Earticle

In this paper the approximation methods of offset curve of conic with explicit error bound are considered. The quadratic approximation of conic(QAC) method, the method based on quadratic circle approximation(BQC) and the Pythagorean hodograph cubic(PHC) approximation have the explicit error bound for approximation of offset curve of conic. We present the explicit upper bound of the Hausdorff distance between the offset curve of conic and its PHC approximation. Also we show that the PHC approximation of any symmetric conic is closer to the line passing through both endpoints of the conic than the QAC.

본 연구는 규범과 통제소재가 개인의 친환경행동태도에 미치는 영향력을 알아보기 위해서 수행되었다. 규범은 도덕적 규범과 사회적 규범으로 통제소재는 내적통제와 외적통제로 구분하였고 규범의 유형과 통제소재유형이 친환경행동태도에 어떤 영향력과 차이점을 보이는지를 확인해 보고자 하였다. 친환경행동태도는 암묵적 태도와 외현적 태도로 구분하여 측정함으로써 의식적 정보처리의 통제여부에 따라서 친환경 행동에 대한 태도가 달라지는지를 비교 분석하였다. 연구결과를 살펴보면 도덕적 규범은 통제소재별 암묵적 친환경행동태도에 대한 검증에서 의미가 있는 것으로 나타났지만 사회적 규범은 효과가 없는 것으로 나타났다. 규범의 유형이 내적통제에 의한 명시적 친환경행동태도에 미치는 효과를 분석한 결과에서는 도덕적 규범의 영향력은 의미가 있는 것으로 나타나지만 사회적 규범은 의미가 없는 것으로 나타났다. 외적통제의 명시적 친환경행동태도에 대한 규범의 영향력은 도덕적 규범과 사회적 규범 모두 의미 있는 것으로 나타났고 도덕적 규범과 외적통제에 의한 친환경행동태도의 관계는 부적인 것으로 나타났다. 통제소재에 따라서 친환경행동태도의 반응이 어떻게 달라지는지를 알아보기 위해서 친환경행동태도에 대한 암묵적 태도와 명시적 태도의 상관관계를 분석하였다. 그 결과, 두 태도의 상관관계는 매우 낮은 것으로 나타나는데 이것이 갖는 의미는 통제소재별 친환경에 대한 개인의 태도가 암묵적 태도와 외현적 태도에서 다르게 나타남을 말해준다. 마지막으로 친환경 행동을 촉진시키기 위한 정책적 방안과 구체적인 실천전략에 대해서 언급하였다.

This study was conducted to identify the influence of norm and locus of control on eco-friendly behavior. The norm was classified as the moral and social norm, the locus of contrjol was classified as internal and external control. The attitude toward eco-friendly behavior was also measured separately with the implicit and external attitude to compare two kinds of attitude depending on the locus of control. The result of the study showed that moral norm was found to be meaningful in the verification of implicit attitude toward eco-friendly behavior by locus of control but social norm was found to be ineffective. An analysis of the effect of the type of norm on the attitude of explicit eco-friendly behavior by internal control showed that the influence of moral norm was meaningful, but social norms was meaningless. The influence of norm on explicit eco-friendly behavior attitude by external control was shown to be meaningful in both moral and social norm, and the relationship between moral norm and eco-friendly behavior attitude by external control was shown to be negative. The correlation between implicit and explicit attitudes toward eco-friendly behavior by locus of control was analyzed to see how the responses on eco-friendly behavior attitudes vary depending on the controlled materials. The result showed that the correlation between ST-IAT and explicit attitude toward eco-friendly behavior by locus of control was statistically low and meaningless. What this means is that individuals' attitudes toward eco-friendly behavior can be different according to cognitive information processing. The result of the study will be helpful in the development of government’s policy and specific action plan for promoting eco-friendly behavior.

