• The KIPS Transactions:PartD
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• v.10D no.6
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• pp.885-896
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• 2003

The typws of service using location Information are being various and extending their domain as wireless internet tochnology is developing and its application par is widespread, so it is prospected that LBS(Location-Based Services) will be killer application in wireless internet services. This location information is basic and high value-added information, and this information services make prior GIS(Geographic Information System) to be useful to anybody. The acquisition of this location information from moving object is very important part in LBS. Also the interfacing of acquisition of moving object between MODB and telecommunication network is being very important function in LBS. After this, when LBS are familiar to everybody, we can predict that LBS system load is so heavy for the acquisition of so many subscribers and vehicles. That is to say, LBS platform performance is fallen off because of overhead increment of acquiring moving object between MODB and wireless telecommunication network. So, to make stable of LBS platform, in this MODB system, acquisition of moving object location par as reducing the number of acquisition of unneccessary moving object location. We study problems in acquiring a huge number of moving objects location and design some acquisition model using past moving patternof each object to reduce telecommunication overhead. And after implementation these models, we estimate performance of each model.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.39-56
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• 2018

The purpose of this study was to develop Home Economics(HE) teaching and learning process plans applied Problem Based Learning(PBL) focusing on 'food and nutrition' unit for students with intellectual disability and to evaluate the effects of the HE instruction on their food choice·management knowledge and problem-solving skills after implementing the instruction for students with intellectual disability. To develop HE teaching and learning process plans applied PBL focusing on 'food and nutrition' unit for students with intellectual disability, problems that arise in daily life to trigger interest of students were firstly developed. The selected problems and teaching and learning process plans were reviewed for validity by one home economics education professor and three teachers who are experts in special education. This study used the one group pretest and posttest design, sampling 6 students who are in special-education middle school with the intellectual disability. After HE instruction of 6 sessions applied PBL method, this study tested the effects of the instruction. The first three sessions taught how to choose and keep food. The fourth session taught purchasing food ingredients and keeping them for sandwiches. The fifth and sixth sessions let the students make sandwiches and give them to others. The instruments of the study comprised of tools for food choice and management knowledge, tools for problem-solving skills evaluation, self-evaluation sheets, evaluation form of course satisfaction for students, evaluation form of behavior in class for teachers, and daily observation journal and all tools. These instruments were proved to have reliability and validity. The results of this study are as follows. First, all six students who took HE instruction applied PBL method focusing on 'food and nutrition' unit scored 30 points higher out of 100 points after taking the instruction in food choice and management knowledge and scored 5 points higher out of 14 points in problem-solving skills on average. Therefore, it was interpreted that HE instruction applied PBL affected the food choice·management knowledge and the problem solving skills of students with intellectual disability. Secondly, the students with intellectual disability participated actively in HE instruction applied PBL focusing on 'food and nutrition' unit and expressed satisfaction. Three special education experts evaluated HE teaching·learning process plans applied PBL focusing on 'food and nutrition' unit to be well-developed. This study showed that HE instruction applied PBL focusing on 'food and nutrition' unit allowed the students with intellectual disability to acquire comprehensive skills in choosing, keeping, and making safe food and helped them solve problems of their life by themselves. Therefore I suggest that Home Economics should be adopted as a formal subject matter in special school curriculum for students with intellectual disability.