• Journal of KIBIM
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• v.12 no.2
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• pp.12-25
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• 2022

To increase the usability of Building Information Modeling (BIM) in construction projects, it is critical to ensure the interoperability of data between heterogeneous BIM software. The Industry Foundation Classes (IFC), an international ISO format, has been established for this purpose, but due to its structural complexity, geometric information and properties are not always transmitted correctly. Recently, deep learning approaches have been used to learn the shapes of the BIM elements and thereby verify the mapping between BIM elements and IFC entities. These models performed well for elements with distinct shapes but were limited when their shapes were highly similar. This study proposed a method to improve the performance of the element type classification by using an Ensemble model that leverages not only shapes characteristics but also the relational information between individual BIM elements. The accuracy of the Ensemble model, which merges MVCNN and MLP, was improved 0.03 compared to the existing deep learning model that only learned shape information.

• Journal of Distribution Research
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• v.13 no.4
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• pp.1-19
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• 2008

This study investigated the international transfer of retail know-how via the prism of Learning Organizational Theory. As a case, 7-Eleven, a worldwide chain of convenience stores was examined. Its international transfer of retail know-how occurred when 7-Eleven, originally founded by Southland Corporation in Dallas, Texas, was introduced in Japan in 1973 in the form of 7-Eleven Japan. Our analysis shows that both strategic core learning and adaptive learning played a significant role during the international transfer of retail know-how. Our findings reveal the evidence of the following elements of strategic core learning such as the convenience store concept, the three principles of store management, the minimum profit guarantee system, and the margin-based royalty system. On the other hand, the retailing mix such as store type, store location, store size, and merchandising acted as the acting agents of adaptive learning. The hypothesis verification methods acted as the main methods for adaptive learning. Through the persistent adaptive learning, inimitable innovations could be brought forth. However, the elements of strategic core learning should provide the direction for the adaptive learning.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.362-376
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• 2016

The purpose of this paper was to analyze the characteristics of Korean science curriculum and the differences with the other country. For this purpose, the USA was selected as the target country for comparison. The comparison focused on goals and contents in science curriculum document. The goals for science education in both countries were similar. But the goal setting level was different. Also, four objectives were suggested in Korean curriculum and nine objectives in the USA to achieve the general objective. Korean curriculum was composed of such grades system as 3rd & 4th grades, 5th & 6th grades and content area as 'materials and energy', 'life and the earth' in content system. And the USA composed in the such grade system as K, Grade 1, 2, 3, 4 and 5. Also the elements to be learned is suggested in the strand. And in the area of the earth and space in the Korean Curriculum, there are elements emphasized in the content area, cognitive area, context category and practical activities learning objective category. But the USA covered most of those elements evenly. Korean curriculum focused on learning of certain elements in certain grades, but the USA curriculum is to learn several elements evenly in every grade. It will be future topics of research to investigate the effect of curriculum with different emphasis of improving students' scientific knowledge and learning through further study.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.7 no.5
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• pp.1-11
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• 2004

The purposes of this study are to revise an site-based environmental education(EE) Program evaluation chart and to evaluate site-based EE programs using the chart. For revising the evaluation chart, several elements in the former chart were changed, infused, deleted, integrated, or split. The points of some elements in the former chart were also changed. The revised chart consist of 38 elements in 6 areas: purpose and goal, teaching and learning plan, teaching and learning process, educational effect and programs evaluation, Program characteristic, and program operation. Using the revised chart, the researchers evaluated 159 site-based EE programs, funded by the Korean Ministry of Environment in 2002. The result indicated that the mark of 'teaching and learning plan' area is higher than other areas, while the mark of 'educational effect and programs evaluation' is the lowest. On the basis of evaluation, the researchers offered some recommendations for the Korean site-based EE programs.

• Journal of Korean Society for Quality Management
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• v.45 no.1
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• pp.11-24
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• 2017

Purpose: This study is on the priority for improving students satisfaction in university educational service. It explores the dimension of service quality and analyzes the relationship among quality elements, service satisfaction, and loyalty. Methods: This paper performs empirical studies by questionnaire survey. The Timko model is used for finding the degree of possible improvement of quality elements, and structural equation and regression models are used to analyze the effect of them on service satisfaction and loyalty. Also, explanatory factor analysis is used to investigate the quality determinants. Results: The quality dimension is composed of curriculum, employment support, interaction with outsiders, start-up support, learning support, counselling, and administration service. Curriculum, learning support, and administration service are positively correlated with service satisfaction, and service satisfaction has a positive effect on loyalty. Counselling service is an attractive element, and curriculum, start-up support, and learning support are indifferent elements. Conclusion: Comprehensive analysis shows that curriculum, academic advisor, and administration service have high priorities for improving educational service satisfaction.

