在全球范围内,非政府组织己经成为人们改善生活状况的有效组织方式,在中国,党建设和谐社会、小康社会的目标亦要求非政府组织承担起更多的社会责任。中国的非政府组织在性质上是政府支持甚至培养的与政府有着共同的促进中国社会发展目标的社会组织,具有经济服务的功能、社会支持的功能、代表民意的功能以及参与精神文明建设等功能, 发展行业协会、培养社会保障组织、加强社区建设是当前的工作重点。然而中国毕竟是一个起步较晚,经济制度尚不完善,政治体制有别于西方社会的国家,中国非政府组织具有不同于其他国家的特点,也不可避免与其他任何新生事物一样存在着发展上的问题, 其中又以制度环境的不适宜、法律体系的不健全、尚未形成充分的社会认同、公益不足导致无法有效调动社会力量这几方面最为突出。本文从新中国成立以来不同时期的非政府组织(NGO/NPO)制度分析入手,找出每时期非政府组织制度的特征,分析主要非政府组织的功能与技能。首先介绍1998年前的非政府组织制度。然后分析1990年代非政府组织制度的变化的主要内容，探索各类非政府组织的相关法规、特点比较研究。本文还详细分析中国NGO的国际化程度与其特征，最后论述了NGO制度的发展展望。

It is well known that modified 9Cr-1Mo steel has a low thermal expansion and high thermal conductivity with excellent high temperature properties compared to austenitic stainless steel. For these advantages, the steel is very popular for the boiler tube of thermal power plants. Normalizing is commonly utilized to obtain martensite in this steel, which shows an unusual toughness for martensite. However, some accidents related to this steel have been reported recently, opening the necessity for further study. As a particular behavior of the steel, an abrupt drop of the impact value has been identified upon tempering at 750˚C for about 1 hour. It is well known that Fe3C forms during autotempering and turns to Cr2C at an early stage and then transforms to Cr23C6. In this study, the cause of the abrupt drop of the impact value was investigated with an impact test, microstructural observation, nanodiffraction and phase analyses using instruments such as optical and transmission electron microscopes (TEM) with an extraction carbon replica of the carbides. The analyses revealed that the M2C that formed when retained for about 1 hour at 750˚C causes a drastic decrease in the mechanical properties. The sharp drop in mechanical properties, however, disappeared as the M2C transformed into M23C6 with longer retention.

목적 : 임상실습 과정에서 병원의 일과가 끝난 후에 고시원에서 생활하는 학생들의 경험은 실습 전체에 중요한 영향을 미친다. 고시원의 일상에 대한 연구는 임상실습 학생들을 보다 잘 이해하는 기초자료가 될 것이다. 따라서 본연구의 질문은“작업치료 임상실습 학생들의 고시원 생활 경험은 어떠한가?”이다. 연구방법 : 참여자는 작업치료 임상실습을 마치고 돌아온 학생 5명에게 심층인터뷰를 3~4회 실시하였다. 이들이 임상실습 과정에서 일상생활에서 겪는 경험들을 더 이상 새로운 내용이 나오지 않는 포화상태까지 자료를 수집하였다. 그 기간은 2008년 10월에서부터 2009년 1월까지 이루어졌다. 연구 참여자의 윤리적 측면을 보호하기 위하여 연구자는 연구목적과 방법, 연구 참여에 대한 참여자의 자발성 및 연구 참여를 중단할 수 있는 권리의 보장, 비밀유지를 위한 익명처리, 면담 내용의 메모, 녹음 등 기록에 대해 서면 동의서를 받았다. 자료수집 및 분석은 지오르기의 4가지의 구체적 절차에 따라 이루어졌다. 결과 : 연구결과는 86개의 의미단위, 14개의 하위 구성요소, 6개의 구성요소로 도출되었으며, 작업치료 학생들이 낯설고 삭막한 고시원에서의 생존에 대한 구성요소들은 다음과 같다.‘ 좁은 고시원 공간의 버거움’,‘ 공동생활의 어려움’,‘ 심한 심리적 스트레스를 경험함’,‘ 가족의 사랑으로 힘을 얻음’,‘ 공동생활에서 생존전략을 터득함’,‘ 낯선 생활에서 생존전략을 터득함’으로 나타났다. 결론 : 작업치료 임상실습생들은 고시원에서 생존을 위한 나름의 다양한 전략들을 사용하고 있었고, 이들을 지원하기 위한 다양한 접근방법이 모색되어야 할 것이다.

