• Proceedings of the Korean Information Science Society Conference
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• 2006.10b
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• pp.372-377
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• 2006

유비쿼터스 컴퓨팅 시대의 도래와 시맨틱 웹에 대한 관심이 높아짐에 따라 관련 기술인 온톨로지와 이를 이용한 추론 기술에 대한 요구가 증가하고 있다. 따라서, 추론이 가능한 시맨틱 웹 기반의 모델링과 추론에 대한 연구가 필요하다. 모델링을 위해 사용되는 OWL-DL과 임의의 사용자 규칙을 표현하는 SWRL은 각각 W3C의 표준안으로서, 유비쿼터스 컴퓨팅 환경에 효율적으로 자동적인 개인화 서비스[1][2]를 제공하는데 있어서 적합하다. 그러나 OWL-DL과 SWRL의 단순한 결합은 질의응답(Query Answering)에 대한 처리가 비결정 가능한(undecidable) 문제를 야기한다. 본 논문에서는, 비결정가능성 문제의 원인인 무한반복의 가능성을 제거하기 위한 블록(blocking) 방법을 제안한다. OWL-DL이 지닌 서술논리(Description Logic)의 표현력을 유지하고, 그에 따른 추론의 질적인 성능을 유지하는 범위에서 블록방법을 사용하여 결정 가능한 질의응답을 수행하는데 궁극적인 목적을 두고 있다. OWL-DL의 TBox에 위치하는 존재 정량자(Existential Quantifier)를 대체하고 ABox에 삽입하여, 무한반복의 가능성을 없애는 해결 방법을 제시한다. 실험은 비결정가능성 문제를 DL-Safe 규칙을 통해 해결한 KAON2와 비교하여 진행한다.

• Aerospace Engineering and Technology
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• v.11 no.2
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• pp.49-56
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• 2012

LEO Satellite performs the operations and missions by FSW(Flight Software) after separation from a launch vehicle. Many of the operations by FSW are automatically conducted by the algorithms of FSW. In the case of the IAC(Initial Activation and Checkout) operations, a mission scheduling, an orbit transition, etc, however, a decision and a control of the satellite operators or manufacturers are required in order to operate the satellite safely. For this, the wireless communication channel between a satellite and a ground station should be prepared to receive telemetries and to transmit tele-commands for controlling FSW properly. Therefore, the verification of the interface between KOMPSAT-3 and a ground station is essential. This verification test is named the satellite end-to-end test. In this paper, we show the design process of the satellite end-to-end test and test results.

• Journal of KIISE:Software and Applications
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• v.35 no.12
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• pp.764-773
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• 2008

The web ontology language(OWL) has become a W3C recommendation to publish and share ontologies on the semantic web. In order to check the satisfiablity of concepts in OWL ontology, OWL reasoners have been introduced. But most reasoners simply report check results without providing a justification for any arbitrary entailment of unsatisfiable concept in OWL ontologies. In this paper, we propose dependency label based causing inconsistency axiom (CIA) detection for debugging unsatisfiable concepts in ontology. CIA is a set of axioms to occur unsatisfiable concepts. In order to detect CIA, we need to find axiom to cause inconsistency in ontology. If precise CIA is gave to ontology building tools, these ontology tools display CIA to debug unsatisfiable concepts as suitable presentation format. Our work focuses on two key aspects. First, when a inconsistency ontology is given, it detect axioms to occur unsatisfiable and identify the root of them. Second, when particular unsatisfiable concepts in an ontology are detected, it extracts them and presents to ontology designers. Therefore we introduce a tableau-based decision procedure and propose an improved method which is dependency label based causing inconsistency axiom detection. Our results are applicable to the very expressive logic SHOIN that is the basis of the Web Ontology Language.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• KDI Journal of Economic Policy
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• v.30 no.1
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• pp.171-209
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• 2008

