• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.418-420
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• 2009

본 논문에서는 청각장애인들이 가정내에서 발생되는 소리 및 방범 등 비상상황이 발생하였을 때 상황을 다양한 센서로 감지한 후 청각장애인들에게 발생된 상황을 통보하여 청각장애로 인한 불편함을 돕는 가정용 헬스케어시스템을 구현하고자 하였다. 가정에서 발생된 신호를 센서모듈과 연동한 후 감지된 신호를 무선으로 전송하고자 지그비 통신모듈을 사용하였고 각 센서 모듈로부터 받은 데이터 처리는 PIC 16F687 마이크로프로세서를 이용하여 처리하였다. 청각장애자에게 발생된 각각의 상황을 전달하기 위해 각각의 감지된 센서마다 고유한 진동 패턴을 설정하여 진동의 느낌을 통해 청각장애인은 발생된 상황을 감지하도록 구성하였다.

• Proceedings of the KIEE Conference
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• 2007.07a
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• pp.1658-1659
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• 2007

가정내 가전기기들은 아날로그 방식에서 디지털 방식으로 전환되고 있으며, 이로 인해 디저털 가전기기들간의 네트워크 환경 구축이 새로운 패러다임으로 굳혀지고 있다. 하지만 가정내 네트워크 관련기술은 유 무선과 같은 다양한 방식으로 발전되고 있으며, 이를 효과적으로 상호 인터페이스하기 위한 소프트웨어 관련 기술이 요구되고 있다. 본 논문에서는 유 무선 환경을 고려한 디지털 가전기기나 정보가전기 기들간의 상호 인터페이스와 실행환경을 구성하기 위해 지능형 홈웨어를 구현하였다. 지능형 홈웨어는 다양한 플랫폼을 가진 디지털 가전기기나 정보가전기기에 탑재되어지며 무선 센서 네트워크 환경과 전력선 통신을 사용하여 글로벌 네트워크 환경으로의 연결을 가능하게 하는 유선네트워크 환경을 기반으로 한다. 이들 유선과 무선 환경의 상호 인터페이스를 통해서 가정내 생활환경을 조절할 수 있는 홈 오토메이션 기능을 위한 실행환경을 제공한다.

• Proceedings of the KAIS Fall Conference
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• 2003.06a
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• pp.301-304
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• 2003

최근 ADSL과 케이블 모뎀을 이용한 고속 가입자망의 급속한 보급과 인터넷 정보가전(Internet appliances) 개발의 활성화는 홈네트워킹(home networking)이라는 새로운 컴퓨팅 환경을 등장 시켰다. 가정이나 사무실 내부에 PC, 프린터, 네트워크 카메라, 인터넷 냉장고, PDA, 디지털 TV등의 각종 장비들을 하나의 네트워크로 연결하고 게이트웨이를 통해서 외부의 인터넷과 연결된 홈네트워킹 환경에서, 사용자들은 가정에서 웹(Web)을 통해서 인터넷의 다양한 서비스를 이용하는 것 뿐 아니라, 원격지에서 가정 내부의 장비들을 제어하는 원격 관리 등의 새로운 서비스에 대하여 연구하였다.

• Information and Communications Magazine
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• v.18 no.11
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• pp.44-57
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• 2001

본 논문에서는 광전달망에서 토의가 진행되고 있는 경로 라우팅 문제와 시그널링 프로토콜 기술에 관하여 기술한다. 광전달망의 구조는 백본 네트워크 코어부분에 광회선분배기(Optical Crossconnect; OXC)가 있고 에지의 IP 라우터와 연결되는 형태로 가정한다. Generalized Multi-Protocol Label Stwitch(GMPLS) 기술을 근간으로 하고 있다 특히 본 논문에서는 IP 라우팅과 시그널링을 광전달망에 적용하기 위해 필요한 기술들에 대하여 기술한다.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.117-128
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• 2010

