• Journal of the military operations research society of Korea
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• v.34 no.1
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• pp.1-11
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• 2008

A methodology for the improvement of simulation based training system for the artillery is proposed in this paper. The complex nonlinear relationship inherent among parameters in artillery firing is difficult to model and analyze. By introducing neural network based simulation, accurate representation of artillery firing is made possible. The artillery training system can greatly benefit from the improved prediction. Neural networks learning is conducted using the conjugate gradient algorithm. The evaluation of the proposed methodology is performed through simulation. Prediction errors of both regression analysis model and neural networks model are analyzed. Implementation of neural networks to training system enables more realistic training, improved combat power and reduced budget.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.189-200
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• 2015

These days computer graphics technology has been applied in diverse IT fields. Needs for computer graphics such as 3D Printer, Head Mount Display, VR & AR are growing rapidly. Computer graphics will be more specialized and demanding for graphics specialists will be also increased. However, serious mathematical background obstructs people to learning computer graphics. An efficient computer graphics learning system would be helpful for graphics experts training. By analyzing the graphics theory, we propose an educational software system with that students can effectively learn computer graphics. Our system focuses on theoretical objects of computer graphics and enhances accessibility and intuition using web and blocks.

• Journal of Practical Engineering Education
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• v.10 no.1
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• pp.35-39
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• 2018

More and more universities are enforcing SW education for non-major undergraduates. However, they are experiencing difficulties in educating non-major students to understand computational thinking processes. In this paper, we did not use the mathematical operation problem to solve this problem. And we proposed a basic problem-solving process teaching method based on computational thinking using simple physical devices. In the proposed educational method, we teach a LED circuit using an Arduino board as an example. And it explains the problem-solving process with computational thinking. Through this, students learn core computational thinking processes such as abstraction, problem decomposition, pattern recognition and algorithms. By applying the proposed methodology, students can gain the concept and necessity of computational thinking processes without difficulty in understanding and analyzing the given problem.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.3
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• pp.595-600
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• 2019

Educational tools for infants and younger students are becoming smarter as ICT-based digital technology convergence extends according to the development of technology. As the digital interaction function of smart education tools gives students greater immersion and fun, a learning might become a play to the students. The technologies used in the implementation of smart education tools come from the disciplines of robotics, computer engineering, programming, and engineering and mathematical foundations and these can be integrated into the field of education itself. This paper designs and implements a product based on optimized physical computing for R&D and education in consideration of the characteristics of educational tool robots used in the field education. It was developed to enable physical education for sensing information processing, software design and programming practice training that is the basis of robot system.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.26 no.6C
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• pp.421-429
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• 2006

This study was undertaken to develop an analysis model representing a reliable estimation of rigidity of Korean soft clay using an artificial neural network (ANN). Data for the model development were obtained through a laboratory study, and were used for training and verification. The coefficient of correlation between the measured and predicted data using the developed model was relatively high. It demonstrates the potential application of ANN for the reliable estimation of Korean soft clay rigidity while past attempts at building such a mathematical model have proved difficult.

• Annual Conference of KIPS
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• 2023.05a
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• pp.532-533
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• 2023

대학 생활을 하면서 자신이 필요한 정보를 모두 챙기기는 쉽지 않다. 매번 학교 홈페이지나 관련 사이트에 접속하여 확인하는 것은 번거롭기도 하고 신입생의 경우에는 그런 정보의 존재조차 잘 모르는 경우가 많다. 때문에 이 논문에서는 웹 크롤링 방식을 통해 다양한 사이트에서 필요한 정보를 수집하고, 기계학습 모델 중 N-GCN을 기반으로 한 추천시스템을 이용하여 본인에게 맞는 추천과목, 동아리 모집공고, 학술대회, 채용공고 등의 정보를 제공해주는 Kingomanager를 소개한다. Kingomanager는 학생들의 학년, 관심분야를 고려해서 개개인별 맞춤 정보를 추천해준다. 추천 받은 정보들은 메신저 형태의 어플리케이션을 통해서 확인할 수 있고, 해당 정보들은 언제든지 다시 검색하여 다시 찾아볼 수 있다. 어플리케이션 구현에서 Front-end는 React-Native를 사용하였고, Back-end는 Flask와 AWS 서비스를 사용하였다. 본 논문에서는 성균관대학교 소프트웨어학과 학생을 대상으로 하는 프로토타입 어플리케이션을 개발했다.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.24 no.1
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• pp.181-187
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• 2024