The Great Depression is one of the most important economic incidents in the twentieth century. A significant and long-lasting impact of this event is the rise of the government intervention to the economy. Under the catastrophic downturn of the economic condition worldwide, people required their government to play an active role for economic recovery, and this $mentalit{\acute{e}}$ prolonged even after the Second World War. Social science textbooks taught at Korean high schools mostly referred to the Great Depression for explaining the reason of government intervention in economy. However, the mainstream view commonly found in the textbooks provides a misleading theological interpretation. It argues that inherent flaws of the market economy causes over-production/under-consumption, and that this mismatch ends up with economic crisis. The chaotic situation was resolved by substitution of the governments for the market, and the New Deal was introduced as the monumental example ('laissez-faire economy ${\rightarrow}$over-production${\rightarrow}$the Great Depression${\rightarrow}$government intervention${\rightarrow}$economic recovery'). Based on economic historians' researches for past three decades, I argue that this mainstream view commits the fallacy of ex-post justification. Unlike what the mainstream view claims, the Great Depression was neither the result of the 'market failure', nor the recovery from the Great Depression but was due to successful government policies. For substantiating this claim, I suggest three points. First, blaming the weakness or instability of the market economy as the cause of the Great Depression is groundless. Unlike what the textbooks describe, the rise of the U.S. stock price during the 1920s cannot be said as a bubble, and there was no sign of under-consumption during the 1920s. On the contrary, a new consensus emerging from the 1980s among economic historians illustrates that the Great Depression was originated from 'the government failure' rather than from the 'market failure'. Policymakers of European countries tried to return to the gold standard regime before the First World War, but discrepancies between this policy and the reality made the world economy vulnerable. Second, the mainstream view identifies the New Deal as Keynesian interventionism and glorifies it for saving the U.S. economy from the crisis. However, this argument is not true. The New Deal was not Keynesian at all. What the U.S. government actually tried was not macroeconomic stabilization but price and quantity control. In addition, New Deal did not brought about economic recovery that people generally believe. Even after the New Deal, industrial production or employment level remained quite low until the late 1930s. Lastly, studies on individual New Deal policies show that they did not work as they were intended. For example, the National Industrial Recovery Act increased unemployment, and the Agricultural Adjustment Act expelled tenants from their land. Third, the mainstream view characterizes the economic order before the Great Depression as laissez-faire, and it tends to attribute all the vice during the Industrial Revolution era to the uncontrolled market economy. However, historical studies show that various economic and social problems of the Industrial Revolution period such as inequality problems, child labor, or environmental problems cannot be simply ascribed to the problems of the market economy. In conclusion, the remedy for all these problems in high school textbooks is not to use the Great Depression as an example showing the weakness of the market economy. The Great Depression should be introduced simply as a historical momentum that had initiated the growth of government intervention. This reform of high school textbooks is imperative for enhancing the right understanding of economy and history.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.624-638
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• 2019

A questionnaire was administered, and all responses were analyzed to examine prospective teachers' conceptual understanding of the relationship between dew point temperature and absolute humidity in air parcels. The responses revealed that many prospective teachers have substantial misconceptions about the relationship. For example, some thought that the absolute humidity and the dew point temperature are proportional to each other, and that the dew point temperature is proportional to the water vapor mass in the parcel. The misconceptions seemingly stemmed from inadequate descriptions on the relationship in middle-school science textbooks of the 7th and 2007 revised curricula. The study notes that the first year students' textbook of the 2015 revised curriculum introduced the concepts of evaporation, condensation, and volume changes as a function of gaseous pressure and temperature, from a perspective of molecular motion. It is suggested that keeping this perspective in the middle school curriculum, while introducing water vapor pressure as the measure of water vapor amount and dew point temperature, should help prevent middle school teachers and students from having misconceptions. There should be a concerted effort to make the science curriculum more consistent and coherent across the grade levels.

