• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.6
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• pp.1310-1316
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• 2014

The IMO has recommended on VHF digital communications operation for sailing ships from 2017. And ships more than 5 tons is obliged to digital communications by fishing Vessels Act and Vessel Safety Act in domestic. The owner of all vessel is equipped to the automatic position reporting device in accordance with the Notice of the Ministry of Oceans and Fisheries to regulations, It shall be ensure to navigations safety and in order to respond quickly in the event of maritime accidents on all vessels. The info-communications station of fishery is operating the automatic position reporting system using the VHF DSC in east sea from 2012, Continuously, which is underway the install plan in south sea and yellow sea. But this plan is very difficult, because of propagation environment is poor on account of complicated coastline and many islands. This paper has analyzed the propagation coverage for position setting of coast station in south sea and the traffic zone set up by compare with RSSI and methode of navigation tracking by VMS.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.