The purpose of this study was to investigate the eating behaviour and nutrition knowledge of middle school students and satisfaction of dietary life instruction in Technology Home economics subject. The data was collected by means of questionaire from the total of 510 middle school students who were living in Daegu and Gyeongbuk province and final 493 questionaires were analyzed by using the SPSS/WIN 17.0 program. Education effect was examined by analyzing the satisfaction and interesting of instruction, help degree to family life, nutrition knowledge, eating behaviour. The percentages of satisfaction of instruction were as follows: very satisfaction(8.9%), satisfaction(36.8%), average(43.2%), unsatisfaction(8.3%), very unsatisfaction(2.2%). The reason of unsatisfaction was tedious lecture highly. The form of instruction they want was experiment practice class, they interested in cooking class. The total mean score for nutrition knowledge was low as 7.29/12, the score of female and the third year class students were high significantly. Help degree to family life, eating behaviour were self-evaluated using a Likert 5-point scale. The total mean score for help degree to family life was low as 3.30, the eating behaviour was 3.55, the first year class had the highest and the third class student had the lowest score. The items of eating less salty, regular diet, having normal body weight, doing not eat instant and fast food, the diet of thinking environment were low. Therefore education of diet in home economics subject is require to improve their dietary behaviour and satisfaction of instruction.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.23-39
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• 2019

The purpose of the study was to analyze the home economics education experts' and teachers' perception of ways to align instruction with evaluation, based on the 2015 revised technology and home economics curriculum for the purpose of developing the independent living competencies, and to provide examples of alignment in practice. The analysis is based on the data from a Delphi study (10 experts) and a survey of technology and home economics teachers(n=422). The results of survey indicated that experts and teachers perceived the instruction-assessment alignment to be most appropriate for project learning-project assessment, followed by project learning-portfolio assessment, problem solving learning-portfolio assessment, and problem solving learning-project assessment, in order. Based on the survey results, a model of instruction-assessment alignment and a teaching-learing plan were presented, based on 'Development task of life cycle and Life plan' unit. This was considered to be a proper method of instructional alignment for the purpose of developing 'independent living competence' with project-learning/project-assessment. The model focuses on consistency between instruction and evaluation, unity in methods, and the availablility of feedbacks of assessment for the improvement of independent living competencies. In conclusion, this study contributes as foundational information for teaching and learning-assessment alignment. Diverse methods of instruction-evaluation alignment is expected for future research.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.79-91
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• 2004

The purpose of this study was to examine how much secondary school home economics teachers paid attention to performance assessment, to what extent and in which way they carried it out and how much support was given to that. It's basically meant to help provide more systematic support for performance assessment. The instrument used in this study was an Interest-Based Reform Adoption Model developed by Hall. Hord and et. al. at Texas University Research & Development Center for Teacher Education. and the subjects in this study were home economics teachers from 95 secondary schools in Gyeonggi province. After a survey was conducted by mail. the responses from 157 teachers were chosen for analysis. For data handling. SPSS/WIN program was utilized, and statistical data on mean. standard deviation and percentage were obtained. In addition. t-test and ANOVA were employed. The major findings of this study were as follows: First. as for their type of interest in performance assessment. influential type(35.0%) was most common. followed by confident type (29.3%). indifferent type(20.4%) and task type(15.3%). Second, regarding their implementation. every teacher carried out performance assessment. The largest group of the teachers fulfilled it as part of routine daily schedule(60 teachers. 38.2%). which could be called the level 4. The second largest group tried to integrate performance assessment to education programs(53 teachers. 33.8%). which could be called the level 5. The third largest group implemented it without making careful preparations for that(26 teachers. 16.6%). which could be called the level 3. and the fourth largest group tried to reinvent it(11 teachers. 7.0%), which could be called the level 6. The fifth largest group was in the middle of researching it(5 teachers, 3.2%). which could be called the level 1. And the sixth largest group was in the course of making preparations for that(2 teachers. 1.3%) . which could be named the level 2. Third. concerning how much they found themselves to be supported about performance assessment. they eave three or less marks to that. which showed that they weren't supported sufficiently There was little gap among them in their concern for performance assessment and its implementation levels. and this fact suggested that there wasn't satisfactory backup for their performance assessment.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• JOURNAL OF ELECTRICAL WORLD
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• s.314
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• pp.25-31
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• 2003

• The Safety technology
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• no.145
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• pp.64-70
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• 2010