Although Guleopdo is small island of only 1.71 ㎢, the endangered butterfly species, Argynnis nerippe, is abundant there. This study was carried out to estimate the abundance of A. nerippe in Guleopdo, using quadrate, mark-recapture, and line-transect methods. Although the study was insufficient, the population size was estimated at 4,467 to 6,700 larvae and approx. 1,000 adults. A. nerippe was the most abundant among butterfly species in Guleopdo, and it comprised 32% of the total butterflies. A total of 28 butterfly species were observed in this study, and 3 species of these species were migrating species. When the abundance of A. nerippe throughout the country during the period from 1938 to 2010 was studied, we found that it decreased abruptly in the 2000s. Presently, A. nerippe inhabits a few locations in the mid-northern region and western islands. The relatively high numbers of A. nerippe in Guleopdo was due to conservation of natural grasslands and grazing of livestock, which provides adequate habitat for this species.

일반적으로 바늘구멍(pinhole)카메라는 사물을 육안으로 바라볼 때 물체들의 중첩현상으로 인하여 시야(view) 이미지을 극히 제한적으로 볼 수이다. 본 논문에서는 이러한 문제점을 보완하여 우리가 원하는 3D 시야 이미지에서 중첩현상으로 보지 못하는 부문을 단일 이미지로 생성을 시켜서 관찰할 수 있도록 개발한 그래프 카메라를 소개하려고 한다. 이러한 기술들은 3D 게임개발에 적용할 수 있을 뿐만 아니라 다양한 기술을 적용하여야 하는 그래픽 응용표현기술에 적용할 수 있겠다.

