• The Journal of the Korea institute of electronic communication sciences
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• v.15 no.6
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• pp.1187-1194
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• 2020

We presented a method of deep quiz cropping for automatic construction of quiz pool in online quiz systems. The method detects question boxes and sunda boxes in images captured from test papers by a deep learning-based object detector, and makes pairs of question box and sunda box by the box coupling. We applied the deep quiz cropping to images captured from test papers and achieved successful results.

• 전기의세계
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• v.34 no.5
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• pp.281-285
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• 1985

여기서는 개 영역 자장문제 해석을 위한 세가지 방법을 소개하고 있다. 기존 유한요소법과의 비교사례를 통해 알 수 있듯이 개 영역 자장문제를 본 고에서 소개한 방법을 이용하여 해석하면 기존 유한요소법을 이용한 경우보다 계산노력을 덜 들여서도 같은 정도를 갖는 해를 얻을 수 있겠다. 앞으로의 과제는 이 방법들을 이용하여 실제 공학문제들을 해석하는 것이다. 개 영역 문제를 해석하는 방법은 본고에서 소개한 방법 이외에 사상(Mapping)을 이용하는 경우 및 경계요소법(Boundary Element Method)을 이용하여 무한요소영역을 처리하는 방법들이 있다.

• The Journal of the Korean dental association
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• v.37 no.2 s.357
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• pp.117-122
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• 1999

의료계에서는 사실 보이지 않게 영역문제로 갈등을 겪고 있으며 치과에서는 특히 메디컬적 성격이 강한 구강악안면외과가 성형외과나 이비인후과와 영역갈등을 겪고 있는 것으로 나타났다. 이에 구강악안면외과를 중심으로 타의과와의 영역문제와 대책에 대해서 살펴본다.

• Journal of Ocean Engineering and Technology
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• v.12 no.1
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• pp.85-98
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• 1998

본 논문의 수치해법은 경계치문제를 풀기 위하여 코시이론(Cauchy's theorem)을 사용하였다. 경계치문제는 완전한 물체표면조건과 자유표면조건을 만족시키는 초기치문제로 귀결된다. 현 수치해법에서 무한영역은 수치계산 영역인 비선형 영역과 선형 자유표면조건을 만족하는 선형영역으로 나누어진다. 선형영역의 해는 과도 그린(Green)함수를 사용하여 정합조건을 부과함으로써, 수치계산은 비선형 영역에서만 수행된다. 본 논문에서 저자는 수치계산 영역에서 코시이론을 사용하여 적분방정식을 도출하였고, 무한영역의 해는 정합면에서 과도 그린함수를 사용하여 표현하였다. 본 수치계산에서 자유표면에 요소 재분배법을 적용함으로써 쇄파현상에 대해서도 안정적인 수치해석을 할 수 있었다. 본 논문에서 개발된 수치방법을 적용한 문제는 다음과 같다. 첫째는 자유표면에서 실린더가 강제동요하는 경우에 자유표면형상과 힘을 계산하여 이전의 실험치 및 계산치와 비교하였다. 두번째로는 실린더가 자유수면하에서 일정한 속도로 항주하는 경우에는 조파저항과 양력을 계산하여 고차 스펙트럴법과 비교하였다.

• Computational Structural Engineering
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• v.4 no.2
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• pp.9-12
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• 1991

공학문제에 있어서, 해석적으로 접근할 수 없었던 많은 경우의 문제들이 유한요소법(Finite Element Methods)의 정형화된 모형화 및 해석과정을 통하여 쉽게 접근되어질 수 있었다. 최근 보다 효율적인 요소개발과 컴퓨터 기술의 발달로 유한요소법은 더욱 효과적인 해석 수단이 되어가고 있다. 그러나 지반공학 문제와 같은 무한영역 문제를 유한요소법으로 해석할 경우, 매우 큰 영역을 모형화하기 위하여 많은 수의 요소가 요구되며 이에 따른 자유도(Degree of Freedom) 수의 증가로 많은 계산시간을 요구하게 된다. 본 고는 무한영역 문제를 효과적으로 모형화하기 위하여 연구, 개발되어진 무한요소(Infinite Element)에 대하여 소개하려 한다. 무한요소의 기본개념과 강성행렬의 형성방법을 보인 후, 기초공학 문제를 예로 하여 이의 적용방법을 간략하게 설명하였다.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.23 no.5
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• pp.475-482
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• 2010

In this paper, an efficient two-level parallel domain decomposition algorithm is suggested to solve large-DOF structural problems. Each subdomain is composed of the coarse problem and local problem. In the coarse problem, displacements at coarse nodes are computed by the iterative method that does not need to assemble a stiffness matrix for the whole coarse problem. Then displacements at local nodes are computed by Multi-Frontal Sparse Solver. A parallel version of PCG(Preconditioned Conjugate Gradient Method) is developed to solve the coarse problem iteratively, which minimizes the data communication amount between processors to increase the possible problem DOF size while maintaining the computational efficiency. The test results show that the suggested algorithm provides scalability on computing performance and an efficient approach to solve large-DOF structural problems.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.47-69
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• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.211-229
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• 2009

The purpose of this study is analysis of to investigate relation proportion problem of mathematics textbooks of 7th curriculum to proportional reasoning(relative thinking, unitizing, partitioning, ratio sense, quantitative and change, rational number) of Lamon's proposal at sixth grade students. For this study, I develop two test papers; one is for proportion problem of mathematics textbooks test paper and the other is for proportional reasoning test paper which is devided in 6 by Lamon. I test it with 2 group of sixth graders who lived in different region. After that I analysis their correlation. The result of this study is following. At proportion problem of mathematics textbooks test, the mean score is 68.7 point and the score of this test is lower than that of another regular tests. The percentage of correct answers is high if the problem can be solved by proportional expression and the expression is in constant proportion. But the percentage of correct answers is low, if it is hard to student to know that the problem can be expressed with proportional expression and the expression is not in constant proportion. At proportion reasoning test, the highest percentage of correct answers is 73.7% at ratio sense province and the lowest percentage of that is 16.2% at quantitative and change province between 6 province. The Pearson correlation analysis shows that proportion problem of mathematics textbooks test and proportion reasoning test has correlation in 5% significance level between them. It means that if a student can solve more proportion problem of mathematics textbooks then he can solve more proportional reasoning problem, and he have same ability in reverse order. In detail, the problem solving ability level difference between students are small if they met similar problem in mathematics text book, and if they didn't met similar problem before then the differences are getting bigger.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.31-39
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• 2015

In the modern society, as development innovative technology consumers could access various information. It make consumers empower in the market, and information asymmetry problem were solving more and more. In the technical information, however, there are still information asymmetry because technical information is very difficult to understand, and those are related with professional knowledge such as financial information. This study used the dataset which was collected to track Korean consumers consumption index by KCA(Korea Consumer Agency) which included consumer's problem experience at financial field. The results are followings. Firstly, consumers want to get exact and important information to decide purchase or not and comparative information in technical information area. Secondly, age is the influence variable to experience more problems in technical information section. Thirdly, consumer's subjective financial competency is major influence factor to reduce problem experience.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.33-46
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• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.