• Journal of the Korean Home Economics Association
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• v.36 no.2
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• pp.91-104
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• 1998

The specific objectives of the study were (1) to determine the preferences for three home economics curriculum designs(HECD) categorized by Majorie Brown(Technical HECD, Self Actualization HECD, and Practical Reasoning HECD), (2) to determine the differences between middle school HE teachers and high school HE teachers on each curriculum element, and (3) to determine the relationships between preferences for three HECD by curriculum elements and personal and professional characteristics of HE teachers. For these objectives, the subjects were randomly selected from HE teachers of secondary schools in the areas of Seoul, In-Cho, and Keungi. The 300 data collected by mailed survey were analyzed into frequency, percentage, Chi-square, and contingency coefficient using SAS program. The major findings were as follows: 1) the majority of HE teacher respeondents preferred the Practical Reasoning HECD about the following curriculum elements: Purpose of HE education, knowledge, subject matter, teaching method, society and culture, learner, learning atmosphere, and HE teacher's role. 2) No significant difference emerged when Chi-square was applied to determine difference between the two groups(middle and high school HE teachers) on three HECD according to each curriculum element. 3) The contingency coefficient between preferences of HE education purpose for three curriculum designs and age was 21, years of teaching was 23, between preferences of learning atmosphere of three curriculum designs and location of school was. 17. These mean that the younger and more beginning teachers perferred HE purpose of the Practical Reasoning HECD, and HE teachers working in urban area more preferred learning atmosphere of Practical Reasoning HECD.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.752-759
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• 2022

The instantiation of spaces as a discrete entity allows users to utilize BIM models in a wide range of analyses. However, in practice, their utility has been limited as spaces are erroneously entered due to human error and often omitted entirely. Recent studies attempted to automate space allocation using artificial intelligence approaches. However, there has been limited success as most studies focused solely on the use of geometric features to distinguish spaces. In this study, in addition to geometric features, semantic relations between spaces and elements were modeled and used to improve space classification in BIM models. Graph Convolutional Networks (GCN), a deep learning algorithm specifically tailored for learning in graphs, was deployed to classify spaces via a similarity graph that represents the relationships between spaces and their surrounding elements. Results confirmed that accuracy (ACC) was +0.08 higher than the baseline model in which only geometric information was used. Most notably, GCN was able to correctly distinguish spaces with no apparent difference in geometry by discriminating the specific elements that were provided by the similarity graph.

• Journal of Digital Convergence
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• v.4 no.1
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• pp.17-30
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• 2006

Recently, Modeling and Simulation, which have been received attention in various in dustries such as national defence, eduction and entertainment, have been researched, and related applications have been developed actively. Especially, it is focused on the to chnology of a virtual reality and a virtual simulation which represents the implementation technology for the simulation education related to the e-Learning industry. However, a solution is needed to fulfill the lack of technology and research about standardize d data elements which could be applied to virtual simulation technologies in common. Therefore, this article suggests the virtual simulation data elements to increase the educational effect of a virtual simulation and interoperability of data among LMS through reference to korean and international standards and the result of related area analysis. In other words, this article aims to define the expression of data element and to propose the guideline elements in the virtual simulation scope.

• Journal of the Korean Institute of Telematics and Electronics B
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• v.31B no.5
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• pp.134-140
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• 1994

In this paper, an algorithm of CBAM(Combination Bidirectional Associative Memory) model proposes, analyzes and tests CBAM model `s performancess by simulating with recalls and recognitions of patterns. In learning-procedure each correlation matrix of training patterns is obtained. As each correlation matrix's some elements correspond to juxtaposition, all correlation matrices are merged into one matrix (Combination Correlation Matrix, CCM). In recall-procedure, CCM is decomposed into a number of correlation matrices by spiliting its elements into the number of elements corresponding to all training patterns. Recalled patterns are obtained by multiplying input pattern with all correlation matrices and selecting a pattern which has the smallest value of energy function. By using a CBAM model, we have some advantages. First, all pattern having less than 20% of noise can be recalled. Second, memory capacity of CBAM model, can be further increased to include English alphabets or patterns. Third, learning time of CBAM model can be reduced greatly because of operation to make CCM.