• The Bulletin of The Korean Astronomical Society
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• v.37 no.2
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• pp.95-95
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• 2012

Constellations are formed of bright stars which appear close to each other on the sky, but are really far apart in space. The shapes you see all depend on your point of view. Back before people had televisions and electricity to light their homes at night, they spent a lot more time looking at the stars. People all over the world used their imaginations to draw pictures in the sky, as if it were a giant connect-the-dot game. The patterns they imagined are called constellations. People usually saw patterns that reflected their different cultures. Native Americans in North America imagined many animals and shapes from the natural world. The ancient Greeks found images of gods and goddesses in the stars. Sometimes people from very different parts of the world even imagined the same animal or shape in the same stars. Most of the constellations we recognize today were made up by the ancient Greeks around 6,000 years ago. Different constellations are visible at different times of year, so the first appearance of these patterns told farmers of the changing seasons and reminded them to plant or harvest their crops. The constellations also help us to find our way around the night sky and to remember which stars are which. The star names we use today are mostly from Greek and Arabic, but many are changed a bit from the original, as often happens when words are passed from one language to another. It can be difficult to picture just what those folks long ago were seeing in the stars, so don't be discouraged if you have trouble seeing their patterns. You can even make up your own! In ancient world all the countries or regions had their own way to name things up in the sky, make up stories and draw different shapes for constellations. Today there are 88 official constellations, but you may find that different books show their stars connected in slightly different ways. The official constellations are specific regions of the sky, so the exact patterns are not all that important. However in various cultures there are some famous star patterns that use stars from only apart of a constellation, or even connect stars from different constellations. These patterns of stars that are not official constellations are called asterisms. The Big Dipper is a very famous asterism, found in the constellation Ursa Major, or Great Bear.

• Journal of Broadcast Engineering
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• v.21 no.6
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• pp.965-976
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• 2016

Recently studies about audio-visual immersion are being carried out due to development of digital video but studies analysing quantitatively the content or climax of video has not carried out. The paper is analysed quantitatively by using shot size, camera angle, camera direction and camera position, objective & subjective which is general component of video expression. We can see the climax effects in the video destroying the principles because there is a rule when they use the component. This thesis analyses shot-list based on video expression in existing movies therefore it can analyse quantitatively several method commonly used in order to make the climax. These suggesting method that can find the part of climax based on analysis of shot-list can be used when you search the specific part of video like long movie or when you search the genre of the movie or when you index the genre. Also it can be very effective in various information services companies offering climax movie which is searched.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.2
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• pp.89-96
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• 2014

Purpose : In this study, we selected three research subjects to attempt to clear learning motivation of college students is what impact the stress coping style and stress test. First, age, gender, the future career after graduation, the presence or absence of part-time job is, its impact on learning motivation. Second, learning motivation is what effect the stress of the test. Third, based on the motivation of learning, how deal pursuing efforts form the social support, the center of the problem-solving approach, seeking to avoid the reaction to stress how different form. Methods : K University occupational therapy and one, two, three grade 100 students (male 22 people, female 78) to target age, sex, and after graduation, part-time status, motivation, stress, stress coping style questionnaire for distribution and was written. Results : First of all, women's social support form graduation course, more robust than pursue blank after the synchronization uncertainty and stress, and graduated from the trading center and avoid the use of career, more form. Second, motivation and stress test, a difference between the notice could not see. Third, the higher the motivation of learning, problem-solving, Action form to the center to use as many as you, but avoid using too much in the center form is addressed. Conclusion : As a result of the study that came out of the course after graduating from ensure that learning motivation is high, the more the uncertainty, the more to cope with stress in the center of the form to avoid form address was used. Because of this, the student careers after graduation, to make sure that can help you to compare efforts over is believed to be necessary.

• International journal of advanced smart convergence
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• v.8 no.1
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• pp.176-183
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• 2019

Rhyme of Truce is an educational program that helps you develop the ability to cope with cyber violence rightly. we aim to produce educational contents that will last a long time in the memory of specially children. By combining the room escape game and Leap motion / VR, the program reflects the user's motion and action in real time. The Keyboard Worrier comes into contact with the user and causes violence, and the user who is attacked by the monster see several negative messages written in red and hears abuses sound. Users enter the virtual space decorated as the cyber world. They can experience cyber-violence indirectly but vividly, and if language violence, which has been overlooked and recognized only as "letters", is executed offline, it will directly wonder if cyber-violence should also be regarded as a means of violence. Users have the opportunity to cope with violence autonomously. When a user is attacked by an in-game monster, there are two ways to choose from. First, fighting against with a keyboard (which is a symbol of language violence) just like a monster. Second, report the abuser to cyber bureau police. Both methods make them to escape the room, but when they get out of the room and return to the home and read the message through the monitor, users can recognize which action was right for.

