• Korean small business review
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• v.42 no.4
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• pp.103-122
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• 2020

This study investigates the research trends of SMEs and technological innovations in the last 40 years. Research topics and methodological trends were analyzed for 114 academic papers deals with technology innovation in SMEs. In terms of research subjects, there have been interested in the technology capability and technology accumulation of SMEs in the 1990s, but after the 2000s, research on external open innovation and innovation performance has increased. The empirical analysis studies using primary or secondary data were dominated since the 2000s. We suggest some future research directions, more systematic innovation processes in SMEs, the interactions between technology innovation and external environments, and advanced methodologies on SMEs' technology innovation studies.

• Proceedings of the KSMRM Conference
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• 2001.11a
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• pp.103-103
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• 2001

목적： 기능적 자기공명영상을 이용하여 숫자 연산과 연관된 뇌영역을 알아보고자 하였다. 대상 및 방법： 정상 성인 자원자 6명을 대상으로 연산과제를 이용하여 연산과제와 관계된 대뇌영역 꼭 활성화를 유도하였다. 실험은 실험 I과 실험II로 나누어 진행하였다. 실험 I에서 연산과제는 스크린을 통해 보여주고 계산식이 맞는지를 판단하여 신호하도록 하였고[예：(4＋5)$\times$8=72], 대조과제는 십자모양을 집중하여 보도록 하였다. 실험II에서 연산과제는 실험 I과 동일하였고, 대조과제는 화면에 제시되는 세 개의 수가 모두 홀수 또는 짝수일 때 신호하도록 하였다. 기능적 자기공명영상은 1.5T 초전도 자기공명영상장치에서 EPI BOLD 기법을 이용하여 얻었으며 6명에서 얻은 영상을 정상화(normalize)한 후 SPM 프로그램을 이용하여 통계분석을 하였다. 활성화된 뇌 영역은 모형뇌에 지도화하여 두 과제에서 활성화된 뇌 영역을 비교 분석하였다.

• 대한공업교육학회지
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• v.37 no.2
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• pp.127-146
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• 2012

The purpose of this study is to exploring the procedure of developing hands-on activity and provide the generalized development procedure adjusted for the technology subject. The research method for this study is mainly based on document and experience. exploration of hands-on activity and development procedure of hands-on activity given by preceded researchers and the common factor was derived from them. For the result of the study. first. the concept of experience and hands-on activity was examined and the procedure of developing hands-on activity in technology education was reviewed. Second. suggested 3 steps for the procedure of developing hands-on activity in technology education ; preparation. development. improvement and the detailed steps. Third. presented contents included for hands-on activity task materials. For the teachers. those are ; hands-on activity subject. readings before the class. object for the course class. main activity in class courses. material. tools and facility. design brief. reference data. score sheet. detailed class process. For the students. those are; subject for class. matters to be attended to. portfolio and etc.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.805-808
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• 2013

As the development type of domestic technology on information & communications have changed from following development to leading devalopment, developing new technology and creating new market through securing basic technology and IPR has been more essential than ever before. At the same time, it is required to increase the possibility of commercialization on developed technology. Therefore, it is necessary to formulate the consensus on the value and function of project at project planning phase for creative & innovative idea to be adopted into project and to be performed successfully. Accordingly, this paper proposes use case developing methodology adopted to creative & innovative project by analysing use case developing method in software engineering. Also, new methodology is appled to LASA display developing project to prove the reliability. Since the demands on new technology is henceforth expected to increase gradually, it is necessary to continue to study on the methodology of being more formal and logically related between phases as well as on that of analysing relationship among use cases and proving logical reliability of use case.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5633-5638
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• 2011

Kim(2011) showed that the team-based teaching method which is focusing on the individual job assignment solves the backlash effects of peer-evaluation method and suggested that it should be studied if the job assignment teaching method does not worsen the learning outcomes[1]. To analyse the learning outcomes of the job assignment teaching method is the purpose of this paper. This paper evaluates the improvement of the learning outcomes which are resulted from a variance of education style that each member of project team was given his specific task. Firstly, all the students evaluate a learning satisfaction and quality of outcomes by themselves. Secondly, an instructor and some professionals evaluate all the outputs. The results showed that the learning outcomes evaluated by students and instructors are improved significantly. The suggested method in this paper, which focuses on the job assignment of team project, could improve the learning outcomes of team project in engineering education.

