• International Journal of Internet, Broadcasting and Communication
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• v.11 no.3
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• pp.34-40
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• 2019

In spatial modulation (SM), both the signal symbol and spatial symbol, i.e., the index of the antenna from which signal symbol is transmitted, carry information. To increase the number of bits carried by spatial symbols, more transmit antennas are required. In the generalized SM (GSM), the same signal symbol is transmitted from a combination of antennas, resulting in a reduction in the number of antennas required to achieve a given spectral efficiency. In this paper, we propose a rotated-symbol GSM (RGSM), in which the signal symbol is rotated with an angle corresponding to the position of the antenna index within the combination. This increases the number of spatial symbols by a factor equivalent to the length of the antenna combinations of the GSM. Numerically, SM, GSM and RGSM require 128, 17 and 12 transmit antennas to convey seven bits through the spatial symbols. Simulation results show that RGSM performs relatively close to GSM, and in several system settings, their error performances coincide.

• Bulletin of the Korean Chemical Society
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• v.34 no.10
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• pp.2889-2894
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• 2013

A new complex [$Ni(phen)(C_9H_8Br_2NO_3)_2{\cdot}2CH_3OH{\cdot}2H_2O$] [phen: 1,10-phenanthroline $C_9H_8Br_2NO_3$: 3,5-dibromo-L-tyrosine] was synthesized and characterized by IR, elemental analysis and single crystal X-ray diffraction. X-ray crystallography shows that Ni(II) ion is six-coordinated. The Ni(II) ion coordinates with four nitrogen atoms and two oxygen atoms from three ligands, forming a mononuclear Ni(II) complex. The crystal crystallizes in the Orthorhombic system, space group $P2_12_12$ with a = 12.9546 ${\AA}$, b = 14.9822 ${\AA}$, c = 9.9705 ${\AA}$, V = 1935.2 ${\AA}$, Z = 1, F(000) = 1008, S = 0.969, ${\rho}_{calcd}=1.742g{\cdot}cm^{-3}$, ${\mu}=4.688mm^{-1}$, $R_1$ = 0.0529 and $wR_2$ = 0.0738 for 3424 observed reflections (I > $2{\sigma}(I)$). Theoretical study of the title complex was carried out by density functional theory (DFT) method and the B3LYP method employing the $6-3l+G^*$ basis set. The energy gap between HOMO and LUMO indicates that this complex is prone to interact with DNA. CCDC: 908041.

• Journal of Fashion Business
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• v.8 no.4
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• pp.80-93
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• 2004

The purpose of this study is to recognize about lingerie company's education and pattern-making actual conditions. This study used a questionnaire method. Respondent of survey is designers who work in exist lingerie company. The collected data were statistically processed using SPSS(Statistical Package for Social Science) for technical statistical analysis, correlation analysis. The results of this study can be summarized as follows; 1. Most of lingerie designers educated lingerie design, pattern and textiles etc. after entering a company and satisfaction 57.3% about education has satisfaction of intergrade. 2. Designer's 87.8% has satisfaction more than intergrade about own pattern-making technology and work career is high, satisfaction about pattern-making technology is high. 3. Correlation was expose that is in lingerie education availability and optimum level arrival period of pattern-making ability before entering a company. In case take lingerie education before entering a comany, thought that optimum level arrival period of pattern-making ability is shorter. 4. Most of lingerie company designers used flat pattern-making method and draping method. 5. There is correlation between work career and using the basic pattern. Work career was expose that make and use only own basic pattern in case is more than 3 years. 6. Contents about deepening pattern-making technology are most by 92.2% to contents of lingerie reeducation.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.658-670
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• 2005

Eyes to the Future (ETF) is a year-long, multi-age mentoring program that supports middle-school girls as they make the transition to high school and make informed choices about the opportunities available to them in high school and beyond, particularly in the field of science and technology. In this study, we explore the tension between fidelity and adaptiveness of an educational innovation by examining how teachers in several different schools used a common set of materials and technology to create "native" implementations of an innovative after-school program, adapted to their local setting. First, we found that the implementation of the program varied across the nine clubs. For example, some clubs put a heavy emphasis on science while others emphasized technology. Then, we identified four different profiles of the variations in implementation based on how close the implementation was to the original program and how much clubs were able to customize the implementation to meet their needs and interests. The results showed that some clubs could be regarded as successful because they were faithful to the original program and others were successful because they could adapt the program for their own context. This implies that the measure for success can be and should be multi dimensional.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.163-168
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• 2021

