• Journal of Korea Multimedia Society
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• v.20 no.12
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• pp.1890-1900
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• 2017

Tangram game consists of seven pieces of polygons such as triangle, square, and parallelogram. Typical methods of image processing for object recognition may suffer from the existence of side thickness and shadow of the puzzle pieces that are dependent on the pose of 3D-shaped puzzle pieces and the direction of light sources. In this paper, we propose an image processing method that recognizes simple convex polygon-shaped objects irrespective of thickness and pose of puzzle objects. Our key algorithm to remove the thick side of piece of puzzle objects is based on morphological operations followed by logical operations with edge image and background image. By using the proposed object recognition method, we are able to implement a stable tangram game applications designed for tablet computers with front camera. As the experimental results, recognition rate is about 86 percent and recognition time is about 1ms on average. It shows the proposed algorithm is fast and accurate to recognize tangram blocks.

• Asia-Pacific Journal of Business
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• v.9 no.4
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• pp.99-117
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• 2018

This study has investigated Linear Programming (LP) applications to special decision making problems in managerial accounting with the help of spreadsheet Solver tools. It uses scenario approaches to case examples having three products and three resources in make-and-supply business operations, which is applicable to cases having more variables and constraints. Integer Programmings (IP) are applied in order to model situations when products are better valued in integer values or logical constraints are required. Three cases in one-time-only special order decisions include Goal Programming approach, Knapsack problems with 0/1 selections, and fixed-charge 0/1 integer modelling techniques for set-up operation costs. For the decisions in outsourcing problems, opportunity-costs of resources expressed by shadow-prices are considered to determine their precise contributions. It has also shown that the improvement in work-shop operation for an unprofitable product must overcome its 'reduced cost' by the sum of direct manufacturing cost savings and its shadow-price contributions. This paper has demonstrated how various real situations of special decision problem in managerial accounting can be approached without mistakes by using LP's and IP's, and how students both in accounting and management science can acquire LP skills in their education.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.123-132
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• 1994

The experimental evidence evaluation of the 11th grade students(N:91) was investigated. Specially, the influence of students' ideas about optical phenomena and presented evidence types on their evidence evaluation, and the influence of students' ideas on their causal inference modes were investigated. After eliciting the students' ideas about shadow phenomena and conformity of their idea, the experimental results with a binary outcome were presented as the evidence. Then the students were asked to evaluate the evidence. Again students' ideas were elicited. Most of students had causal ideas such that the shape of object(96%) and the inclination of screen(75%) were causes of shadow shape, not the shape(70%) and color(92%) of light source. In the case of the shape of object and the color of light source, most students(70%) believed strongly their ideas. Most responses(80%) in the evidence were evidence-based, and 12% of them were theory-based. There was no significant difference of reponses types between students with causal ideas(81%) and students with non-causal ideas(78%), between covariable and non-covariable evidence. But in the case of non-causal ideas, covariable evidence was more likely to yield evidence-based reponses than non-covariable evidence. If students had preconcepts inconsistent(84%) with the evidence, they were more likely to make evidence-based responses than the students with consistent ideas (75%) with the evidence. Especially in the case perceptually biased evidence, this tendency was marked. In the case of covariable evidence, many students made inclusion inferences(40%) rather than uncertainty inferences(32%). In the case of uncertainty inferences(94%), students more likely to make evidence-based reponses than inclusion inferences(83%) and exclusion infernces(88%). In the case of inclusion inferences and exclusion infernces, students tended to make idea-based responses and distort the evidences. In conclusion, when the students evaluate the experimental evidences, their ideas influence the causal inference modes. Especially, according to the conformity of the preconcepts and logical relation of evidences, the inference modes are more strongly depended upon the preconcepts rather than evidences.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.639-649
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• 2013

The purpose of this study is to figure out how teachers conduct an experiment in measuring the size of the Earth and how students recognize it. For this study, an in-depth interview was conducted one week after the lesson on the experiment about measuring the size of the Earth. The participants were five secondary school teachers and five secondary school students. The in-depth interview was recorded and transcribed. The result of the interview was drawn through an inductive categorized analysis method. As a conclusion of this study, the teachers taught the students the lesson using alternate angles instead of using the altitude of the Sun. Their lessons were based on Eratosthene's story or some related illustrations suggested in the textbook and not based on an explanation of the principle. Also, students measured the Earth's size only by using alternate angles and didn't understand the meaning of the shadow in the experiment. The results of this study show that teachers need to reconstruct the textbook and understand the accurate experimental principle for the students to have a meaningful experience of the experiment on measuring the size of the Earth.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.3
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• pp.157-167
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• 2018

This research aims to generalize the conceptual basis of precariousness of employment, study the factors and scale of unsustainable of employment in the countries of the Eurasian Economic Union (EAEU). The concept of precariousness of employment is formed in social and economic studies about 40 years ago, but objective and subjective conditions and forms of unsustainable employment existed before. This study proposes a classification of forms of precariousness of employment on 16 criteria: the duration and timing of agreements, contract terms, the nature of income; the degree of labor autonomy; the level of formality; the level of openness; the level of vulnerability; the conditions of growth of qualification; the level of flexibility; the level of stability; regularity; the severity of the danger of work; in relation to the workplace; the quality of employment, the level of social security. In this research highlighted factors (globalization, demography, migration, structure factors, shadow and informal economy, social development and living standards, unemployment), and systematized certain trends of precariousness of employment, channels and means, forms of manifestation. The empirical analysis identified of the labor potential of the Eurasian countries and new quantitative estimates of the levels of unsustainable employment in the Eurasian Economic Space.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.100-112
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• 2021

