• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.104-115
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• 1995

Teachers' conception about the nature of science is considered to be an important factor to improve the students' conceptions of that. It is assumed that teachers' conception of the nature of science may be influenced by their views of learning. The first purpose of this study was to investigate the exploratory relationships between teachers' conceptions about the nature of science and their views of learning. The second one was to compare the their conceptions and views of learning before and after science education lectures during 1 semester. We administered the questionnaires for the nature of science and for constructivist's learning, respectively, consisted of 5 dimensions (relativism-positivism; inductivism- deductivism; decontextualism-contextualism; content-process; instrumentalism-realism) and of 6 aspects (student; learning; instruction; teacher; curriculum; evaluations) were administered to 57 pre-service elementary teachers (female=44; male=13) before and after lectures. In pre-test it was revealed that respondents had not the consistent conceptions about the nature of science. The conception of relativism was more dominant than those of positivism, deductivism than inductivism, decontextualism than contextualism, process than content and instrumentalism than realism. They had more constructivist views in the respect of process of learning than in other respects, that is, students, instruction, teacher, curriculum and evaluation. But no significant correlations between the dimensions of the nature of science and the aspects of the views of learning suggest that constructivst views of learning was not deeply related with their conceptions of the nature of science. In post-test we had similar results with those of the pre-test, but the process-content dimensions of the nature of science was correlated with the constuctivist views of learning. Therefore we concluded that elementary pre-service teachers had the constructivist views of learning which was isolated with their conceptions of the nature of science although they had science educations course. We need to develop the course to make the conceptions of the nature of science relate view of learning.

• Korean Management Science Review
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• v.13 no.2
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• pp.127-146
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• 1996

Integrating database views is an important step in the conceptual database design process. This paper develops a view integration support system by using a semantic object model. In order to determine the order of the integration, affinities among views and objects are analyzed by employing the vector space theory. Semantic conflicts such as naming and structural conflicts are then resolved. The resolution results are stored in a view repository. Objects and views are integrated and stored in this view repository until all views are considered. A prototype for the system is built and can be used in a client/server environment.

• Proceedings of the Korean Institute of Communication Sciences Conference
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• 1991.10a
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• pp.69-72
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• 1991

This paper proposes an efficient algorithm that constructs 3 dimensional solid object from orthographic views. The 3D object construction algorithm inputs vertices and edges information of 3 orthogonal views, generates 2 dimensional surfaces of input views, 3 dimensional possible vertices, possible edges and possible surfaces, compares 2 dimensional projections of 3 dimensional possible surface with two dimensional surfaces from orthogonal views and then determines the solution. This algorithm has been proved to be efficient in reducing the time taken and is useful for CAD system, 3 dimensional scene analysis system and object modellings for 3D graphics. The algorithm has been implemented in C language on the IBM PC/AT.

• Imaging Science in Dentistry
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• v.32 no.3
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• pp.153-157
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• 2002

Purpose : This study was performed to determine the proper reference line for taking axial computed tomograms from which the good cross-sectional views can be reformatted by multiplanar reconstruction. Methods : Three dry mandibles with implanted gutta percha cones in the extracted socket were scanned axially according to 6 reference lines of 2 mandibular positions with computed tomogram Hitachi W550. The accuracy of measurements of the lengths of implanted gutta perch a cones in the each cross-sectional view reformatted from axial computed tomogram by multiplanar reconstruction was evaluated. Results: The difference between the measurements and the real length of implant was smallest in the bucco-lingual views reformatted from the axial views scanned according to the reference line of group V-a. The smaller the angle difference between reference line and occlusal line was, the smaller the difference between the measurements in the bucco-lingual views reformatted from axial views and the real length of implant. The majority of measured widths of implants in the bucco-lingually reformatted views were larger than the actual values. Conclusions : When the mandible is inclined within the limitation of gantry angle and scanned with the reference line coincident with occlusal plane, the bucco-lingual view can be reformatted without deformation of images from the axially scanned images.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.108-116
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• 2007