Our society is changing rapidly to a multicultural society, but if we disrespect migrant workers, married immigrants and multicultural family children, who came from foreign countries and have been incorporated as our society members, only because of their different skin color, appearance and language and treat their culture with prejudice, such racial discrimination will cause cultural conflicts and undermine the stability of Korea society. In order for them to be the true members of our society, we need to give much consideration not only to national policies but also to social consensus and school education for minimizing their social and psychological conflicts with our culture and reduce social consumption resulting from such conflicts. Culture refers to internal ways of thinking, external behaviors, etc. shared by a specific group through a long process of life experience. Traditional culture is formed and developed collectively by a life community, and reflects their production activities and sentiments, so it has unique characteristics distinguished from the culture of other groups. Traditional culture defines the order and sentiment of life in the group members, and gives a sense of belonging to the community so that the members have identity. Multi‐culture originally meant the coexistence of diverse native cultures retained by minority races and people with their originality preserved rather than being integrated into the dominant culture in multi‐racial and multi‐ethnic countries like the U.S. These days, however, it has an expanded meaning, that is, respecting the originality of minority cultures and pursuing the coexistence of such cultures in the native culture of the mainstream society. In the process that a nation develops its culture, it may receive foreign cultures and change its traditional culture. What is important in this process is developing new culture without losing traditional culture. If traditional culture declines and fades away, overwhelmed by powerful foreign culture, it cannot be desirable succession and development of culture. Multicultural education originated from education for understanding the national background and cultural contributions of American immigrants in the late 1920s, and is also related to the term ‘national studies’ for enhancing the self‐identity of minority peoples in the early 1960s. From the late 1960s, the term ‘multiethnic education’ was used to mean that all children should learn various cultures in the U.S., and in the 1970s, the term ‘multicultural education’ began to be used as its meaning today. Banks, a representative scholar in multicultural education, defined multicultural education as “A reform movement for giving peoples from diverse genders, languages, social classes, races and groups equal opportunities for learning,” and Bennett explained it as “an approach to teach and learn based on democratic values and beliefs in order to promote cultural diversity in a culturally diverse society or an independent world.” Moreover, Morrison said that multicultural education is education for preparing students to understand, perceive correctly and respect others from different races, genders, socio‐economic statuses, languages and cultural backgrounds, and ultimately to live, communicate, and act for common goals in multicultural society.In this way, multicultural education is a concept based on diversity and pluralism as well as on democracy, equality, human rights, social justice, etc. Furthermore, targeting not only children from migrant worker, married immigrant and multicultural families with minority culture but also all students from mainstream culture, it aims to help them recognize that our society is now entering into a multiethnic and multicultural society and be able to develop harmonious relations in the multiethnic and multicultural society. In other words, multicultural education is to emphasize and teach that, in the present age of globalization, groups of different culture, race and society should maintain their own native language and culture and, at the same time, coexist with the mainstream culture and make various contributions to the society. Multicultural education can be divided into ‘multicultural education for mutual understanding among cultures,’ ‘education responding culturally,’ ‘cross‐cultural education,’ ‘cultural pluralism of education,’ ‘multicultural education as human experience,’ etc. Moreover, multicultural education has been developed through processes such as multiple culture education, international understanding education, anti‐prejudice education, and globalization education, and may share conceptual denotations with human right education, anti‐war peace education, and ecological environment education. In other words, multicultural education intends to help students understand the diversity of people with various backgrounds in terms of culture, race, gender and social class, have positive attitude and perception toward the diversity, admit cultural differences from the viewpoint of cultural relativism, and acknowledge values in other cultures. It was from the 7th National Curriculum that Korea began to take interest in multicultural education. At that time, people began to recognize the importance of international understanding education and global citizen education and the necessity to understand culture diversity in other countries. In response to these demands, the 7th National Curriculum introduced some contents for international understanding and multicultural understanding mainly in subjects related to foreign languages and social studies. Later the 2007 Revised National Curriculum reflected multicultural education in all the subjects. That is, the Generals of the 2007 Revised National Curriculum suggest multicultural education as one of 35 interdisciplinary themes of learning, and furthermore, direct that it should be reflected in the development of textbooks. The Korean government is executing various multiculturalist policies to cope with transition to multicultural society and resultant problems. That is, as the number of multicultural family children attending elementary and secondary schools is increasing with the expansion of married immigrants and migrant workers and there should be strengthened educational support to them, the Ministry of Education and Human Resources Development made Plans to Provide Educational Support to Multicultural Family Children but most of the contents aim to help foreign workers and married immigrants adjust themselves to racially homogeneous Korean society by learning Korean language and traditional culture. This suggests that while our society is changing rapidly to a multicultural society but multiculturalist policies and multicultural education are still insisting on Koreanization through infusing the myth of homogeneous race and culture and forcing assimilation to Korean national culture. What is more, through its Study on Teaching‐Learning Support for Multicultural Education, Korea Institute of Curriculum and Evaluation suggested the objectives of multicultural education as follows: first, to understand cultural diversity and differences and strengthen cultural identity; second, to develop tolerance of understanding and respective native culture as well as other cultures and the attitude of contributing to the recreation of culture; and third, to promote a sense of community, the qualities of democratic citizen, peaceful settlement of conflicts, cooperative attitude, respect for human rights, and social justice. In order to achieve these goals, in addition, it proposed programs: first, to provide opportunities to experience other cultures; second, to understand the own traditional culture; and third, to promote international understanding. However, these proposals focus on education for multicultural family children, so are not sufficient for giving multicultural education to ordinary students. In multicultural society resulting from globalization, our education should seek mutual understanding and coexistence of different languages and cultures of diverse races and people rather than the transfer of traditional culture based on our homogeneous language and race. Moreover, education in multicultural society should place emphasis more on the majority’s understanding and tolerance of minorities’ race, people, and culture than on assimilation of immigrants from foreign countries to the mainstream society. Accordingly, though already late, Korean people should also admit ‘multiculturalism’ as a basic attribute of the society instead of clinging to the purity of language and people, and receive and respect cultural diversity for the coexistence of multiple cultures in one society or one country. That is, school education should include not only education for multicultural family students to understand our language and culture as the mainstream but also education for the majority of our society to understand and tolerate the cultures of minorities including immigrants from foreign countries, half‐blooded children from them, and North Korean defectors. The fundamental objective of Korean education is “to build up the people’s character under the ideology of Hongikingan (devotion to the benefits of mankind) and to equip individuals with abilities for independent life and qualities as a democratic citizen so that they may be able to lead a noble life and to contribute to the development of democratic state and the realization of the co‐prosperity of mankind.” Co‐prosperity of mankind is impossible without overcoming nationalism, which gives the top priority to the superiority and benefits of my own country. That is,the true co‐prosperity of mankind is possible only when we acknowledge and respect differences in history, culture, religion, language and customs between my people and others. This means that, in order to educate people required in the age of globalization, even the education of traditional culture should concentrate on raising global citizens from the viewpoint of multiculturalism.