The article discusses the use of the concept of digitalization in the science of education. The influence of information technologies on the ability to self-study is analyzed. Various technologies that are used in science and education are shown. The issues of the advantages of using IT as a tool for creating conditions for the implementation of the problem-activity approach and the organization of project activities are considered. The possibilities are shown, which gives the opportunities that the use of ICT of distance educational resources in the educational process gives. Shown is their auxiliary form of transmission, information retrieval; working out skills and consolidating what has been learned. Based on the analysis of the presented material of the article, you can see what problems can be solved using IT and remote resources.

• Korean Medical Education Review
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• v.16 no.3
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• pp.111-118
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• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.40-51
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• 2021

This study was conducted with the aim of constructing a unified model according to the structure of qualification types of lifelong education professionals for the disabled. The research method consisted of procedures in which literature analysis and expert meetings were constructed in connection with each other. The contents of the study were suggested from the classification of qualification types into professional teacher type and coordinator type by focusing on special education and rehabilitation, which are related convergence fields that affect the qualification training of lifelong education professionals for the disabled. The two convergence fields, such as special education and rehabilitation welfare, lead to a separate application base from the perspective of education and welfare for the qualification of lifelong education professionals for the disabled, and finally confusion and conflict in the nature and contents of the curriculum and related services. A dichotomy structure system in which this phenomenon results in a divided type of qualification training for lifelong education professionals with disabilities was composed of several samples. In this regard, the curriculum and related services that can build convergence fields related to lifelong education for the disabled were reflected in the context of priority through the criteria that should be emphasized from the standpoint of the disabled in the overall category of establishing lifelong education support system for the disabled. In addition, by forming four qualification criteria centering on this, the common convergence field was composed of special education, thereby enhancing the aspect of inclusion in the rehabilitation welfare field and specific convergence into lifelong education for the disabled. As a result, the two qualification types were unified.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.97-122
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• 2007

This article provides how to implement the use of Realistic Mathematics Education (RME) in a teaching a function at a school to improve students' mathematization for their mathematical thinking using technology, This study was planed to get research results using the mixed methodology with quantitative and qualitative methodologies. 120 middle school students participated in the study to bring us data about their mathematical achievement and disposition. Through the data analysis used ANCOVA, the students with the experiment of the mathematization and technology excelled the other groups of students who were not provided with technology or both of them. In analysis of the questions of the achievement test, the problems for vertical mathematization were presented harder for the students than the other problems for horizontal and applicative mathematization. The technology environment might have helped students manipulate the application of real-life problems easier. This means that teachers can put more careful assignment on vertical mathematization using technology. We also explored that learning and teaching under RME using technology encouraged students to refine and develop their informal functional concept and pursue higher thinking of formalization. The study results in a lot of resources for teachers to use into their teaching mathematics for improving students' mathematical thinking.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.49-54
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• 2022

It is challenging to select appropriate technology in education to interact with students in today's digital world. Especially when the technologies used at home on smart devices like tablets and mobile phones are very advanced, on the other side, it may be more challenging to find sharing technology in the classroom. One of the ways is to use new technologies like Augmented Reality (AR). The current study aims to develop usability principles for the development and evaluation of education using AR technology applications. We develop usability principles for AR applications by analyzing existing research about heuristic evaluation methods, design principles for AR systems.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.523-533
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• 2022

During the COVID-19 pandemic, the use of video classes and real-time online education has increased, but the lack of interaction between instructors and learners remains a challenging problem to be resolved. This paper designs and implements a learning support system that utilizes a digital human to improve faculty-student interaction, which plays an important role in increasing the educational effect and satisfaction of real-time online classes. In this paper, a digital human participates in a class as a virtual learner and asks questions raised by other learners through an anonymous chat system to the instructor on behalf of the learners. In addition, as a class facilitator, the digital human analyzes the lecturer's speech in real time and provides it to the learner in the form of a summary of the class, thereby facilitating faculty-student interaction. In order to confirm that the proposed system can be used in actual online real-time classes, we apply our system to Zoom classes. Experimental results show that facilitated Q&A and real-time class summaries are successfully provided through our digital human-based learning support system.