• The KIPS Transactions:PartB
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• v.17B no.6
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• pp.405-412
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• 2010

Previous background generation techniques showed bad performance in complex environments since they used only temporal contexts. To overcome this problem, in this paper, we propose a new background generation method which incorporates spatial as well as temporal contexts of the image. This enabled us to obtain 'clean' background image with no moving objects. In our proposed method, first we divided the sampled frame into m*n blocks in the video sequence and classified each block as either static or non-static. For blocks which are classified as non-static, we used MRF framework to model them in temporal and spatial contexts. MRF framework provides a convenient and consistent way of modeling context-dependent entities such as image pixels and correlated features. Experimental results show that our proposed method is more efficient than the traditional one.

• Journal of Korea Multimedia Society
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• v.8 no.8
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• pp.1088-1098
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• 2005

Context-Aware is a one of the important researches in ubiquitous computing for providing optimal service to users by acquiring user's intentions and environmental information. Diverse researches are focused on the users and its environment facts for Context-Aware base and introduce a sensing based middleware which engages sever/sensor that operates identifier information to provide services. Context-Aware service which is limited by users and environment facts has the problem of overlapping sensing, unnecessary searching and anonymity of users. Also Server-Centric Context-Aware system requires very high cost to manage and operate the services. On this paper, We introduce Autogenous Context service model to simplify the Context-Aware process and design the middleware which performs decentralize management for Context-Aware information of user's portable devices to minimize problems which is occurred during the management and operation of existing Context-Aware system.

• International journal of advanced smart convergence
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• v.10 no.2
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• pp.21-30
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• 2021

With the rapid development of artificial intelligence and big data, a lot of medical data is effectively used, and the diagnosis and analysis of diseases has entered the era of intelligence. With the increasing public health awareness, ordinary citizens have also put forward new demands for panic disorder health services. Specifically, people hope to predict the risk of panic disorder as soon as possible and grasp their own condition without leaving home. Against this backdrop, the smart health industry comes into being. In the Internet age, a lot of panic disorder health data has been accumulated, such as diagnostic records, medical record information and electronic files. At the same time, various health monitoring devices emerge one after another, enabling the collection and storage of personal daily health information at any time. How to use the above data to provide people with convenient panic disorder self-assessment services and reduce the incidence of panic disorder in China has become an urgent problem to be solved. In order to solve this problem, this research applies the context awareness to the automatic diagnosis of human diseases. While helping patients find diseases early and get treatment timely, it can effectively assist doctors in making correct diagnosis of diseases and reduce the probability of misdiagnosis and missed diagnosis.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.389-400
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• 1996

The purposes of this study were to analyze chemistry problem solving processes of middle school students and to compare their problem solving behaviors in the aspects of the cognitive developmental level of student, the success in problem solving, and the context of problem. Their failures in solving problems were also analyzed in the aspects of problem solving stage and prior knowledge. Forty-two students individually solved four problems regarding density and solubility using a think-aloud method. Students' responses were analyzed after intercoder agreement for analyzing problem-solving processes had been established to be 0.94. The results were as follows: 1. Most students solved chemistry problems following the stages of understanding, planning, and solving, while few exhibited the behaviors of the reviewing stage. There was also individual difference in the number of the stages repeated and their behaviors at each stage. 2. Most students were successful in understanding problems. However, unsuccessful and/or concrete-operational students had more difficulties in understanding problems than successful and/or formal-operational students, and students tended to have more difficulties in understanding problems in everyday contexts than in scientific contexts. 3. Successful and/or formal-operational students exhibited more behaviors of the planning stage than unsuccessful and/or concrete-operational students. Students showed more behaviors of the planning stage, but failed more at this stage, in everyday contexts than in scientific contexts. 4. Most students did not review their solutions. Successful and/or formal-operational students exhibited these behaviors more than unsuccessful and/or concrete-operational students. Students tended to exhibit the behaviors more in everyday contexts than in scientific contexts. 5. Many students failed to solve problems correctly due to the lack of prior knowledge and the inability to plan appropriately.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.123-139
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• 2019

This study analyzed how problem-posing tasks included in Korean middle school mathematics textbooks were distributed in terms of content area, task type, and context of task to investigate that the mathematics textbooks are giving students ample opportunities for problem-posing activities. The analysis of 10 mathematics textbooks for first grade in middle school according to the revised mathematics curriculum in 2015 found that the problem-posing tasks contained in the textbooks are insufficient in quantity and not evenly distributed in terms of content areas. There were also more problem-posing tasks with relatively moderate constraints than those with strong or weak constraints in terms of mathematical constraints. In addition, there were more problem-posing tasks that were not requiring students to make a new context, and more often camouflage contexts were used. Based on this, implications for improving mathematics problem-posing tasks in mathematics textbook were suggested.

• School Mathematics
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• v.3 no.2
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• pp.281-294
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• 2001

As a measure of the center of data, arithmetical mean, median, mode, harmonic mean and geometric mean are generally used. Students must learn qualitative aspect of average values as well as its calculation for its adequate use. As the result of the learning, they should be able to select the appropriate average value according to the characteristic of data and problem context. For this object, the historical origin and visual interpretation of average values were introduced in this paper. And to help teaching several meanings of average values, several examples including context were suggested.

• Journal of Information Processing Systems
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• v.2 no.1
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• pp.28-33
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• 2006

The initial research of Task Computing in the ubiquitous computing (UbiComp) environment revealed the need for access control of services. Context-awareness of service requests in ubiquitous computing necessitates a well-designed model to enable effective and adaptive invocation. However, nowadays little work is being undertaken on service access control under the UbiComp environment, which makes the exposed service suffer from the problem of ill-use. One of the research focuses is how to handle the access to the resources over the network. Policy-Based Access Control is an access control method. It adopts a security policy to evaluate requests for resources but has a light-weight combination of the resources. Motivated by the problem above, we propose a universal model and an algorithm to enhance service access control in UbiComp. We detail the architecture of the model and present the access control implementation.

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.3-10
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• 2013

The purpose of this study is to design the instructional model to develop logical thinking competency of engineering students and to investigate the effect of the model. The instructional model is composed of the virtual context (films were provided), problem solving, feedback, another problem solving with different perspectives, feedback. The process is looped. The results showed statistically significant improvements between pre- and post-test. The first standardized test of critical thinking showed the improvement from pre-test to post-test (d=0.646). The second test of logical thinking showed the improvement from pre-test to mid-term test (d=0.753) and improvement from mid-term to post-test (d=1.529).

• Korea-Australia Rheology Journal
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• v.21 no.4
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• pp.245-268
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• 2009

Recent developments in dilute polymer solution rheology are reviewed, and placed within the context of the general goals of predicting the complex flow of complex fluids. In particular, the interplay between the use of polymer kinetic theory and continuum mechanics to advance the microscopic and the macroscopic description, respectively, of dilute polymer solution rheology is delineated. The insight that can be gained into the origins of the high Weissenberg number problem through an analysis of the configurational changes undergone by a single molecule at various locations in the flow domain is discussed in the context of flow around a cylinder confined between flat plates. The significant role played by hydrodynamic interactions as the source of much of the richness of the observed rheological behaviour of dilute polymer solutions is highlighted, and the methods by which this phenomenon can be incorporated into a macroscopic description through the use of closure approximations and multi scale simulations is discussed.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.55-70
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• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.