本文主要考察作為詞彙教育範圍中的韓語漢字詞，並在此基礎上探討其在語言生活與學術領域中的地位及意義，進而探索開闊語言教育視野的模式。本文中所提到的漢字詞教育與現有的漢字教育之間存在著一定的差異。若說漢字教育是單字教育優先或者以單字為中心的教育，而漢字詞教育則是從實際運用的角度來對文本進行考察的教育。 韓國語的詞彙可分為固有詞、漢字詞、外來詞與外語詞。其中的漢字詞從其來源看，保留了許多與漢語相近或相同的元素，而從語用學的角度來看，亦具有同化於韓國語的一面。學術界對漢字詞概念的定義並不一致，可大體上將其定義為：“韓國語中能夠用漢字標記的單詞”或“不管其來源於中國、日本還是韓國，凡是能夠用漢字標記且能夠用韓國漢字音發音的詞，皆可歸屬於韓國漢字詞”。 漢字詞一般被認為是指‘詞’，但這裡的‘單詞’並不僅僅是指完全獨立的單詞。除了像以‘分明’、‘新鮮’、‘賢明’等詞來作詞根的詞彙以外，還有像‘不～’、‘非～’、‘生～’、‘洋～’等的詞頭，再有像‘～的’、‘～性’、‘～化’、‘～者’等的詞尾。就單詞的嚴格定義而言，這些都不屬於單詞範圍，但我們仍將它們歸屬於漢字詞的範圍中。除此之外，成語與簡單的漢文短句也時而在文本中扮演類似於漢字詞的角色。在韓語詞匯教育的方面，漢字詞具有如下特點：第一，漢字詞的指示意義精確分明。第二，漢字詞在表達抽象概念方面顯得非常有效。第三，漢字詞不僅蘊涵著豐富的語言文化背景，還反映、體現其獨有的社會文化的特性。第四，漢字詞在用語言表達高水準思維的這一方面擁有強大造詞生產能力的符號體系。我們應該如何鎖定‘國文’的範圍？對於這一問題，從語言學、認識論角度的思維方式一直支配著1945年光復以來語文政策及國語教育的方向。光復以後樹立的語文政策方向就是專用韓字的文字政策。該政策確立以後，語文政策的基本方針不斷朝著專用韓字的方向展開。其政策方向則出於國文即韓字的意識。但有些人仍堅持國文應包括漢字的立場，與現行的文字政策形成鮮明對比。他們的理據就是：因世宗創制“訓民正音”之前的國文，還有其後幾百年間的國文，大多是用漢字寫的，故應將漢字加入到國文的範圍中。隨著時代的變遷，兩方的勢力經歷了盛衰浮沉，漢字教育也受其影響在教育現場中反復進入和退出。儘管教育現場經歷著種種混亂，但教育的基本方向是專用韓字的標記。 專用韓字的文字標記政策不僅僅意味著標記的一元化，還闡明“能念字就能理解文章”的立場。其政策的前提就是單靠韓字標記既可實現圓滿的語言生活，又可進行學術與教育活動。但現在的問題就出現在各種讀物（包括學術性專書）通常處理為用韓字標記的漢字詞上。鑒於學術用語、專門用語等高級詞彙的大部分是漢字詞，專用韓字的文字標記不易於對這些漢字詞的正確、深入瞭解。 若我們將用韓字標記漢字詞的方式看作是一種語言文化現象，我們可以從兩個方向解釋其韓字標記的語言符號。一是“a＝b”式、辭典式、文脈式解釋；二是對其原漢字詞的意義解釋。第一種解釋是國語教育在解釋詞彙時所採取的方式，而第二種解釋則是漢字教育所要求的方式。 歷史、科學等課程在課堂上所進行的新詞彙教育大部分採用第一種解釋方式，即採取介紹新概念詞後引進與該詞相應的解釋方式。這種學習模式會使得“a”與“b”之間的關係疏遠，以至於容易失去能夠理解該概念詞的端緒。