• Proceedings of the Korean Information Science Society Conference
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• 한국정보과학회 2007년도 한국컴퓨터종합학술대회논문집 Vol.34 No.1 (D)
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• pp.560-565
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• 2007

본 논문에서는 H.264 동영상 표준의 가변 움직임 블록을 위한 고속 움직임 예측 기법을 제안한다. 움직임 예측은 H.264의 비디오 코딩 과정에서 가장 많은 연산량을 차지하는 중요한 처리과정이다. 움직임 예측과정에서 정수배 화소 단위에서의 탐색에 비하여, 부화소 단위까지의 움직임 추정은 실제 움직임 벡터를 찾아낼 수 있지만, 이를 구하기 위한 계산량이 늘어나는 문제가 있다. 본 논문에서는 기준점을 기준으로 기준점으로부터 $\pm1$ 화소 내에서 두 번째로 작은 오차 값이 있는 특성 및 부화소 단위의 화소 보간 특성을 이용하여 움직임 추정 과정에서 탐색점을 줄임으로써 연산 처리 속도를 증가시키고, 계산의 복잡도를 줄이는 알고리즘을 제안하였다. 제안한 방법에서는 정수 화소 단위에서의 가장 작은 SATD를 갖는 점과 참조 영상으로부터 추출한 PMV를 비교하여 기준점을 정한 후, 기준점 주위의 8개의 화소 위치 가운데 두 번째로 SATD값이 작은 점을 찾아 해당 방향으로 1/2 화소 단위의 움직임 추정을 수행하였고, 1/4 화소 단위에서도 1/2 화소단위에서 두 번째로 SATD가 작은 점 방향으로 움직임 추정을 실행하였다. 그 결과 기존의 JM에서 사용한 고속 움직임 예측 알고리즘에 비해 PSNR값에 큰 변화가 없고, 움직임 벡터 예측 시간 면에서 약 18%의 시간을 줄이는 결과를 보였다.

• Education of Primary School Mathematics
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• 제26권4호
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• pp.369-385
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• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• The Korean Journal of Applied Statistics
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• 제21권5호
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• pp.739-754
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• 2008

Researches on conversion formulas between multiple decrement models and the associated single decrement models have focused on calculating yearly-based conversion formulas. In practice, actuaries may be more interested in monthly-based conversion formulas. Multiple decrement tables and their associated single decrement tables consist of yearly-based rates of multiple decrements and absolute rates of decrements, respectively. This paper derives conversion formulas from yearly-based absolute rates of decrements to monthly-based rates of decrement due to cause j under the uniform distribution of decrements(UDD). Next, it suggests conversion formulas from monthly-based absolute rates of decrements to monthly-based rates of decrement due to cause j under UDD. In addition, it calculates conversion formulas from yearly-based rates of decrement due to cause j to the corresponding absolute rates of decrements under UDD or constant force assumption. Some numerical examples are discussed.

• Journal of The Korean Association of Information Education
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• 제19권4호
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• pp.459-466
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• 2015

The content of software education for elementary school students in the 2015 revisions to the national curriculum are not sufficient because class time dedicated to software education has been limited to 17 hours in fifth and sixth grades. In this study, I developed the algorithm and programming model for Korea. I analyzed domestic and international software education curricula as well as training platforms, such as Code.org, Blockly Games, and Entry. The suggested algorithm and programming framework is known as the Rainbow system, which is divided into 7 steps, 14 criteria, and 3 content areas--understanding the algorithm, the actual programming, and evaluation of the program. Using the Rainbow system, once students have completed a level they can be promoted to the next stage, regardless of their grade.

• Proceedings of the Korea Water Resources Association Conference
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• 한국수자원학회 2023년도 학술발표회
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• pp.323-323
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• 2023

