• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.488-490
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• 1998

본 논문에서는 차량 영역 정보를 이용한 교통 혼잡도 측정 시스템을 설계하고 구현한다. 제시한 교통 혼잡도 측정 시스템은 첫째 영역 분할, 둘째 작은 영역의 직사각형화, 셋째 영역의 병합 및 삭제의 세 단계로 나눌 수 있다. 영역 분할 단계에서 획득한 도로 영상을 주어진 임계치에 의해 영역으로 분할한다. 영역 분할후의 영역 정보 중 차량 영역을 추출하는데 영향을 미치지 않는 작은 영역들을 제거하고 영역을 직사각형화하는 단계를 거친다. 이 단계에서 필요없는 많은 작은 영역 정보들을 제거한다. 마지막으로 차선 별로 영역을 병합, 삭제함으로써 각 차선마다 차량 영역 정보를 추출할 수 있다. 본 논문에서는 이러한 차량 영역 정보를 추출하는 방법을 제시하며, 또한 이를 이용한 효과적인 교통 혼잡도 측정 시스템을 소개하고 평가한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.05a
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• pp.835-838
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• 2008

Many researches on hierarchical path search have been studied so far. Even though partitioning regions is essential part, the researches are not enough. This paper proposes two efficient methods to partition regions: 1)a method based on voronoi algorithm in which a major node is central point of a region, 2) a method based on fired grid that partitions regions into major and minor. The performances of the proposed methods are compared with the conventional hierarchical path search method in which a region is formed by the boundary line of nearest 4 points of a major node in terms of the path search time and the accuracy. The results obtained from the experiments show that the method based on voronoi achieves short execution time and the method based grid achieves high accuracy.

• Journal of Science Education
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• v.34 no.1
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• pp.164-174
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• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.33-41
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• 2014

The purpose of this study is to provide statistical analysis based suggestions on effective methods to take advantage of social network service (SNS) for educational purposes based on investigations of undergraduate students with high utilization of SNS. To achieve this, we conducted an open questionnaire survey and qualitatively analyzed the data using NVivo 10 program. Additionally, to visualize the analysis by education subject of the SNS educational methods, we have divided the data into 3 categories of teacher, student and common area. As a result, our analysis showed that the exchange opinions and discussions, information sharing and learning of contents of questions and answers, surveys, intimacy formation, counseling etc. were of the common area. Furthermore, teacher area included the notice announcement, teaching materials sharing, real-time assessment (quiz), attendance check, assignment grading and feedback, etc. Finally the student area was of project activities (group/individual), prepare and review the shared data, video self learning, peer review and feedback of projects, lecture evaluation, etc.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.525-539
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• 2002

The purpose of the study was to assess science achievement of 11th grade students. Science achievement was assessed in knowledge and inquiry domains. The knowledge domain included three sub-areas including memory, understanding and application. The inquiry domain was divided into four sub-areas involving identifying problems, designing inquiry, data analysis and drawing conclusions. The results indicated that overall science achievement of the 11th grade students who participated in the study was at the proficient level. Regarding the knowledge domain, the achievement in the understanding and application areas was at the proficient level, and the achievement in the memory area was at the basic level. In the inquiry domain, the achievement in all the sub-areas except the identifying problems area which was at the basic level was at the proficient level. There were no gender differences in overall science achievement. However, gender differences were found in all the sub-areas except the application area and varied across the sub-areas. Also, there were significant differences in science achievement among regions.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.593-603
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• 2018

In this study, we tried to develop STEAM integrated program using virtual reality(VR) equipment and to evaluate the learners' satisfaction in order to cultivate the convergent talent. The pre-test and the post-test were used to compare the mean scores of the assessed candidates and sub-areas. The post-test results were higher than pre-test results. The area with statistically significant mean height was derived as the 'self-concept' area of 'science' which is a sub-area of 'care and communication'.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.451-459
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• 2023

The purpose of this paper is to show the limitations of Just War Theory in evaluating ethical issues that can be raised in cognitive warfare, which is emerging as a new area of war. To this end, we will provide the background of cognitive warfare, derive the features of cognitive warfare based on conceptual analysis of cognitive warfare, and clarify the differences between cognitive warfare and traditional warfare. Afterwards, we will turn the discussion and take a look at the background and areas of Just War Theory as a theory that evaluates comprehensive ethical issues related to war. Then, we will elaborate what Just War Theory is and apply the ethical judgment criteria presented in the three areas of this theory, jus ad bellum, jus in bello, and jus post bellum, to cognitive warfare. Finally, we will evaluate the appropriateness of ethical judgment in cognitive warfare by applying criteria for each area and specify the limitations, thereby showing that Just War Theory has limitations as an ethical judgment criteria in cognitive warfare.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.9-17
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• 2008

In this study, the achievement standards of the "Construction and Operation of Infomation unit were established as the revision of the middle school Infomatice Curriculum in 2007. Based upon archievement standards, the assessment standards were made. And the exemplification was presented for it. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. The achievement standards were stated in the point of views of the students. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. Considering the education environments, the time of the course, and the students' levels, the achievement and assessment standards can be reconstructed and would be used. Before the application of the revised Informatics curriculum, we intend for the understanding about new curriculum to be improved and for the informatics of educational activities to be advanced in quality.

• The Journal of Korean society of community based occupational therapy
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• v.10 no.2
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• pp.1-9
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• 2020

Objective : The purpose of this study was to establish the concurrent validity of the Korean Occupational Balance Assessment(OBA) tool. Methods : This study was conducted on 1016 people from October 1 to October 25, 2019. Data collection was performed using OBA and Occupational Balance Questionnaire11(OBQ11). The data were analyzed by descriptive statistics, Pearson correlation. Results : There was a significant correlation between the scores of the three areas of OBA and the total score of OBQ11(p<.01). All three areas were analyzed with positive correlations. The time use area (r = .554) and occupation frequency area (r = .574) were found to be correlated. Most of the sub-factors in the occupation characteristics area (importance r = .582, goal achievement r = .633, enjoyment r = .649, health r = .650) were analyzed with high correlation. Conclusion : OBA has proven to be a valid and reliable assessment tool for measuring occupational balance. Further research needs to provide guideline on occupational balance for usefulness in clinical area.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.130-139
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• 2003

In elementary moral education, performance assessment should be conducted in both cognitive, affective, and behavioral domains in harmony. The present study attempts to consider the features of performance assessment in elementary moral education; classify them by the types of assessment, and; implement and apply the web-based performance assessment system, in which teachers, students, and parents all participate. The development of this web-based performance assessment system for elementary moral education allowed the students to carry out the performance assessment process by themselves and to see the result no matter when and where they are. The students became interested in their own behavior, and the parents got to have a broader range of understanding for their children by participating in personal in the assessment procedure. The parents also realized that home guidance for their children's life habits became pretty easy. It is expected that the performance assessment system carried out based on the collaboration between the school and the family will be helpful in applying the contents of the moral subject studied at school and the relevant knowledge and skills to the actual life outside the school.