不僅如此，其方式在鑽研兩者關係後才能獲得的創新思維的培養、創造能力的提高這一方面避免不了存在缺陷。 現在的漢字詞教育傾向於通過採用如上兩種方式進行解釋。但難以確保課時的漢字、漢文課程並沒有將其意義解釋方式的有效性證明給學生看的機會。從詞彙教育的本質方面來看，這兩種方式需要互相補充。如今只靠第一種方式進行的漢字詞教育，讓學習者能夠明白教育者的傳達意義並充分吸收、深入理 解其中含義的高效教學，確實是難以實現的。 我們不僅需要以理解其原意及其形成過程作為基礎，還需要考慮其在語脈中所具有的意義。其在語脈中的意義大致通過結合上下文的脈絡、在同一文中與其他詞彙之間的關係以及背景知識來可得知一二。但對於漢字詞本身形成其意義的過程，若沒有對個別漢字的學習以及造詞特點的理解，就難以全面理 解。在回顧整個教育環境時，由於國文系毫不關注漢字知識的有效性，而漢文系對漢字詞的關注程度日益下降，韓國的漢字詞教育處於教育死角地帶。教育界對此問題的漠不關心，近來造成了私立教育的繁榮。其中具有代表性的就是漢字能力水準考試的出現。該類考試既為突出漢字學習的有效性做出了一定的貢獻，又在激發學生的學習動機方面起到積極作用。可是，從語言教育這一宏觀角度及本質層面來看，其考試題型側重於片面性的，故沒有將運用於實際生活中的文章脈絡積極考慮進去，以致於釀成隻看重結果不看重過程的弊端。 與漢文課程在教育現場所占地位相反，漢字教育本身是成為不斷被關注的對象。從有關漢字教育在語言生活方面的意義和價值的研究，到有關有效教學、學習方法的研究，其研究範圍越來越廣泛了。雖然我們不能說探討漢字詞教育的重要性的研究一點兒都沒有，但大部分研究主要以‘漢字’作為討論的中心。其中也許存在著一絲能通漢字就能通漢字詞與漢文的期待。現在，我們不該看重漢字而該看重漢字詞，並需要考慮如何運用以漢字詞為中心的多種教育方法。而有關方面的研究，尤其是有關以漢字詞為核心的教育模式方面的基礎調查遠遠不足。因此，今後我們應以廣泛調查運用在實際日常生活中的詞彙作為基礎課題。 我們學習語言就是為了實際運用，因此我們需要考慮所學習的物件所反映的語脈與背景。就這一點而言，漢字詞教育不應只停留於片面的詞彙學習層面上。將漢字詞放在其所在的文本範圍裡進行教育，才使漢字詞具備其真正意義。學習者經過聯想漢字詞在其所在的整個語脈並判斷其在文中運用的合理性等過程，培養他們的理解與表達能力。漢字詞教育應幫助學生培養以適當詞彙來表達自己思維和正確理解文中所用詞彙的能力，並由此培養實際場合中溝通交流的能力。不僅如此，越是專業的文本，使用頻率較低的專業詞的出現就越多。漢字詞教育應在專業知識的圓滿傳達及再生產方面扮演一定的角色。 漢字詞教育還應關注漢字詞所具有的多方位連貫性。漢字詞不僅起著作為溝通和交流工具的作用，還反映著社會制約和文化習慣。漢字詞教育通過培養正確選擇、使用符合於社會規範、價值、文化傳統、情緒的漢字詞的能力，為有品位的語言生活做出貢獻。文本結合詞彙與詞彙以外多種因素產生出特定意義或情感。此時，作為詞彙的漢字詞的作用不僅比任何因素還要強大，而且還是決定性的。對漢字詞字體的全面瞭解可啟動有關語源方面的知識，且開闊與本義有關的背景知識。此會使學習者展望存在於“意義”之外的其他東西。這樣的能力注重組成漢字詞的成分以及圍繞漢字詞的關係網，來提高語言思維能力，並增強語言意識。