• Journal of KIISE:Software and Applications
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• v.36 no.9
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• pp.732-748
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• 2009

The technology of Semantic Web realizes the base technology for context-awareness that creates new services by dynamically and flexibly combining various resources (people, concepts, etc). According to the realization of ubiquitous computing technology, many researchers are currently working for the embodiment of web service. However, most studies of them bring about the only predefined results those are limited to the initial description by service designer. In this paper, we propose a new service supporting model to provide an automatic method for plan related tasks which achieve goal state from initial state. The inputs on an planner are intial and goal descriptions which are mapped to the current situation and to the user request respectively. The idea of the method is to infer context from world model by DL-based ontology reasoning using OWL domain ontology. The context guide services to be loaded into planner. Then, the planner searches and plans at least one service to satisfy the goal state from initial state. This is STRIPS-style backward planner, and combine OWL-S services based on AI planning theory that enabling reduced search scope of huge web-service space. Also, when feasible service do not find using pattern matching, we give user alternative services through DL-based semantic searching. The experimental result demonstrates a new possibility for realizing dynamic service modeler, compared to OWLS-XPlan, which has been known as an effective application for service composition.

• The Journal of Korean Philosophical History
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• no.52
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• pp.107-130
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• 2017

The purpose of this study is to catch the characteristics of the Hanju Yi Jinsang (寒洲 李震相, 1818~1886)'s thought of the 'Li(理)' through Hanju's view on the Ido-seol(理到說), the Toegye Yi Hwang(退溪 李滉, 1501~1570)'s latter Mulgyuk(物格) theory, and to establish the foundation for identifying the aspects of development about Toegye School's concept of Li from Toegye's Ido-seol. The Ido-seol was criticized for regarding Li - the immovable principle - as 'living thing'. Toegye School's scholars tried to solve this problem by translating the 'word' correctly. Hanju also translated the word 'Do(到)', the verb of 'Ido', as meaning of 'perfectly understood' based on his translation of the word 'Gyuk(格)' as 'Ku(究)'. On the other hand, he also regarded the principle-application structure of Li and the its characteristic the 'Li as Hwalmul(活物)' as the main point of Toegye's Neo-confucianism thought his methodology 'Three viewpoints[三看法]'. Before Hanju, scholars dose not have more opinion from the translation of the word, and it is too difficult to identifying their scholarly identity through their viewpoints on Ido-seol. On the other hand, Hanju thought that the lack of the idea for comprehensive approach between Xin(心) and Li(理) will cause the misunderstanding the relationship between Xin and Li. In this reason, he evaluated Toegye's Ido-seol based on the concept of 'One principle and its manifoldness[理一分殊]'. Consequently, he concatenated the characteristic of Xin which includes all things with concept of Mulgyuk, and emphasized that Xin which penetrates the principle of all things has the characteristic of 'One principle(理一)'.

• (The)Study of the Eastern Classic
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• no.55
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• pp.147-172
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• 2014

Kang Jae Eung translated "Sang-bong-lok" of Kang Ho Boo from Korean into Chinese. There is Yeonhaengnok(燕行錄) written in with Korean and Chinese among 500 Yeonhaengnok(燕行錄). Especially it is very rare that is translated from Korean into Chinese. Because of there aspect, it is valuable and worth studying. "Sang-bong-lok" was 3 series by origin, but now we have only 2 series. That is the original text written in Chinese by Kang Ho Boo, a Korean version by Kang Ho Boo, and Chinese translated of Korean version by his descindants Kang Jae Eung. Original text dosen't exists now undiscovered yet. Chinese version "Sang-bong-lok" is distinguished from the other Yeonhaengnok(燕行錄) and classical novel in form and contents. In formal aspect, Chinese version "Sang-bong-lok" describes an industry remarks in prologue. This industry remark describes standard and form of writing. Looking industry remark, you can find that Kang Jae Eung didn't add or subject the sentence of original text and distinguished between his own sentence and original text. This compiling system distinguishing compiler from original writter is rare enough to so that you cannot find it in other Yeonhaengnok(燕行錄). In contents, Kang Jae Eung almost transcribed Korean Yeonhaengnok(燕行錄) without subtraction and added special information to promote the view of Kang Ho Boo. After discription, Kang Jae Eung covered all information and reviewed it and added opinion to it. Kang Jae Eung's conclusion is sometimes same or different from Kang Ho Boo's. Anyway it is worthy of noticing that Kang Jae Eung wrote his opinion after Kang Ho Boo's sentence.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.437-447
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• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.