order all the past classics have ever had since the beginning of European literature.

부직포의 열적 성질과 보온성에 관한 책구 (III) -풍속과 두께 변화에 대하여-

이경우,박명수,신현세,주강,Lee, Kyung-Woo,Park, Myung-Soo,Shin, Hyun-Sae,Joo, Kang 한국섬유공학회 1990 한국섬유공학회지 Vol.27 No.12

The change of warmth retaining properties of non-woven fabric with thickness and air velocity has been studied. The transmission of air velocity was approached to inverse proportion at above thickness 30 mm in air velocity 1.5 m/sec but in the above air velocity that was disregarded. The effect of air velocity could be indicated to time of reach thermal equilibrium and transmission of air velocity. In the thermal equilibrium state, transition area which has less influence on the air velocity was detected in sample thickness 30 mm to 50 mm.

플라스틱과 내분비 교란물질 : PVC 의 제조와 응용

이경우 강원대학교 환경연구소 1998 강원대학교 부속 환경연구소 학술심포지엄 Vol.- No.-

노인의 정신건강 증진을 위한 간호접근

이경우 혜전대학 1994 論文集 Vol.12 No.-

정신장애인시설 종사자의 직무환경에 따른 직무만족에 관한 연구

이경우 목원대학교 산업정보대학원 2001 산정논총 Vol.- No.2