與此同時，漢字詞教育幫助學習者培養接受人文學資產的素質及文學素質，且有助於古典漢文的習得。人在五歲已基本完成在形態學、句法學方面的語言習得。其後語言能力質的不同水準在於詞彙能力上。學齡期以後詞彙量的劇增與兒童形態學方面的知識增加關係密切。所謂的形態學方面的知識是指以組成詞彙的形態結構資訊作為端緒來推理出其意義的。漢字詞本來是結合具有獨立意義的漢字而成的。因此隨著形態學方面知識的增加、形態學方面的直觀能力的提高，亦可推理出未曾學過的詞彙的意義。 學習漢字詞的過程即是積累形態學方面資訊的過程。已積累的資訊有助於習得新詞彙，而到了一定的階段甚至發展到詞彙量的劇增。詞彙量的增加不僅僅具有數量上的意義。掌握豐富的詞彙量是既流暢又富有創意的語言能力的核心因素。在影響閱讀能力的諸多變因中，詞彙量是作為單一變因顯示出關係最密切的數值。值得注意的是：詞彙在人的腦子裡不是以獨立的形式存在。語言的意義在龐大的知識或概念體系的網路中纏繞在一起，我們稱這樣的知識體系為“背景知識（schema）”。可以說：在此體系中，詞彙量越多，相關知識也越豐富。運用形態學方面的資訊不斷習得漢字詞，由此我們可以自由地摸索擴大“背景知識”。 因漢字詞教育處於教育死角地帶，故很難設計出與特定領域有關的明確的教育方針。雖然我們承認教育界存在著如此難點，但仍然認為我們有必要探索能成為多種活動或多種“教學－學習”方法之標準的“有關教育內容的基本原則”。應考慮學習的連續性。個別漢字詞應在學習的連續性方面具備一定的秩序。 第二，要重視學習的階段性。過去的漢字教育將筆劃簡單並容易與具體事物對應的漢字安排在初級階段。但本文認為因為我們需要從語言教育的角度去對待漢字詞教育，故要立足於語言發育階段來分清層次階段。在分清層次時，我們可以將從日常生活詞到專業詞，從高頻率到低頻率，從小學、初中、高中到大學等問題考慮進去。除此以外，還需要注重的因素之一就是對詞彙理解的透明度問題。作為語言教育的漢字詞教育需要積累有關方面的研究成果，並需要具備運用該成果的基礎條件。首先，需要關注在詞彙教育過程中所出現的多種錯誤事例。過去，這些錯誤主要從診斷、修改的觀點來處理。但現在，把它看作是有關語言發育過程的可提供、參考的資訊。因此我們需要搜集、分析錯誤事例，把它作為分清學習者所知和所不知的部分的重要資訊之一。其次，有必要研究以漢字詞為基礎的獨到的語言文化傳統、社會文化上的含義以及有關素質等方面。在語言教育裡，實際的運用性比任何因素都重要，因此我們需要對特定情況或場合下使用率較高的漢字詞和成語進行整理。除此之外，還有必要研究一直傳承下來的漢字詞的文化根基與蘊涵，在這些詞被用為表達思維或判斷價值的工具之時，為其正確有效的使用提供一定條件。最後，需要對韓、中、日三國的漢字詞進行比較。不僅要考察三國個別漢字詞的歷史背景以及它們之間的相關關係，還要關注它們的用法。這些調查應按照同形異義、異形同義等類別來進行整理、分析、歸納。本文著眼於漢字詞教育的意義與作用，以試圖摸索了開闊語言教育視野的模式。在漢字詞教育方面，相關制度的確立尤為緊迫。但在其無法立即得以改善的情況下，我們需要轉換視角去面對部分、個別的漢字詞。我們可以通過認識與個別漢字詞連接在一起的豐富意蘊與可能性來付其意義於教育現場，哪怕是在有限的範圍之內。