• Journal of the Korean Society of Safety
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• v.35 no.2
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• pp.34-46
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• 2020

Unlike research focused on existing technologies and individual errors to analyze the causes of incidents, this study approached them from an organization and culture. And this study is not a one way study but cyclical study what can track cause down using causal loop diagram methodology. Four diagnostic criteria for the negative state of the safety culture : secretive, blame, failure to learning, and incremental learning, combine literature study and expert opinion to derive 41 variables. Connecting these variable make 4 causal loop diagrams and total causal loop diagram. Case accumulation in secretive, accident report in blame, knowledge accumulation in failure to learning, near miss discovery in incremental learning are the main variables. Safety incident is the objective variable by classifying them into 4 stages in total loop, leading track as the most affect is case accumulation, and Step 4 as you can see accident report and near miss discovery are the result of tracking down the cause. This study can be used as a basis for improving the management priority and the system in incident prevention.

• Design & Manufacturing
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• v.11 no.1
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• pp.45-49
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• 2017

Currently, a lot of efforts to make increases the manufacturing efficiency have tried and there is growing the interest to implementing the machining operation through CAM automation and optimization. This kind of movement has shown gradually in 5X milling as well as 3X milling task. By the way, in case of 5X milling, it is difficult to hire the CAM experts who is an experience for 5X machining and also it has too big trouble to use them due to high cost. For this reason, you can see the manufacturer who is concern the CAM S/W to provide the NC automation program that beginners can generate easily the 5X milling in short term and the existing 5X milling process can be improved. These requirements need to make a NC automation process including the practical machining strategies same as the generation by NC expert. In order to support this, it is necessary to directly apply the 3D machining part based on NC template which includes the machining procedures, standard cutter library, auto machine area selection, analyze tool for part shape, machining condition setting considering the material stiffness to be provided by CimatronE and it should be created the 5axis machining data by a minimized operation. With user-friendly, CimatronE's NC machining automation tools improve the 5-axis machining process and speed up the process, maximizing work efficiency and improving product productivity compared to existing machining tasks.

• (The) Research of the performance art and culture
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• no.37
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• pp.223-247
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• 2018

A reading aloud performance is an activity in which the actors convey the meaning of the play to the audience through reading the play without memorizing the play. Although this term has been used for a long time, it can be said in the early 2000s that Korea began to pay attention to reading aloud performance in the cultural world. As the theater education is strengthened in the 2015 revision curriculum, interest in this "reading aloud performance" is also growing. In this article, we analyzed the reading aloud performance of the 8th contemporary Japanese drama '2018' in order to utilize the reading aloud performance in the educational field and to utilize it in the lecture of the children education. There are two types of rehearsals for the actors on stage: 'Reading by watching drama', 'Playing by memorizing drama', and 'Mixing two types'. In the end, the key is that there is no set rule for the type of reading aloud performance. It's not trouble to see or not to see the play. It is not necessary to have a stereotype that you should do a proper reading aloud performance in consideration of your situation, but that you should do this. If children understand the concept of read aloud performance in a flexible way, the educational effect will be greater. Based on this analysis, we suggested 'not sticking to the form of reading aloud performance' and 'choosing various types of reading aloud performance' as a criterion for applying to the education field for children. In addition, the sub-criteria required for selecting 'various types of lecture performances' include' selecting a specific scene in the content of the play ',' considering the level or situation of the student ',' not hesitating to make a new type of lecture performance '. I hope that this article will be a stepping stone to revitalize the discussion in the educational world where discussion on the performance of reading aloud is requested, and to solve the problem of lack of educational design due to lack of theory.

• Journal of the Korea Society of Computer and Information
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• v.26 no.6
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• pp.81-88
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• 2021

In this paper, we design and implement a bus information notification application based on the GPS sensor of a smartphone. This application provides the ability to check bus stops within a radius of 200m based on the current user's location using the smartphone's GPS sensor, Google Map, and open API. In addition, if you click the marker of the desired stop, you can see the name of the stop, and click the view arrival information button to check the detailed bus arrival information of the stop. In addition, it provides a function to check the location information of pharmacies, nonghyups, and post offices that sell public masks, the names of public mask stores, and mask inventory through the public mask store button. Each icon was used differently to make visual differences in order to easily indicate the difference between the times of public mask sales and bus stops. In addition, if you want to know the information of other bus stops and the route of the desired bus, not around the user's location, click the bus stop search button. Finally, after storing the destination stop or location, it implements a function that provides an alarm when it approaches the location.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.