광고에서 이상적인 미로 묘사되는 마른 모델의 신체이미지와 자신의 신체이미지 간의 일치성 그리고 그러한 모델과 자신을 비교하는 정도인 상향비교 수준이 명시적 및 암묵적 브랜드 태도에 영향을 미치는지를 확인해보고자 하였다. 실험 결과 명시적 브랜드 태도에서 유의한 상호작용 효과가 나타났다. 상향비교를 많이 하는 사람은 모델과 자신의 신체이미지가 일치할 때보다 불일치할 때 명시적인 브랜드 태도가 더 높게 나타났고 상향비교 적게 하는 사람은 모델과 자신의 신체이미지가 불일치할 때보다 일치할 때 명시적 브랜드 태도가 더 높게 나타났다. 또한 명시적 브랜드 태도와 암묵적 브랜드 태도가 소비자의 계획된 미래 행동을 나타내는 구매의도를 얼마나 잘 예측하는지를 알아보기 위해 회귀분석을 실시하였다. 실험 결과 명시적 브랜드 태도와 암묵적 브랜드 태도 모두 유의하게 제품에 대한 구매의도를 예측하였고, 두 가지 태도를 모두 고려했을 때 예측력이 유의하게 증가하였다. 즉 명시적 브랜드 태도와 더불어 암묵적 브랜드 태도를 함께 고려했을 때 구매의도 예측력이 향상되었다.

In this study, the consentaneity of model-viewer body image and the level of upward comparison were examined to see whether they have impact on explicit and implicit brand attitudes. As a result, explicit brand attitudes showed significant interaction effect. People who comparing more with the thin model showed more favorable explicit attitude when their body image unmatches to the model's. On the other hand, people who comparing less with the thin model showed more favorable explicit attitude when their body image matches to the model's. In addition, to see how well does explicit and implicit attitude seperately predict the purchase intention, the regression analyses were conducted. Both explicit attitudes and implicit attitudes, each significantly predicted purchase intentions. And predictive validity even increased when explicit attitudes and implicit attitudes are taken together.

Dynamic application lower mode response is of interest, however the higher modes of spatially discretized equations generally do not represent the real behavior. Some implicit algorithms, therefore, are introduced to filter out the high-frequency modes. The objective of this study is to introduce the P-method and PC ${\alpha}$-method to compare that with dissipation method and Newmark method through the stability analysis and numerical example. PC ${\alpha}$-method gives more accuracy than other methods because it based on the ${\alpha}$-method inherits the superior properties of the implicit ${\alpha}$-method. In finite element analysis, the PC ${\alpha}$-method is more useful than other methods because it is the explicit scheme and it achieve the second order accuracy and numerical damping simultaneously.

In this paper, we perform a comparison study of explicit and implicit numerical methods for the equity-linked securities (ELS). The option prices of the two-asset ELS are typically computed using an implicit finite diffrence method because an explicit finite diffrence scheme has a restriction for time steps. Nowadays, the three-asset ELS is getting popularity in the real world financial market. In practical applications of the finite diffrence methods in computational finance, we typically use relatively large space steps and small time steps. Therefore, we can use an accurate and effient explicit finite diffrence method because the implementation is simple and the computation is fast. The computational results demonstrate that if we use a large space step, then the explicit scheme is better than the implicit one. On the other hand, if the space step size is small, then the implicit scheme is more effient than the explicit one.

Refinements with atomistic molecular dynamics (MD) simulation have contributed to improving the qualities of NMR structures. In most cases, the calculations with atomistic MD simulation for NMR structures employ generalized-Born implicit solvent model (GBIS) to take into accounts solvation effects. Developments in algorithms and computational capacities have ameliorated GBIS to approximate solvation effects that explicit solvents bring about. However, the quantitative comparison of NMR structures in the latest GBIS and explicit solvents is lacking. In this study, we report the direct comparison of NMR structures that atomistic MD simulation coupled with GBIS and water molecules refined. Two model proteins, GB1 and ubiquitin, were recalculated with experimental distance and torsion angle restraints, under a series of simulated annealing time steps. Whereas the root mean square deviations of the resulting structures were apparently similar, AMBER energies, the most favored regions in Ramachandran plot, and MolProbity clash scores witnessed that GBIS-refined structures had the better geometries. The outperformance by GBIS was distinct in the structure calculations with sparse experimental restraints. We show that the superiority stemmed, at least in parts, from the inclusion of all the pairs of non-bonded interactions. The shorter computational times with GBIS than those for explicit solvents makes GBIS a powerful method for improving structural qualities particularly under the conditions that experimental restraints are insufficient. We also propose a method to separate the native-like folds from non-violating diverged structures.

This study aims to investigate which method of instruction between Integrated Form-Focused Instruction (FFI) and Isolated FFI is more effective in developing explicit and implicit knowledge. In Integrated FFI, grammar instruction, such as brief explanations of language forms and error feedback, is provided while learners are engaged in tasks, whereas in Isolated FFI, grammar instruction is provided initially, before tasks are introduced. For the study, 45 first-grade middle school students were divided into two groups. One group received Integrated FFI while the other received Isolated FFI; both types of explicit form-focused instruction were embedded in communicative lessons. Pre- and post-treatment tests were administered to compare the effects of the different types of grammar instruction. The tests consisted of a written error correction test, an elicited imitation test, and a picture-cued oral test. The target grammatical structure was the passive voice. The results of the study show that there was no significant difference between Integrated FFI and Isolated FFI in students’ development of explicit or implicit knowledge, and that both manners of instruction can contribute to improvement on written error correction and elicited imitation tests.

