• Journal of the Institute of Electronics and Information Engineers
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• v.49 no.11
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• pp.118-131
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• 2012

The existing electronic tagging system traces the location of a sex offender through communicating with GPS satellites and mobile phone base stations in order to prevent repeated crimes. However, the GPS satellite communication method does not work well in the interiors of downtown buildings or on the subways where it is difficult to receive satellite signals. In such cases, the location can be traced through communication with mobile phone base stations. But the distance between mobile phone base stations is several hundred meters, and as a result the margin of error for location tracing can be maximum of 2km in accuracy reduction. Take for example, if a kindergarten is located on the 2nd floor and a coffee shop and the sex offender are located on the 3rd floor in a 5-story building that is downtown, the existing electronic tagging system cannot trace the location of the sex offender as the GPS satellite communication does not work in the interior of the building and the exact floor that the sex offender is located on cannot be recognized through communication with mobile phone base stations. This occurrence is a big problem for the existing electronic tagging system, which is based on position recognition. Therefore, this study suggests a smart electronic tagging system that can monitor sex offenders by using a Ubiquitous Sensor Network in such extreme situations where position recognition is not possible.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.