유역의 증발산량 자료는 물순환 과정을 규명하는 매우 중요한 자료 중의 하나이며, 물순환 성분별 명확한 산정 결과는 수자원 개발과 물환경 보전에 중요한 정보를 제공할 수 있다. 본 논문에서는 임진강 유역(유역출구(한강합류점) 기준, 유역면적 8,138.9km²)을 대상으로 5개년(2018~2022) 기상관측자료를 이용하여 증발산량을 산정하였으며, 그 외의 수문관측자료를 통해 물수지 분석도 수행하였다. 증발산량 산정은 세계식량기구(FAO)에서 제시한 Penman-Monteith equation을 적용하여 일별증발산량을 산정하였으며, 작물의 종류에 따른 계수는 잔디의 경우를 채택하였다. 본 방정식을 통해 산정된 증발산량(ET_o)은 기준작물에 수분의 공급에 제한이 없는 상황에서 산정된 기준 증발산량(reference evapotranspiration)을 의미하며, 기준 증발산량을 실제 증발산량으로 변환하기 위해서는 작물계수를 고려해야 한다. 작물계수는 식생의 높이, 알베도, 식생의 저항, 토양으로부터의 증발 등의 영향을 받게 되나, 더욱더 명확하게는 식물에서의 증산을 설명하는 기본 작물계수와 토양에서의 증발을 설명하는 토양계수의 합을 통해 계수를 산정하게 된다. 임진강 유역에 공간적으로 분포된 작물계수를 정확히 산정하기에는 한계가 있으므로 잔디의 경우로 한정하여 산정된 기준 증발량은 833.0mm(5개년 평균값)이다. 각 물순환 성분별로 생성된 임진강 유역의 5개년 평균값인 유역평균강우량은 1,412.9mm이며, 하천유출량은 804.9mm(유역평균강우량 대비 57.0%), 실제 증발산량은 442.3mm(유역평균강우량 대비 31.3%, 기준 증발산량 대비 약 53.0%), 유역저류량은 165.7mm(유역평균강우량 대비 11.7%)이다. 유역평균강우량은 8개 관측소(양덕, 원산, 신계, 개성, 평강, 철원, 동두천, 파주) 강우량의 유역평균값이며, 하천유출량은 유역출구의 상류 관측소인 비룡대교 관측소(유역면적 6,784.0km²) 유출량의 유역면적비 적용값이다. 실제 증발산량은 기준 증발산량 산정값에 해당 유역내 존재하는 설마천 유역의 기준 증발산량과 실제 증발산량 비율(약 53.0%)을 적용한 값이며, 유역저류량은 전제적인 물수지 분석을 통해 얻어진 추정값이다. 이와 같이 산정된 물순환 성분별 자료는 유역의 물순환 과정 규명을 위한 기초자료로 매우 유용하게 활용될 수 있으며, 유역 물관리를 위한 의사결정 과정에 중요한 역할을 할 수 있을 것으로 기대된다.

• The Mathematical Education
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• 제62권4호
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• pp.515-529
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• 2023

The purpose of this study is to analyze teachers' understanding of the number and operations area of grades 3 to 6 in elementary school mathematics curriculum and to derive implications for improving teachers' understanding of the mathematics curriculum. To this end, elementary school teachers were asked to develop items to evaluate curriculum achievement standards at each grade level, and then the teachers' understanding of the curriculum was examined based on the collected items. As a result of the study, there was a misinterpretation of the achievement standards in approximately 25% of the questions collected. Typically, cases where the content covered by each grade was confused when using textbooks as a standard, or cases where the difference between the content covered by the two achievement standards could not be completely distinguished were found.

• The Journal of the Korea Contents Association
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• 제14권7호
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• pp.427-434
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• 2014

In this research, it is empirically tested whether firm value after the adoption of IFRS is increased in Korea and China using Tobin's Q model. In Korea, IFRS was mandatorily adopted in 2011 for all companies. China mandated IFRS conversion for public traded companies starting 2007. The revisions bring Chinese standards closer to the IFRS benchmark of internationally recognized quality, but the new standards will not be word-for-word translations of IFRS, though they founded on similar principle. We expect the different adoption process between Korea and China can make different impact of IFRS on firm value. The results are summarized as follows. First, Tobin's Q seems to be increased after the adoption of IFRS, and the firm value is significantly different between before and after IFRS adoption in Korea. Second, Tobin's Q seems to be increased after the adoption of IFRS, but the analysis by t-test is not significantly higher for post IFRS. These results could be a good finding in that the impact of IFRS adoption on firm value is different by adoption process.

• Journal of The Korean Association For Science Education
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• 제36권1호
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• pp.29-43
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• 2016

There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.

• Korean Educational Research Journal
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• 제38권1호
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• pp.1-16
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• 2017

The third national curriculum had the characteristics to establish guidelines in history textbooks with the basic direction to implement the charter of national Education. At that time, the object of the history education was 'the harmony with the development of the individuals and national development' which was the same that the authorized government aimed at. But the characters and the purpose were repeated without any criticism. Since the third national curriculum was presented in Korean education, the aims of education proposed the 'Korean style democracy'. Essential aims of education are more important than any political issues because academic research is not reflected on nationalism. This trend which is flowing in the education of Korea was strengthened through the education authorities in the statements of 'Deployment of the Governing' or 'guidelines': Especially, the idea and the history education. Despite the curriculum has been amended several times, these problems are not to be gotten rid of. The recently revised curriculum guidelines for history textbook description should improve and find the way to develope the history thinking of students.

• 전기의세계
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• 제27권2호
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• pp.23-28
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• 1978

(차례) 1.공업전문대학의 교육목적 2.교육과정 (1)전기공학과의 교육목적 목표 및 방침 (2)교육과정 운영상의 문제점과 개선방안 (3)모형교육과정작성(안) 기본방침 (4)모형교육과정(안) (5)교과목 내용 3.기준외곽시설(안)