• Investigative Magnetic Resonance Imaging
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• v.15 no.2
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• pp.130-138
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• 2011

Purpose : To compare fMRIs of visual and auditory word generation tasks, and to evaluate the difference of its activated areas and lateralization according to the mode of stimuli. Materials and Methods : Eight male normal volunteers were included and all were right handed. Functional maps were obtained during auditory and visual word generation tasks in all. Normalized group analysis were performed in each task and the threshold for significance was set at p<0.05. Activated areas in each task were compared visually and statistically. Results : In both tasks, left dominant activations were demonstrated and were more lateralized in visual task. Both frontal lobes (Broca's area, premotor area, and SMA) and left posterior middle temporal gyrus were activated in both tasks. Extensive bilateral temporal activations were noted in auditory task. Both occipital and parietal activations were demonstrated in visual task. Conclusion : Modality independent areas could be interpreted as a core area of language function. Modality specific areas may be associated with processing of stimuli. Visual task induced more lateralized activation and could be a more useful in language study than auditory task.

• Proceedings of the Korea Institutes of Information Security and Cryptology Conference
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• 1997.11a
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• pp.196-202
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• 1997

[6]에서 Zhang과 Zheng은 부울함수의 암호학적인 전역상관계수의 특성을 계산하기 위해서 GAC(Global Avalanche Characteristic)이라는 새로운 개념을 제시하였다. 그들은 GAC의 값들에 대한 측적을 위해서 2개의 단위를 제시했고 2개의 단위의 상한과 하한에 대해서 계산했다. 그러나 그들은 균등함수의 GAC의 하한은 향후의 연구과제로 남겨놓았다. 본 논문에서는 균등함수의 GAC의 하한에 대해서 계산했고, 연접의 방법에 의한 좋은 GAC 의 특성을 가지는 함수의 생성방법을 제시하였다.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.53-70
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• 2012

The purpose of this study was to investigate the effects of task conditions (physical similarity between the spatial product and the reference space, presentation place of the spatial product) on children's spatial representation. The participants consisted of 40 3-year-olds and 40 4-year-olds. The results of this study are as follows. Both 3-year-olds and 4-year-olds were capable of a greater degree of spatial representation when there was a high level of physical similarity between the spatial product and the reference space, and when the presentation place of the spatial product was in the reference space. 4-year-olds were capable of more accurate spatial representation than 3-year-olds. There was no significant difference in the children's spatial representation depending on the type of spatial product (scale model, map). The results revealed that the physical similarity between the spatial product and the reference space and the presentation place of the spatial product are essential in young children's spatial representation. Additionally, the results indicated that spatial representation of children develops gradually from when they are three to when they turn four.

• Proceedings of the KAIS Fall Conference
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• 2008.11a
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• pp.492-494
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• 2008

TRIZ는 문제분석을 통한 모순을 찾아내어 이를 해결하는 Process에 역점을 두는 방법론으로 알트슐러와 그의 동료에 의해 수십만건의 특허를 분석하는 과정에서 시대와 분야를 막론하고 동일한 유형의 문제가 반복되고, 이를 해결하는 방법도 동일함을 규명하여 이를 체계화한 방법론으로, 현재 핵심기술 개발 및 창의적 문제 해결 방법론으로 각광받고 있다. 그러나 TRIZ 역시 문제점을 가지고 있으며, 그것은 초기 과제 정의가 어렵다는 것과 효과산출을 어떻게 하면 객관화 할 수 있을 것인가 이며, 또한 도출된 아이디어를 최적화 하는 방안이다 하나의 방법론만으로는 모든 과제 해결을 위해 일괄 적용 시키는 것은 모순이며, 경영기법간의 연계를 통한 경영효과 극대화가 필요하다. 이 논문에서는 6시그마와 TRIZ 방법론 분석을 통한 각 방법론의 이해를 높이고, 이를 바탕으로 서로 방법론간의 연계의 필요성을 확인 및 방법론 간 연계를 위한 연계 프로세스 모델을 제시하고자 한다.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.103-111
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• 2000

Nowadays, We meet computers in everywhere, and the act of Teaching Computers is taken place in every social situation. The purpose of this paper is to research the meaning and theme on a view of computer literacy, the meaning of computer literacy through the computer educational phenomenon, presenting examples of contents, and discussing the role. In addition, this paper shows direction of teaching methodology for computer literacy.