• 간호행정학회지
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• 제5권3호
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• pp.501-512
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• 1999

The aim of this study was to utilize the 20 steps in the three phases from the book, 'Twenty steps for developing a Healthy Cities Project $2^{nd}$ Ed., 1995, WHO/EURO' to survey Healthy Cities to identify the similarities and differences by implementation rates and perceived significances among Healthy Cities worldwide. For this study, a self-administered questionnaire was developed based on the book. The questionnaires were delivered by air-mail and e-mail to 213 Healthy City coordinators or directors in 43 nations from Jan 13 to Feb 10, 1999. The responses were gathered up until March 31 from 40 Healthy Cities in 17 nations, mostly in the USA and in the European regions. The main results are as follows; Overall the perceived significances were higher for healthy cities with higher implementation rates and there were significant differences for 'set-up office', 'plans strategy', 'increase health awareness', 'mobilize intersectoral action', and 'secure healthy public policy'. 1. According to national health system, the implementation rate, perceived significance and implementation ability of the 20 steps were higher in the healthy cities with a comprehensive-type health system as compared to those with an entreprenetrial & permissive health system. Overall there were significant differences in the steps 'mobilize intersectoral action', and 'secure healthy public policy'. steps which were predominant in the healthy cities with a comprehensive-type health system. There was no concordance in the ranks of implementation rate and perceived significant score. 2. According to the length of implementation time, the perceived significance and implementation ability were higher in healthy cities with more than 6 years compared to those with less than 6 years, although implementation rate was the same. Overall there was a significant difference in 'secure healthy public policy' the step which was predominant in the healthy cities with more than 6 years of implementation. 3. According to population covered by the Healthy City Project, the implementation rate and implementation ability were higher in healthy cities with more than a population of 100 thousand. There was no significant difference in perceived significance, but there were differences in the following, 'find finances', 'set-up office'. 'mobilize intersectoral action' in the implementation rate and implementation ability. These three steps were predominant in the healthy cities with a population of more than 100 thousand. 4. The population covered by the Healthy City Project was the only effective factor influencing the total implementation ability of each healthy city, and it was higher for those cities with a population of more than 100 thousand. In Conclusion, the implementation rate, the perceived significance and the implementation ability were higher in cities with a comprehensive -type health system, with more than 6 years of healthy city experience and with a population of more than 100 thousand. To increase the reliability and the validity of the questionnaire and the results of this study arising from lack of sufficient data, repeated study needs to be considered with a more refined questionnaire delivered to more healthy cities worldwide.

• 산업공학
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• 제16권2호
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• pp.268-279
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• 2003

This paper presents critical steps in building client/server application with UML and Visual Basic, which are derived from the implementation case of a typical order processing system. To begin with, we briefly review the software architecture, the diagrams and the object-oriened building process in the UML. In the inception phase, it is critical to define the project charter, to draw use case diagrams, and to construct a preliminary architecture of the application. In the elaboration phase, it is critical to identify classes to be displayed in the class diagram, to develop user interface prototypes for each use case, to construct sequence diagram for each use case, and finally to design an implementation architecture. Steps to construct implementation architecture are given. In the construction phase, it is critical to design both the database and components. Steps to design these components are described in detail. Additionally the way to create the Internet interface is suggested.

• 한국문헌정보학회지
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• 제37권1호
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• pp.101-125
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• 2003

본고는 학교도서관의 3수준 중에서 수준2에 해당하는 학교전자도서관의 구축에 초점을 두고 단계별 개발 전략을 제시한다. 학교전자도서관의 구축은 곧 학교도서관의 학교미디어센터화를 말한다. 본고는 수준2인 학교전자도서관의 구축을 다시 3단계로 나누어, 학교미디어센터화를 위한3단계 전략을 제시한다. 1단계는 시설의 구축이고, 2단계는 웹 기반의 정보시스템의 구축이며, 3단계는 1단계와 2단계를 바탕으로 학교도서관 협력망의 구축이다. 또, 본고는 이러한 3단계를 지원하기 위한 교육제도적 측면의 기본 방향을 제시하는 데 연구의 초점이 있다.

