재해영향예보는 기존의 기상요소 중심의 예보에서 벗어나 기상상황에 따른 잠재적 사회경제적 위험도 정보를 함께 제공하는 것을 의미한다. 재해영향예보의 제공시 가장 핵심적 사항은 기상상황에 따라 발생가능한 재해를 예측하고 이에 대한 위험도 정보를 적절히 제공하는 것이다. 하지만 단순히 기상정보와 재해정보를 통합하여 제공하는 재해영향 예보는 기상예보가 확률적 성격을 가지고 있으므로 예보의 내용이 실현된 기상상황과 괴리가 보일 때 재해영향예보 소비자에게 혼동을 줄 수 있다. 따라서 효과적인 재해영향예보는 소비자가 비교적 쉽게 예보의 확률적 성격을 이해할 수 있으며 재해기상상황에 대한 위험도 정보를 미리 숙지할 수 있는 것이어야 한다. 그리고 예보에 기반하여 기상재해에 대한 소비자의 합리적 대응이 가능하도록 하는 것이어야 한다. 본 연구에서는 재해영향예보시 재해기상에 대한 예보정보를 과거재해를 발생시킨 재해기상 및 확률기상 정보와 비교하여 제공하여 기상정보의 소비지가 기상현상이 가져오는 위험도를 보다 직관적으로 이해할 수 있도록 하는 방안을 제시하였다.

To examine morphological processing of past tense in English, we set up an ERP-based experiment where the participants read stem forms of regular and irregular verbs presented by using the repetition priming paradigm: the stem forms were either preceded by their past tense forms (primed condition: walked-walk, hold-held) or by their past tense forms of unrelated verbs (unprimed condition: stayed-walk, taught-held). The difference in ERP responses between the primed and unprimed stems was taken as showing morphological priming effects. In the previous studies (e.g., Münte et al. (1999)), native speakers of English elicited the reduced N400 in regular verbs, but not in irregular verbs. However, this study found an N400 reduction in the primed condition in both regular and irregular verbs. The reduced N400 effects were also manifested in control conditions: phonological words and the regular nonce verbs. These effects show that Korean L2 learners process regular and irregular forms in an identical way, whereas native speakers processed regular and irregular forms using a dual route reported in the previous studies. To conclude, Korean L2 learners do not process morphologically as native speakers do. There are some factors that affect L2 processing. First, L1 speakers use grammatical (=morphological/syntactic) information in language processing, but L2 learners do not. According to Clahsen and Felser (2006), L2 learners' grammatical processing capacity is limited. Second, L1 is acquired implicitly by children, but L2 is learned explicitly in formal classrooms. Finally, with maturational changes, late L2 learners use a declarative memory system rather than a procedure memory system in L2 grammatical processing.

본 연구에서는 재해위험지구 정비사업의 질적 수준제고를 위하여 지금까지 수행된 재해위험지구 정비사업에 대해 비용대비 효과성을 분석했다. 최근의 재해이력을 고려하여 8개의 분석대상지구를 선정하였으며, 편익·비용비(B/C)를 사용하여 투자효과를 분석하였다. 해당지역의 과거재해이력을 활용하여 편익을 산정하였으며, 비용은 총사업비로 적용했다. 8개의 분석대상지구에 대한 분석결과는 피해규모, 할인율 등의 인자에 따라 다른 범위에서 B/C＞1을 나타내는 것을 알 수 있었다. 분석결과에 따르면 8개의 대상지구에 대한 평균 B/C는 1.78로 1이상을 나타내는 것으로 확인되었다. 이러한 결과로 볼 때 재해위험지구 정비사업으로 인한 투자효과성이 있는 것으로 판단된다.

Purpose of this paper is to propose a green campus coexisting in human, nature and culture through making the ecological ly stable campus. The 'green campus' has the six design concepts. These are follows; Vivid campus, Blue campus using the water, Eco-campus aimed at green hand, Cultural campus, Progressive campus and Scholarly campus. These concepts are not only made with the independent role but also the in interactive relation. Campus will be changed into the huge biotope or ceo-garden through the green-hand and water system. Because of the various organism(human, trees, insect etc.), campus will be changed in form of the more vivid space. It should be expected thing this design as following points ; First, it will be improved environmental quality in Kook-Min Univ. changed into the sustainable and environment-friendly green campus as well. Secondly, it will be energetic campus as a living space for rest and cultural activities. ThirdJy, it will be improved the image of campus and opened to the public. FourthJy, it will be grown the talented man who has both a human nature and a intelligence.

Many times our reading of a particular poem by T. S. Eliot may be deepened by understanding the metaphoric images of cited mythological or literary works, by exploring its relation to the poem we are ready to read. Usually the meaning of mythological or literary works quoted in his poem is invaluable or crucial to understand the whole image of the poem, because it suggests the key to comprehend the particular poem as a whole. T. S. Eliot stated in his essay “Tradition and the Individual Talent” that no poet, or no artist of any art has his complete meaning alone. His significance is the appreciation of his relation to the dead poets and artists. In the structure of Eliot's poems we should be aware of the combination of the heterogeneous elements; the past and present, which makes sometimes readers puzzed at first sight but soon wide awaked. It is required that when poetry calls for knowledge, even a common reader must be prepared to answer the demand which Eliot has made use of combining techniques mixing radical elements of the past and present in his poetry. Such a combinative manner has been long acclaimed for a new and startling technique since his poem “The Love Song of J. Alfred Prufrock” was published. This paper is designed to explain some of his poetical techniques, particularly showing some examples of complicated, ambiguous, contradictory expressions and making frequent use of ancient myths, classic literature and folklores. The difficulty which faces the reader immediately lies in his frequent use of distorted quotations and allusions, his reference to many languages and literatures. It is partly due to his careful investigation on mysticism such as Christian Mysticism(1899), The Varieties of Religious Experience(1902) and Mysticism (1911). It is not surprising that Eliot has been blamed for obscurity and pretentiousness. This is the result of being judged by readers who have not attempted to analyse his technique to unite the elements of past and present. Eliot said that difficulty reading modern poems would not be something peculiar to certain writers, but a condition of writing with deeper insights into classical literature.