Based on the importance of visual representation for scientific understanding, this study applied visual thinking in elementary science classes. This study analyzed elementary students' visual thinking and investigated the instructional influences. Students' perceptions on the class applying visual thinking were also investigated. The subject were 38 fourth grade students, 18 in experimental group and 20 in control group. For the unit of 'Shadow and mirror', on-line and off-line blended classes were applied in both group because of COVID-19. The experimental group student were asked to construct their own visual thinking, while the control group students used traditional workbook. The results were as follows. First, students' visual thinking can be classified into three different types, which are 'activity recall type', 'result summary type', and 'core concept representation type' based on what they represent rather than how they represent. Second, applying visual thinking in science class showed significant effects on science academic achievement, science related attitude, and creative academic efficacy. Third, students' perceptions on applying visual thinking in science classes were very positive. Students perceived visual thinking activities were interesting and helpful for understanding science. Educational implications of applying visual thinking in elementary science classes were discussed.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.681-702
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• 2016

Two different modelling approaches to dune dynamics have been established thus far; continuous models that emphasize the precise representation of wind field, and feedback-based models that focus on the interactions between dunes, rather than aerodynamics. Though feedback-based models have proven their capability to capture the essence of dune dynamics, the compatibility issues on these models have less been addressed. This research investigated, mostly from the theoretical point of view, the algorithmic compatibility of three feedback-based dune models: sand slab models, Nishimori model, and de Castro model. Major findings are as follows. First, sand slab models and de Castro model are both compatible in terms of flux perspectives, whereas Nishimori model needs a tuning factor. Second, the algorithm of avalanching can be easily implemented via repetitive spatial smoothing, showing high compatibility between models. Finally, the wind shadow rule might not be a necessary component to reproduce dune patterns unlike the interpretation or assumption of previous studies. The wind shadow rule, rather, might be more important in understanding bedform-level interactions. Overall, three models show high compatibility between them, or seem to require relatively small modification, though more thorough investigation is needed.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.353-363
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• 2006

This study investigates how the lunar phases drawing module-applied instruction affects high school students' conceptual changes of the lunar phases. 46 juniors in a high school were given the module instruction on drawing the lunar phases, and then interviews were conducted to verify conceptual changes in subjects' recognition structures. The types of students' misconceptions of the lunar phases change before the instruction were as follows. Type S is that the Earth's shadow covers the moon. Type SR is that one has both misconception of Type S and a scientific concept at the same time according to the positional relationships. The scientific concept means that an observer sees a moon's part which reflects sunlight. Type SB is that the Earth's shadow covers the moon or the moon can be seen or not by the background's brightness according to the positional relationships. The last Type SRB includes all three above-mentioned types, and it explains the lunar phases at each position. As a result of the module-based instruction, 26 out of 36 subjects built up the scientific concept and 10 students did not. 7 out of the 11 Type S and 3 out of the 17 Type SR students did not, either. Especially, type S students did not change their preconception that the phases of moon change were done by the earth's shadow. Here, their preconception is too much strong; as they solve problems, their preconception is more beneficial, comparing to the method which it is presented from the module. This fact supports that it is difficult for students to discard preconception.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.241-249
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• 2018

As the international trade increases, vessel traffics around the Korean Peninsula are also increasing. Maritime accidents hence take place more frequently in the southern coast of Korea where many big and small ports are located. Accidents involving ship collision and sinking result in a substantial human and material damage as well as the marine environmental pollution. Therefore, it is necessary to locate the ships quickly when such accidents occur. In this study, we suggest a new ship detection index by comparing and analyzing the reflectivity of each channel of the Korea MultiPurpose SATellite-2 (KOMPSAT-2) images of the area around the Gwangyang Bay. A threshold value of 0.1 is set based on a histogram analysis, and all vessels are detected when compared with RGB composite images. After selecting a relatively large ship as a representative sample, the distribution of spatial reflectivity around the ship is studied. Uniform shadows are detected on the northwest side of the vessel. This indicates that the sun is in the southeast, the azimuth of the actual satellite image is $144.80^{\circ}$, and the azimuth angle of the sun can be estimated using the shadow position. The reflectivity of the shadows is 0.005 lower than the surrounding sea and ship. The shadow height varies with the position of the bow and the stern, perhaps due to the relative heights of the ship deck and the structure. The results of this study can help search technology for missing vessels using optical satellite images in the event of a marine accident around the Korean Peninsula.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.253-263
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• 2023

This study explored the discrepancy between the text of a teacher's guide about straight and reflective light and the content knowledge of pre-service elementary teachers. A total of 455 questions and 543 answers generated by 279 pre-service elementary teachers after reading a 'Shadow and Mirror' unit in the teacher's guide were analyzed. The questions were classified according to the types of concepts and discrepancies, and the answers were analyzed for accuracy. The results of analyzing the concepts of questions revealed that the pre-service elementary teachers were most curious about the shadow in the straight concept, the mirror image in the reflection concept, and the light source in other concepts. The questions with a low correct answer rate due to incorrect- or non-answers, such as those concerning the superposition principle of light by reflection, the principle of experimental tools, and images by lenses, were only partially or not included in the teacher's guide. When the questions were classified according to the type of discrepancy, the frequency of questions due to knowledge deficit was higher than that due to knowledge clash. This demonstrates that the concepts that teachers need to know must be supplemented with the contents of the teacher's guide. Discrepancies due to knowledge clashes are often caused by conflicts between what is experienced in everyday life and what is presented in textbooks. Therefore, it is necessary to reduce the discrepancy between the texts of the teacher's guide and the knowledge of pre-service elementary teachers by including the differences between the actual context of everyday life and the context of the textbook in the teacher's guide.