When a fire breaks out, it is difficult to find out the causes of the fire, because combustible things around fire scene are usually burnt away. Among many causes of fires are electronic wires, this thesis deal with the destroyed sheath of electronic wires caused by fire. It was studied with the use of measurement devices focusing on the distinctions of wires and conductors. This study especially emphasized the process of deterioration, burning pattern, and composition of electronic wire conductor. It also has a phenomenological approach to the distinctive cause of fire by some partial force. The fire prevention methods have been suggested through the analysing results of fire patterns. This study is expected to be a useful material for analyzing various electrical fires.

본 논문은 벡터오차수정모형(VECM)을 사용하여 8개 나라의 각 산업별 지수의 수익률 사이에 정보전달 과정을 분석하였다. 공적분검정 결과 각 산업별 지수 간에 정상적인(stationary) 장기 균형관계가 존재함을 발견하였다. 분산분해(variance decomposition) 분석과 충격반응(impulse response) 분석 결과 국제주식시장은 산업단위에서 강한 상호작용을 하고 있음을 발견하였다. 회귀분석 결과 국제 시장가치비율(global market value ratio)이 높을수록 다른 나라의 주식 시장에 미치는 영향이 더 큼을 알 수 있다.

본 연구는 의미적 속성을 가진 시각과 청각자극 간의 SOA(stimulus onset asynchrony)가 시청각 통합 현상에 미치는 영향을 살펴보고자 하였다. 시청각 통합 현상 중 표적을 의미하는 자극의 양상이 두 개 이상인 경우 표적에 반응이 빠르고 정확한 중복 표적 효과(redundant target effect)와 청각 자극에 비해 시각 자극에 대한 반응이 빠르고 정확한 시각 우세성 효과(visual dominance effect)를 중심으로 살펴보기 위해서 시각과 청각 단일 양상 표적 조건과 다중 양상 표적 조건을 구성하여 조건들의 반응시간과 정확률을 살펴보았다. 그 결과, 시 청각자극의 SOA가 변하더라도 중복 표적 효과는 이에 영향을 받지 않는 것으로 나타났으며, 두 자극 간의 SOA가 100ms 이상인 조건에서는 청각자극의 우세현상이 나타났다. 이러한 결과는 중복 표적 효과의 경우 두 양상자극 간의 SOA가 변하더라도 안정적으로 지속된다는 점을 시사하며, 청각자극의 경우 시각자극에 비해 약 100ms 이상의 시간적 이득조건이 마련되었을 때에 비로소 우세한 정보처리의 행동결과가 도출될 수 있음을 시사한다.

Gas turbines for power generating operate in a very high temperature condition and use natural gas for fuel. For this reason, many cases of damage happen at hot gas parts which are severely affected by high temperature gas and many cases of explosion occur by fuel gas. So a lot of efforts should be made to prevent hot gas parts damage and gas explosion accidents. Though there are many damage cases and explosion accidents, it is very difficult to find out the root causes of hot gas parts damage caused by gas explosion due to gas leakage in the heat exchanger for air cooling and gas heating. To prevent gas turbine from damage caused by gas explosion, removal of leakage gas from gas turbine is inevitably required before firing the gas turbine and installing alarm systems is also required for detecting gas leakage at stop valve to turbine while shut down.

The vibration control of a flexible rotor supported on cavitated short squeeze film dampers is investigated. According to Pan's theory, the shape of cavitation in fluid film bearings depends on the level of oil supply pressure, as a result, both the direct and the cross coupled damping coefficients of a cavitated short squeeze film damper are varied widely. In this paper, controling the level of oil supply pressure by fuzzy theory, a significant reduction in journal eccentricity ratio, rotor amplitude and force transmissiblilty of a flexible rotor system is achieved.

