• Journal of the Korea Institute of Information Security & Cryptology
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• v.22 no.2
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• pp.179-188
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• 2012

Packing techniques, one of malicious code detection and analysis avoidance techniques, change code to reduce size and make analysts confused. Therefore, malwares have more time to spread out and it takes longer time to analyze them. Thus, these kind of unpacking techniques have been studied to deal with packed malicious code lately. Packed programs are unpacked during execution. When it is unpacked, the data inside of the packed program are changed. Because of these changes, the entropy value of packed program is changed. After unpacking, there will be no data changes; thus, the entropy value is not changed anymore. Therefore, packed programs could be unpacked finding the unpacking point using this characteristic regardless of packing algorithms. This paper suggests the generic unpacking mechanism using the method estimating the unpacking point through the variation of entropy values.

• Proceedings of the Korea Multimedia Society Conference
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• 2004.05a
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• pp.438-441
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• 2004

인터넷의 급속한 발전과 컴퓨터 성능의 발달로 많은 사용자들은 네트워크를 통해 정보를 획득하고 이용하고 있다. 이에 따라 사용자의 요구도 빠르게 증가하고 있으며, 이러한 사용자 요구를 해결하기 위해 액티브 네트워크와 같은 기술들이 활발하게 연구되고 있다. 액티브 네트워크란 라우터나 스위치가 프로그램 실행 능력을 가지고 있어서 프로그램을 포함하고 있거나 중간 노드의 프로그램을 실행하도록 하는 패킷을 다양하고 유동적으로 처리할 수 있는 환경을 말한다. 이러한 액티브 네트워크의 중간 노드(Active Node)는 단순한 패킷 전달(forwarding) 기능 이외에 사용자의 실행 코드를 저장하고, 처리할 수 있는 기능을 가지고 있다. 따라서 액티브 노드에서 패킷을 실행하기 위해서는 각 패킷을 처리하는데 필요한 실행 코드가 요구되고, 이러한 실행 코드는 이전의 액티브 노드나 코드 서버에 요청함으로써 얻을 수 있다. 하지만 이러한 실행 코드를 이전 액티브 노드나 코드 서버에서 가져오게 되면 실행코드가 전달될 때까지의 시간지연이 발생하므로 사용되었던 실행 코드를 액티브 노드의 캐시에 저장하여 코드의 실행 속도를 증가 시킬 필요가 있다. 따라서 본 논문에서는 액티브 노드 상에 실행 코드를 효율적으로 캐시 함으로써 실행코드 요청의 횟수를 줄이고 패킷 처리 속도를 향상시킬 수 있는 캐싱 기법을 제안하였다.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.429-459
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• 2009

The purpose of this study was to help the students deepen their mathematical understanding and practitioner improve her mathematics lessons. The teacher-researcher developed mathematical situation based problem solving instruction model which was modified from PBL(Problem Based Learning instruction model). Three lessons were performed in the cycle of reflection, plan, and action. As a result of performance, reflective knowledges were noted as followed points; students' mathematical understanding, mathematical situation based problem solving instruction model, improvement of mathematics teachers.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.1
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• pp.113-131
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• 2018

The study is to prove the necessity of librarian as the coordinator for the building and sustenance of "Community of Practice" in public libraries. Therefore, The study reviews literatures and conducts a survey how librarians think of their work from the perspective of CoP. The results of this study are as follows: "Community of Practice(CoP)" is the kind of community composed of "Domain", "Community" and "Practice" for knowledge circulation; The coordinator neither leader in CoP nor manager outside of CoP is necessary to sustain CoP by supporting management of CoP and promoting knowledge sharing; The programs and clubs designed by public librarians are potential CoPs; The potential CoPs turn into the sustainable CoPs when the participants of programs turn into the directors of programs; It means the coordinator of CoP is librarian in case of public libraries.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.482-484
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• 2007

YouFree 는 이동형 SW 플랫폼을 기반으로 개인 맞춤형 지식 관리 및 개발 환경을 제공하고자 한다. YouFree 내의 브라우저 기반 SW 실행 엔진은 사용자가 이동한 곳에서 YouFree 가 실행될 수 있도록 이동성을 지원한다. 본 논문에서 제안하는 브라우저 기반 SW 실행 엔진은 설치 시 레지스트리의 변경하지 않으며, 실행을 위해 사용자의 추가적인 구성을 필요로 하지 않는다. 또한, 먼저 실행된 엔진이 존재하더라도 충돌 없이 새로운 엔진을 실행하여 사용자가 편리하게 브라우저 기반 SW 를 사용할 수 있도록 한다. 따라서 사용자는 YouFree 를 이용해 브라우저 기반 SW 를 서비스하거나, 또는 SW 의 개발도구, 개인 컨텐츠 관리 도구로 YouFree 를 이용할 수 있다.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."