While examining the properties of the implicit comparative construction and explicit superior comparative construction, this paper was intended to investigate whether the two constructions are clearly distinguished. It is claimed that the implicit comparative is similar to the explicit superior comparative in its composition, but the two constructions are different with respect to the semantic relativity of gradable predicates used in them. However, based on the data examined, this study pointed out two facts different from the previous researches. First, the gradable predicates used in the explicit superior comparative do not always have relative meanings. Thus, the semantic relativity of predicates can not be the criterion to distinguish the two constructions. Secondly, the reason why the two comparative constructions have different entailments is related to the semantic relation between the comparison center and the comparison standard. In the implicit comparative, the comparison center and comparison standard are in the inclusion relation, but in the explicit superior comparative, they are in the exclusion relation. Thus, the claim that the two constructions are similar in its composition has to be reconsidered.

이 연구에서는 중국에서 최근에 출판된 󰡔신경전한국어󰡕의 등장인물과 대화문, 읽기 텍스트 분석을 통해 성별과 문화권에 대한 관점을 살펴보았다. 그 결과 등장인물의 성별에 따른 고정관념이나 차별적인 요소는 기존의 중국, 한국 출판 교재에서와 달리 여성이 대화에서 좀 더 주도적인 역할을 하는 것으로 나타났다. 그리고 한국인 등장인물이 중국인 등장인물보다 이성적이고 분석적이며 해박한 지식을 가지고 있는 인물로 그려지고 조언, 제안, 정보를 구하는 질문에 대한 대답, 격려 등 FTA가 강한 화행을 주로 수행하면서 대화에서 주도적인 역할을 하는 능동적이고 적극적인 인물로 그려지고 있었다. 이는 기존의 중국 출판 교재와 한국 출판 교재의 분석 결과와도 일치하는 것이다. 중국 교육부에서 2018년에 발표한 <국가표준>이 중국 문화를 강조하고 있고 이에 따라 개발된 󰡔신경전한국어󰡕에서 한국 문화와 중국 문화를 명시적으로 다루고 있음에도 기존의 교재와 유사하게 한국인 등장인물, 한국 문화에 대한 긍정적인 태도를 보이고 있는 점이 주목할 만하다.

In this study, perspectives on gender and culture were examined through analysis of the characters, dialogue, and text of ??New Classic Korean??, recently published in China. The result shows that stereotypes and discriminatory elements based on the gender of the characters appeared differently from those in other textbooks published in China and Korea. That is, women played a more leading role in the conversation. And Korean characters were portrayed as more rational, analytical, and knowledgeable than Chinese characters. In addition, Koreans were described as active, proactive, and playing a leading role in conversations, mainly performing speech acts with strong FTAs such as giving advice, making suggestions, answering questions, and giving encouragement. This is consistent with the analysis of other Korean textbooks. What is noteworthy is that although ??New Classic Korean??, developed in accordance with the <National Standards> announced by the Chinese Ministry of Education in 2018, explicitly provides Korean and Chinese culture, similar to other textbooks, it shows positive attitude towards Korean characters and Korean culture.

This paper presents applications of the objective stress rates to stress update algorithms for transient shell dynamic analysis within the context of explicit time integration. The hypo elasto-plastic materials are assumed in establishing constitutive equations. The derivation of the objective stress rates are investigated by use of the Lie derivative. Comparison results are given between the Kirchhoff and Cauchy stress formulation. The Jacobian determination algorithm proposed in this paper is presented in association with the Belytschko-Lin-Tsay shell theory. Several numerical examples are demonstrated including contact and non-contact examples, by which proposed algorithms are compared with respect to the accuracy and effectiveness.