• Journal of applied mathematics & informatics
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• 제5권3호
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• pp.701-716
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• 1998

In this paper we develop algorithms in programming lan-guage SCHEME for implementation of the main first order gradient techniques for unconstrained optimization. Implementation of the de-scent techniques which use non-optimal descent steps as well as imple-mentation of the optimal descent techniques are described. Also we investigate implementation of the global problem called optimization along a line. Developed programs are effective and simpler with re-spect to the corresponding in the procedural programming languages. Several numerical examples are reported.

• 공학교육연구
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• 제17권2호
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• 정보교육학회논문지
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• 제8권4호
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• pp.555-562
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• 2004

소프트웨어 명세는 비정형, 반 정형, 정형 기법이 존재한다. 이 중 정형 기법은 수학적인 이론을 바탕으로 명세의 모호성, 애매성, 불완전성을 제거하는데 효율적으로 사용되어 왔다. 본 논문에서는 Z 정형명세로부터 EJB의 자바 소스코드 까지의 구현 단계를 제안하였다. 또한, 사례 연구로 Stack을 명세하고 EJB 컴포넌트를 구현하는 단계를 제시하였다. 결론적으로 Z의 명세는 스키마의 분류, 인터페이스의 정의, Post-condition과 Pre-condition의 정의 단계를 거치고 정제를 통해서 EBJ의 인터페이스, 예외 클래스, 메소드 구현에 사용할 수 있음을 보였다.

• 한국실내디자인학회논문집
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• 제32호
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• pp.105-112
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• 2002

The Purpose of this paper is to describe a decision model which can be used to establish an implementation system of renovation for university building. Any implementation model relies on the work scopes of renovation which varies design, project cost, construction duration. The renovation system is subject to evaluation of work steps which is different from each project. Accordingly, the decision model of renovation is necessary to use the application of the analytical hierarchy process. Many of the performance steps used in general renovation condition may be known with uncertainty. This research has shown how probabilities can be explicitly incorporated in the decision model of renovation to assess this uncertainty.

• 경영과학
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• 제15권1호
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• pp.87-95
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• 1998

The computational speed of interior point method depends on the speed of Cholesky factorization. The supernodal column Cholesky factorization is a fast method that performs Cholesky factorization of sparse matrices with exploiting computer's characteristics. Three steps are necessary to perform the supernodal column Cholesky factorization : symbolic factorization, creation of the elimination tree, ordering by a post-order of the elimination tree and creation of supernodes. We study performing sequences of these three steps and efficient implementation of them.

• 대한안전경영과학회지
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• 제15권1호
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• pp.283-292
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• 2013

This paper aims to propose a new steps of hypothesis testing using analysis process and improvement process in the six sigma DMAIC. The six sigma implementation models proposed in this paper consist of six steps. The first step is to establish a research hypothesis by specification directionality and FBP(Falsibility By Popper). The second step is to translate the research hypothesis such as RHAT(Research Hypothesis Absent Type) and RHPT(Research Hypothesis Present Type) into statistical hypothesis such as $H_0$(Null Hypothesis) and $H_1$(Alternative Hypothesis). The third step is to implement statistical hypothesis testing by PBC(Proof By Contradiction) and proper sample size. The fourth step is to interpret the result of statistical hypothesis test. The fifth step is to establish the best conditions of product and process conditions by experimental optimization and interval estimation. The sixth step is to draw a conclusion by considering practical significance and statistical significance. Important for both quality practitioners and academicians, case analysis on six sigma projects with implementation guidelines are provided.

• Educational Technology International
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• 제17권1호
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• pp.1-37
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• 2016

The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)'s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOC development processes. As a result, the initial model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers to secure the internal validity of the model. Based on the experts' suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2^nd version of model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final model. In the final model, 6 procedural phases and 9 specific steps were included. The six procedural phases are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model.