• Journal of the Korea Institute of Information Security & Cryptology
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• v.12 no.4
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• pp.41-53
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• 2002

Role Based Access Control (RBAC), which is a method, using role as an access control, has been popular with users and it is recognized as an effective method to replace the Discretionary Access Control and the Mandatory Access Control However, the existing Role Based Access Control Models have only been limited to the bureaucracy organization in which a distinctive hierarchy system was used, incorporating a stable structure and a standardized work system. Only in some parts, some access control models have been used, which supports 'Team' concept, such as Team Based Access Control Model. However, it did not incorporate the characteristics of the adhocracy organization, which is similar to the company's task force team, whose characteristics are organic, temporary, no standardized operation procedures, and many frequent changes. In this study, we have discussed the characteristics of the adhocracy organization which is different from the existing bureaucracy organization, and we have also discussed the problems related to when the existing access control models are used as the access control model for the adhocracy organization due to its characteristics. In addition, based on the problems, we have suggested an improved role based access control model for the adhocracy organization, and have come up with the solutions when any problems occur in the access control system.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.