The purpose of this study is to compare the effects of the explicit and implicit teaching methods in relation to the instruction of English academic vocabulary in liberal arts at the university level. For this study, two classes were divided into an experimental group (explicit instruction) and a comparative group (implicit instruction). For the 16-week experimental period, quantitative data were collected from academic vocabulary tests and mid/final exams, and qualitative data were collected via interviews with students and the comments on the course evaluation. As a result of applying two different methods of vocabulary instruction, it was found that the teaching method and the learning period were simultaneously involved in the variables that interfere with the effect of vocabulary learning. Another area that the teaching method affects is the area related to grasping power, and here too, an important difference was found between the knowledge area of ??academic vocabulary and the area of ??application of academic vocabulary. It could be observed that the effect of increasing awareness and imprinting on the vocabulary brought about by the explicit vocabulary instruction has a distinct difference in the effect in the context of using the corresponding vocabulary rather than in the case of seeing and understanding academic vocabulary even after a period of time has elapsed.

절리가 발달한 암반의 거동 특성을 효율적으로 모델링 할 수 있는 수치해석 방법으로서 널리 알려진 개별요소법은 서로 다른 알고리즘에 기초하여 개발된 두 가지 형태의 수치해석 방법으로 발전해 왔다. 본 논문에서는 Plesha 등에 의해 개발된 implicit알고리즘에 기초한 NURBM과 저자에 의해 개발된 explicit 알고리즘에 기초한 CBLOCK을 이용하여 불연속체 암반의 기초적인 거동 특성을 수치해석적으로 고찰하고 모델링상의 문제점들을 비교 분석하였다. CBLOCK 계산 결과에 의하면 절리의 수직 및 접선 강성비는 절리 분포에 따라 불연속체 암반의 안정성을 좌우하는 중요한 지수로서 사용될 수 있는 것으로 나타나고 있으나 NURBM 제산은 상이한 결과를 보였다. 또한 구조물의 안정성과 국부적인 파괴 거동의 해석에서 두 방법이 상이한 결과를 가져올 수 있는 것으로 나타났고 이는 수치해석적 모델링의 제약적 요소로 작용할 수 있음을 보여 주었다.

The distinct element method has been effectively applied to the analysis of stability and behavior of jointed rock masses. In this paper the modelling characteristics of different types of distinct element model were investigated. Arch tunnel examples were chosen to compare the calculation results of two computer codes, NURBM and CBLOCK, where the former is based on implicit algorithm, and the other on explicit one. CBLOCK calculations show that joint properties are very important parameters in the stability analysis and that the joint stiffness ratio associated with joint configuration could be used as an indicator, whereas NURBM differ from that. Some other disagreements were also identified.

자기주도학습을 암묵적으로 다루는 과학내용수업과 명시적으로 다루는 자율학습자수업으로 구성되어 있는 과학영재 프로그램에 참여한 중학생들에게 매 수업마다 평가의 일부로 수업에서 만족스러운 점을 서술하도록 하였다. 본 연구에서는 이 두 가지 수업에 대한 학생들의 평가에서 언급되는 자기주도학습 관련 요소들을 비교하였다. 첫째, 자기주도 학습 관련 하위요소의 대부분이 학생들의 평가에 언급되어 있었다. 수업 평가에서 만족스러운 이유를 조금이라도 구체적으로 서술한 경우, 거의 언제나 자기주도학습 관련 요소들을 포함하고 있었으며 분류기준에 있는 대부분의 하위요소가 언급되었다. 그러므로 대부분의 학생들이 자기주도학습 관련 요소들을 인식했고, 그에 대해서 만족스러워했음을 알 수 있다. 둘째, 두 가지 수업에 대한 평가에서 자주 언급되는 자기주도학습 관련 요소와 빈도에 차이가 있었는데, 자율학습자수업에 대한 평가에서 더 많은 요소들이 더 높은 비율로 언급되었다. 예를 들어 탐구기반 차원의 하위요소인 조별활동은 두 수업에서 동일하게 수행되지만, 자율학습자수업에 대한 평가에서 더 자주 언급되었다. 자율학습자수업 평가에서 더 자주 언급된 하위요소들로 인지차원에서 조직화, 계획, 점검, 동기차원에서 자아효능감과 성취가치, 행동차원에서 행동 통제 등이 있다. 한편 일반인지 차원의 하위요소인 지식의 정교화는 주로 과학내용수업 평가에서 언급되었으며, 동기차원의 하위요소인 목적지향은 두 수업에서 모두 많은 학생들이 언급하였으나 과학내용수업 평가에서 더 많은 학생들이 언급하였다. 따라서 두 가지 수업에서 학생들이 인식하는 자기주도학습 관련 요소들에 차이가 있으며 두 수업이 서로 보완적이며 두 가지 수업이 모두 필요한 것으로 보인다.

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

.