• Proceedings of the Korean Information Science Society Conference
• /
• 2000.10c
• /
• pp.298-300
• /
• 2000

복잡한 시스템을 구현하는데 컴포넌트의 사용이 유용하다는 것은 이미 누구나 인지하고 있는 사실이다. 엔터프라이즈 자바 빈즈(Enterprise JavaBeans, EJB)는 컴포넌트 트랜잭션 모니터를 위한 표준 서버측 컴포넌트 모델이다. 엔터프라이즈 자바 빈즈 아키텍쳐를 이용해 만들어진 어플리케이션은 확장성이 있고, 트랜잭션을 보장할 수 있으며, 다수 사용자 환경에서도 안전하다. 기존의 객체지향 방법론으로 어플리케이션을 개발하더라도 진정한 소프트웨어 재 사용성을 보장할 수 없었다. 그러나 EJB 아키텍쳐를 사용하면 소프트웨어 재 사용성을 보장하고 보다 용이하게 새로운 어플리케이션을 개발할 수 있다. 본 논문은 정확한 분석과 설계를 위하여, Rational rose의 UML을 이용하여 시스템을 모델링하고, 템플릿 제너레이트인 인라인(inline)과 비주얼 카페를 연동하여 온라인 주문 시스템을 구현하였다.

• Proceedings of the Korean System Dynamics Society
• /
• 2001.10a
• /
• pp.49-65
• /
• 2001

본 논문에서는 먼저 비주류로써 시스템 다이내믹스의 특성을 경험적 행태주의와 비교하여 설명한다. 이러한 시스템 다이내믹스의 특성은 경험적 행태주의와는 달리 정책 평론을 수행하는데 용이하다는 점을 지적한다. 즉, 정책 평론에서 요구하는 평이성, 신속성, 일치성의 요구를 시스템 다이내믹스 접근이 충족시킬 수 있다는 점을 설명한다. 특히 본 논문에서는 인과지도, 시스템 원형, 인지지도, 정책지도, 시뮬레이션 모델링 등 시스템 다이내믹스의 분석도구들이 정책 평론에 어떻게 활용될 수 있는지를 검토해 본다. 단선적이고, 부분적이며, 맹목적인 정책으로 인한 대규모의 실패를 방지하기 위하여 정책 평론이 요구되며, 시스템 다이내믹스는 정책 평론의 효과적인 도구가 될 수 있다는 점을 지적하고자 하였다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2021.05a
• /
• pp.109-112
• /
• 2021

매년 슈퍼컴퓨터를 표적으로 공격이 증가하고 있고, 공격의 방식은 날로 진화하고 있다. 슈퍼컴퓨터를 대상으로 하는 공격에 대응하기 위해 기존의 연구는 공격 특성을 분석하여 맞춤형 대책을 제시하거나 분석을 통해 보안 요구사항을 도출하였다. 하지만 연구과정에서 APT life cycle 관점이 반영되지 않으면, 지능형 지속 위협인 APT를 인지 및 대응하기 어려운 문제점이 있다. 이러한 문제점을 해결하기 위해, 본 논문은 APT 시나리오 기반의 위협 모델링 분석을 통해 슈퍼컴퓨터 보안 요구사항을 도출 한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.01a
• /
• pp.229-230
• /
• 2020

컴퓨터 하드웨어, 소프트웨어의 급속한 발전에도 불구하고 인간의 정보처리능력에 뒤지는 경우도 있다. 이와 같이 인간의 정보처리체계가 어떻게 이런 문제를 해결할 수 있는지에 대한 연구가 활발히 진행 중이다. 본 논문에서는 인간의 시각 정보 처리의 특성에 의한 인지 정보 처리 모델링을 기반으로 학습 가능성을 보이고 일반적인 영상 인식 모델과의 차이를 비교 분석하고자 한다.

• Journal of the Korean Geographical Society
• /
• v.41 no.5 s.116
• /
• pp.582-599
• /
• 2006

Due to the growing popularity of mobile information technology, more people, especially in the general public, have access to computerized geospatial information systems for wayfinding tasks or urban navigation. One of the problems with the current services is that, whether the users are exploring or navigating, whether they are travelers who are totally new to a region or long-term residents who have a fair amount of regional knowledge, the same method is applied and the direction are given in the same way. However, spatial knowledge for a given urban region expands in proportion to residency. Urban navigation is highly dependent on cognitive mental images, which is developed through spatial experience and social communication. Thus, the wayfinding service for a regional community can be highly supported, using well-known regional places. This research is to develop the framework for urban navigation within a regional community. The concept of communal ontology is proposed to aid in urban regional navigation. The experimental work was implemented with case study to collect regional landmarks, develop the ontological model and represent it with formal structure. The final product of this study will provide the geographical information of a region to the other agent and be the fundamental information structure for cognitive urban regional navigation.

• Journal of The Korean Association of Information Education
• /
• v.18 no.2
• /
• pp.225-234
• /
• 2014

Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.479-490
• /
• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
• /
• v.40 no.6
• /
• pp.611-620
• /
• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of the Institute of Electronics and Information Engineers
• /
• v.49 no.10
• /
• pp.240-250
• /
• 2012

For this study, 373 students of H cyber university were chosen to conduct a survey in the spring semester of 2011. The result of this study through structural equation modeling analysis was as follows: First, organizational support significantly affected perceived isolation. Second, organizational support and perceived isolation significantly affected satisfaction. Third, perceived isolation and satisfaction significantly affected learning persistence, while organizational support didn't. In addition, satisfaction was verified as a mediating variable between organizational support, satisfaction, and learning persistence, and satisfaction was verified as a mediating variable between perceived isolation, organizational support and learning persistence. These results imply that perceived isolation and organizational support should be considered for the design and development strategies of instructional courses in order to enhance satisfaction and learning persistence of students in cyber educational environment.

• Journal of the Korean Geophysical Society
• /
• v.2 no.1
• /
• pp.57-64
• /
• 1999

To effectively identify near-surface faults with vertical slips from seismic refraction data, the GRM interpretation technique is tested and investigated in terms of various parameters through computer modeling. A characteristic change in shape of the velocity-analysis function near faults is noticed, and a new strategy of `Slope Variation Indicator (SVI)' is developed and tested in this study. The SVI is defined as a first horizontal derivative of the difference of velocity analysis functions for a large XY value and a small one, respectively. As the dip of refractor decreases and as the difference in XY value increases, the peak value of SVI increases and its duration decreases. Consequently, the SVI indicates accurately the location of buried fault in the test models. The SVI is believed to be an efficient tool in seismic refraction method to investigate location and distribution of shallowly buried faults.