The purpose of this study was to examine the views of elementary students and teachers in relation to life phenomenon. Students seemed to strongly agree with the notion of vitalism as well as with organicism. However they clearly disagreed with the notion of mechanism. Contrary to our supposition, their viewpoints on lift phenomenon were highly affected by their relative levels of academic achievement in science subject areas, rather than by their religious affiliations. One possible explanation for this outcome is that elementary schoolers have not firmly established religious views, though they might indeed have a religious affiliation. High-achieving children in science subject areas seemed to agree with both vitalism and organicism (p<.01), and it is suggested that those students must have had more opportunities to encounter related cases in modem science or life ethics. Teachers agreed with all three views, showing the highest rate of approval in organicism. Though they appeared to agree with mechanism, they were strongly opposed to radical mechanism generally arguing that 'organism and machines were essentially the same'. Student responses indicated that TV had a bigger influence on their viewpoint on life phenomenon than teachers did. This means that children held certain views about the relative significance and influences of teachers vis-a-vis TV in daily life, and is also reflective of a perception amongst students that teachers do not how the significance of viewpoints on lift phenomenon.

• IE interfaces
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• v.16 no.2
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• pp.229-239
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• 2003

The On-Line Analytical Processing (OLAP) tools access data from the data warehouse for complex data analysis, such as multidimensional data analysis, and decision support activities. Current research has lead to new developments in all aspects of data warehousing, however, there are still a number of problems that need to be solved for making data warehousing effective. View maintenance, one of them, is to maintain view in response to updates in source data. Keeping the view consistent with updates to the base relations, however, can be expensive, since it may involve querying external sources where the base relations reside. In order to reduce maintenance costs, it is possible to maintain the views using information that is strictly local to the data warehouse. This process is usually referred to as "self-maintenance of views". A number of algorithm have been proposed for self maintenance of views where they keep some additional information in data warehouse in the form of auxiliary views. But those algorithms did not consider a consistency of materialized views using view self-maintenance. The purpose of this paper is to research consistency problem when self-maintenance of views is implemented. The proposed "conveyor algorithm" will resolved a complete consistency of materialized view using self-maintenance with considering network delay. The rationale for conveyor algorithm and performance characteristics are described in detail.

• KIEAE Journal
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• v.10 no.2
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• pp.25-30
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• 2010

The daylited space can improve visual comfort and occupant's well-being. However discomfort glare from the daylight is a common problem in indoor environments and in general, the window is the main glare sources. Some formulas have been proposed for predicting glare from the daylight, however, they do not consider the effect on glare of the view through a window and some studies proved that they are inadequate in real daylight situation. This research aims to identify the relationship between view and discomfort glare considering the subjective impressions. As a preliminary experiment, this paper sets up the experimental protocol to reveal relationships between views from a window and visual perception in a controlled laboratory experiment. $1.2m{\times}1.2m$ artificial window was developed and $0.9m{\times}0.9m$ view image was placed on the window. Discomfort glare and impression evaluation was carried out under four different views and one blank view as a reference condition. The results showed that the subjects evaluated discomfort glare differently with the views even under the same luminance conditions and tended to feel less glare with distance views compared to near views.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

• ETRI Journal
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• v.38 no.6
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• pp.1114-1123
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• 2016

Multi-view video plus depth (MVD) has been widely used owing to its effectiveness in three-dimensional data representation. Using MVD, color videos with only a limited number of real viewpoints are compressed and transmitted along with captured or estimated depth videos. Because the synthesized views are generated from decoded real views, their original reference views do not exist at either the transmitter or receiver. Therefore, it is challenging to define an efficient metric to evaluate the quality of synthesized images. We propose a novel metric-the reduced-reference quality metric. First, the effects of depth distortion on the quality of synthesized images are analyzed. We then employ the high correlation between the local depth distortions and local color characteristics of the decoded depth and color images, respectively, to achieve an efficient depth quality metric for each real view. Finally, the objective quality metric of the synthesized views is obtained by combining all the depth quality metrics obtained from the decoded real views. The experimental results show that the proposed quality metric correlates very well with full reference image and video quality metrics.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.395-402
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• 2015

This study assumes that recognition about scientific creativity may differ according to teacher, students and parents, and that this difference can affect the actual teaching, encouragement, and development of scientific creativity. Based on teacher's free responses and literature reviews about features of scientific creativity, we extracted 16 items describing contrary views about scientific creativity. Using these 16 items, we obtain responses from 652 students, teachers, soon-to-be-teachers (college of education students) and parents about whether they agree with each item or not. Results show that 1/4 of the participants agreed with the views contrary to the views accepted in literature. And we found out which views contrary to the accepted views in literature were agreed upon by participants, and that which items divided the groups for having contrary views. From these results, we discuss the possible effects of participants' recognition on teaching, encouragement and development of scientific creativity, and suggest so further studies.