본 논문에서는 수중에서 선망어구의 접근에 대한 어군의 유영을 혼돈이론을 적용하여 시각화해 보았다. 어군은 집단적 유영에 있어 비선형적인 특성을 가지고 있으므로 일정한 패턴을 이용한 시각화는 사실성을 반감시키는 요인이 된다. 본 논문에서는 어군을 구성하는 어류의 병렬처리를 통하여 사실적이고 실시간적인 시각화를 제안한다. 또한 어류별 내부 벡터의 변화에 혼돈이론을 이용하여 동물학적 행동 반응도 적용시킨다. 연구 결과는 게임 등의 자연현상을 시각화하는 분야에 활용될 수 있을 것이다.

Lee, Seungjin. 1999. Chaos-Complexity Theory in the Whole Language Context. Studies in Modern Grammar 15, 169-189. This paper attempts to suggest ways in which complexity theory can become a more explicit tool for understanding students` learning and design of learning processes. These are remarkably consistent with whole language approach in schools. Although complexity theory is based on mathematics and physics, many of these principles are equally relevant to a second language learning situation. Now that complexity theory is in its third decade in the West, and has been evolving, it seems that the time is right for a fuller look at the language teaching principle offered by chaos-complexity theory in the field of a second language learning. This paper reviews complex adaptive systems theory through neuroscience and brain research to learning theory and practice. The complexity theory originated not in linguistics but in the mathematical field, and it is interesting to observe that both complexity theory d whole language theory having taken different routes, came to many of the same conclusions about teaching students. Both complexity theory and whole language theory show a very high agreement on issues such as method, approach, affect, effect, role of the teacher, psychological needs of the language learner, and the philosophy of engaging the learner beyond the cognitive domain. By looking at the chaos and complexity theory for learning process, I discuss that learning occurs at the edge of chaos through equilibrium, whole-brain involvement, and "risk-taking". Finally, it seems that complexity and whole language theory affirm the recent shift toward a richer, more open, and more comfortable environment as the most effective way in which educators can optimize the natural human capacity for the learning process.