There are two kinds of well-known CNN methods, the group equivariant CNN and the CNN using steerable filters, which have excellent classification performances for randomly rotated objects in image space. This paper describes their mathematical structures and introduces implementation methods. We implement them, including the existing CNN, which have the same number of filters, then compare and analyze their performances by simulating them with the randomly rotated MNIST. According to the experimental results, the steerable CNN, which shows a classification improvement over the others, has a relatively small number of parameters to learn, so performance degradation is relatively small even when the size of the training dataset is reduced.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.1-12
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• 2008

Objective : The purpose of this study is to provide reference to functional level of sensory integration of in the low-grads school age, based on the Clinical Observation of Motor and Postural Skills (COMPS) and to examine correlation between the function of sensory integration and academic achievement. Method : Two schools ("J" and "S") have been selected indiscriminately among 56 elementary schools located in Gimhae-si, GyeongNam and then one class from each school was voluntarily chosen among all second-grade classes of the schools. The total number of students in those two classes was 69 (34 boys and 35 girls). Subjects had no developmental problem and no history of referral regarding neurological conditions. Three skilled researchers administrated the COMPS together, and each researcher executed two sub-items of the COMPS. As result of the academic achievement, score data of midterm- and final-exam in the spring semester were collected. The scores of 'Korean language' and 'Math', common examination subjects in both schools, were utilized for data analysis in this study. Results : Statically, there was no significant correlation between the COMPS Weighted Scores and any academic achievements. In a dispersion graphic analysis, however, the total achievement showed significant negative-correlation with the area of 'Rapid Forearm Rotation' and significant positive-correlation with the area of 'Supine Flexion'. In terms of the Math achievement, there are significant negative-correlation with rapid forearm rotation and asymmetrical tonic neck reflex, and significant positive-correlation with the area of 'Supine Flexion'. Students with higher score of the Korean language showed a tendency to get higher Weighted Score and Minus Adjustment Score, and those with lower score of the Math showed a tendency to get higher COMPS scores in all area except the area of 'Supine Flexion'. There was a statically significant difference in the COMPS scores depend on the age among general characteristics. As student older, all COMPS scores, except those in the area of 'Slow Motion' and 'Supine Flexion, were higher. Conclusions : There is somehow reliable correlation between sensory integration function and academic achievement although no statistical significance found in this study. The information from this study may contribute to initiate developing a normative-reference to screen earlier and more alertly sensory integration dysfunctions for school-age children. Further study is recommended trying to find out more reliable matter regarding low grade- schooler's academic achievement.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.717-735
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• 2016

For teaching division-with-remainder(DWR) problems, it is necessary to know students' strategies and errors about DWR problems. The purpose of this study is to investigate and analyze students' strategies and errors of DWR problems and to make some meaningful suggestions for teaching various methods of solving DWR problems. We constructed a test which consists of fifteen DWR problems to investigate students' solving strategies and errors. These problems include mathematical as well as syntactic structures. To apply this test, we selected 177 students from eight elementary schools in various districts of Seoul. The results were analyzed both qualitatively and quantitatively. The sixth graders' strategies can be classified as follows : Single strategies, Multi strategies and Assistant strategies. They used Division(D) strategy, Multiplication(M) strategy, and Additive Approach(A) strategy as sub-strategies. We noticed that frequently used strategies do not coincide with strategies for their success. While students in middle group used Assistant strategies frequently, students in higher group used Single strategies frequently. The sixth graders' errors can be classified as follows : Formula error(F error), Calculation error(C error), Calculation Product error(P error) and Interpretation error(I error). In this study, there were 4 elements for syntaxes in problems : large number, location of divisor and dividend, divisor size, vocabularies. When students in lower group were solving the problems, F errors appeared most frequently. However, in case of higher group, I errors appeared most frequently. Based on these results, we made some didactical suggestions.