• Journal of KIISE:Computing Practices and Letters
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• v.7 no.6
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• pp.602-613
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• 2001

Recently, the computing has developing in distributed object computing environment for supporting a programming paradigm of distributed application requiring interoperability between heterogeneous clients and servers. It involves the complex networking and the object-oriented technologies for various multimedia application service. In this paper, we construct the real-time object group platform for solving the difficulties of managements of distributed objects and the real-time constraints by requiring for real-time service supporting of applications in distributed computing environment. The existing researches are being tried to only improving the performance of systems by using real-time CORBA itself, or modifying the part of CORBA compliance. Hence, we design a new model of real-time object group platform that can support the real-time requirement without modifying the ORB. The structure of our real-time object group analyzed and defined the requirement about object management and real-time application service sides. And the role of the components of real-time object group is divided into 2 classes for reducing the side effect of interoperability between management and service. Also, we considered how to transparently express the parameters of real-time properties for clients and developers of server's service objects. If the expression of real-time parameters is transparent, then the developer can easily extend the real-time parameters simply and flexibly. Therefore, in this paper we defined the role of components of platform and described functions of each component and designed and then implemented the real-time object group platform. Finally, we showed the execution procedures of implemented our platform for verifying the functionality.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.649-665
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• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.