본고는 현대 사회에서 그 중요성이 갈수록 커지고 있는 영상 중심의 사회적 소통방식이자 결과인 영상커뮤니케이션을 연구하는데 있어 현상학과 기호현상학의 적용가능성을 하나의 이론적 관점을 제시하는 방식으로 고찰했다. 이를 위해 본고는 커뮤니케이션이 특정 표현형식과 의미내용을 담고 있는 기호 체계를 통해 이루어질 경우, 커뮤니케이터의 내적 경험세계를 바탕으로 형성되는 인식 체계를 연구방법으로 활용 할 수 있기 때문에 개별 현상과 상황마다 각기 다른 시각의 상호주관성이 개입될 수 있음을 전제했다. 연구결과에 의하면, 영상커뮤니케이션 연구는 커뮤니케이션의 주체와 객체 사이에서 영상이 지향되는 방식에 대한 커뮤니케이터 내부의 인식과 영상기호를 통한 일상적인 경험세계를 이론적 배경으로 하는 현상학과 기호현상학의 범주 안에서 전개될 수 있다고 할 수 있다. 또한 연구자와 연구대상 사이에 최소한의 정보적 공유나 정서적 공감이 없다면 커뮤니케이션이 쉽지 않다는 점을 영상커뮤니케이션 연구의 전제로 설정할 수 있으며, 영상커뮤니케이션에 대한 이해와 해석의 과정이란 결국 영상을 중심으로 발생하는 특정 현상에 대한 이해의 불확실성과 해석의 불완전성을 해소하는 것이라는 점을 논증할 수 있었다. 이와 같은 결과에 따르면, 영상커뮤니케이션에서 영상으로 재현되는 연구대상의 현실감을 정확히 파악하기 위해서는 커뮤니케이션 과정에서 발견되거나 발생된 현상 자체를 설명하는 과정이 필요하다고 할 수 있다.

지구과학 탐구 대상은 다른 학문의 탐구 대상과 달리 거대한 시 공간적 규모, 접근 불가능성, 통제 불가능성, 복잡성 등을 지니고 있다. 그렇기 때문에 지구과학의 탐구 대상을 실험실 내에서 실제 조작을 통해 탐구하는 것은 매우 어렵거나 심지어 불가능하다. 따라서 지구과학에서는 실제 조작을 하지 않고도 탐구를 할 수 있는 대안이 필요하다. 실제 조작을 하지 않고 탐구를 수행하는 대표적인 탐구인 사고실험으로부터 추론의 역할을 재조명하고 추론을 사용한기존의 탐구 수업 모형들의 특징을 조사하였다. 각 탐구 모형들을 지구과학에 적용하는데 있어서의 시사점을 살펴보고 이들을 바탕으로 지구과학적 현상의 탐구에 적합한 추론 중심 탐구수업 모형을 제안한다.

본 연구에서는 갤로핑/플러터와 웨이크 갤로핑과 같은 공력불안정현상을 이용한 에너지 수확 장치에 대한 적용가능성을 검토하였다. 이를 위해서, 작은 규모의 에너지 수확 장치를 설계 및 제작하였고, 이 장치들의 효율성과 효과를 증명하기 위한 일련의 실험을 수행하였다. 이러한 시험 결과로부터 공력불안전형상(갤로핑/플로터 및 웨이크 갤로핑)을 이용한 에너지 수확 시스템의 적용 가능성이 증명되었다.

Gas turbines generating power operate in high temperature condition and use natural gas as fuel. For that reason, there are many cases where damage is done to the hot gas parts caused by the high temperature and many accidents occur like gas explosions, then various efforts are needed to maintain the hot gas parts and prevent accidents. It is difficult to find the root causes of damage to the hot gas parts from the gas explosion caused by gas leakage through rotor cooling air line from fuel gas heat exchanger during the shut down. To prevent gas turbine from damage, removal of gas leakage inside of gas turbine is required by purging the turbine before firing, improving the fuel gas heating system and installing alarm systems for detecting gas leakage from stop valve to turbine while the gas turbine has shut down.