• Journal of Digital Convergence
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• v.14 no.8
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• pp.57-67
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• 2016

As the Internet is becoming more socialized, Korean government, publishing a slogan, Government 3.0, has recently began to find a way to deliver its administration services to the public in more personalized manner. Policy directions to implement this advanced idea, are however still at large, primarily because of the vague nature of 'personalized'. This study, therefore, explores the possibility of getting public administrative services closer to personalization. To achieve this objective, this study attempts to develop a integrative framework of classifying the administration services to the public, based on two dimensions - the degree of citizen-oriented and the degree of government-driven, both of which are perhaps key determinants of personaliztion of services. For each quadrant of the framework, key features, characteristics, and conditions to be met are explained and followed by exemplary cases and policy implications.

• Korean Journal of Remote Sensing
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• v.38 no.6_2
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• pp.1589-1605
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• 2022

Phase unwrapping is an essential procedure for interferometric synthetic aperture radar techniques. Accordingly, a lot of phase unwrapping methods have been developed. Deep-learning-based unwrapping methods have recently been proposed. In this paper, we reviewed state-of-the-art deep-learning-based unwrapping approaches in terms of 1) the approaches to predicting unwrapped phases, 2) deep learning model structures for phase unwrapping, and 3) training data generation. The research trend of the approaches to predicting unwrapped phases was introduced by categorizing wrap count segmentation, phase jump classification, phase regression, and deep-learning-assisted method. We introduced the case studies of deep learning model structure for phase unwrapping, and model structure optimization to relate the overall phase information. In addition, we summarized the research trend of the training data generation approaches in the views of phase gradient and noise in the main. And the future direction in deep-learning-based phase unwrapping was presented. It is expected that this paper is used as guideline for exploring future direction of deep-learning-based phase unwrapping research in Korea.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.497-497
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• 2023

정수장에서 소독 및 여과 처리가 완료된 깨끗한 물은 배급수시설로 전달되나, 실제로 관의 노후화, 갑작스러운 유향 변동, 특정 구역의 관 내 정체 시간에 따른 Water Age 상승 등 여러 요인으로 인해 실제 수용가에는 안전하지 않은 용수가 공급될 가능성이 있으며, 이에 따라 적절한 위치에서 지속적인 감시를 통한 조기 발견 및 조치가 필요하다. 상수도 시설기준(2010)에 배수시설의 주요 지점 혹은 관 말단 등 필요에 따라 적절한 위치에 수질 계측기를 설치할 수 있도록 제시되어 있으나, 계측기 설치 위치나 개수에 대한 기준이 모호한 실정이다. 모든 구역에 수질계측기를 설치하여 감시하는 것이 이상적이지만, 현실적으로는 지자체 환경 및 경제적인 한계가 있어 주요 위치에 설치하는 것이 바람직하다. 본 연구에서는 대표적인 수리해석 모형인 EPANET을 사용하여 대상 관망의 노후도, 유속, 유향변동 등의 영향인자를 바탕으로 수질사고가 발생할 확률이 높은 관을 위험관으로 선정하고, 선정된 위험관을 대상으로 최단 경로와 Cost를 산출할 수 있는 Floyd Warshall Algorithm을 이용하여 각 Node(수용가)간 물이 이동할 때의 최소 도달시간과 경로를 파악하였다. 또한, 시간 서비스 수준(Level of T hour Serivice)의 개념을 도입하여 위험관으로부터 특정시간 이내에 흐름이 도달하는 Node를 파악한 뒤, 그 중 가장 많은 피해를 발생시킬 수 있는 위험관을 수질계측위치 지점으로 선정하였다. 제시된 수질사고 발생위험이 높은 위험관을 대상으로 수질계측 위치를 선정하는 방법이 전체 관망 네트워크를 대상으로 수질계측 위치를 판단하는 방법보다 결과 신뢰도 측면에서 더욱 효과적이고 효율적인 방법으로 사료된다.

• Journal of Korea Water Resources Association
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• v.56 no.spc1
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• pp.1015-1026
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• 2023

The confluence of rivers, where rivers meet, is a place known for complex water mixing dynamics. Sometimes, these rivers flow downstream without mixing. While this non-mixing can pose challenges for water quality management, it also offers the potential for improved water extraction in nearby water intakes (Chilseo). In this study, we analyzed the mixing dynamics at the confluence of the Nakdong River and the Nam River using drone imagery, water quality indicators like Electrical Conductivity, and hydraulic factor Secondary Flow. We found that meandering effects hindered mixing, as shown by the comparison of Secondary Flow and Electrical Conductivity distributions. Additionally, the Chilseo Water Purification Plant downstream of the Nakdong River-Nam River confluence extracted unmixed Nam River water during certain periods.

• Journal of Astronomy and Space Sciences
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• v.21 no.4
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• pp.371-382
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• 2004

To improve the precision of relative positioning for GPS single frequency(L1) receiver, we accomplished the GPS data processing using the weighted smoothing techniques. The weighted phase smoothing technique is used to minimize the measurement error of pseudorange and position domain smoothing technique is adopted to make the complement of cycle-slip affection. we also considered some component errors like as ionospheric error, which are related with baseline length, and processed for several baselines (5, 10, 30, 40, and 150 km) to check the coverage area of this algorithm. This paper shows that weighted phase smoothing technique give more stable results after using this technique and the position domain smoothing technique can reduce the errors which are sensitive to the observational environment. Based on the results, we could find out that this algorithm is available for post-time and real-time applications and these techniques can be substitution methods which is able to get the high accuracy and precision without resolving the Integer ambiguity.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.