• Proceedings of the Korean Society of Computer Information Conference
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• 2009.01a
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• pp.231-236
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• 2009

본 연구에서는 집이나 사무실과 같은 일상 공간에서 발생할 수 있는 연간의 일상생활행위 (ADL: Activities of Daily Living) 들을 인지하는 분산 모델을 제시한다. 사용자의 환경 정보, 위치 정보 및 행위 정보를 간단한 센서들이 부착된 가정용 기기들과 가구, 식기들을 통해 무선 센서 네트워크를 통해 수집하며 분석한다. 하지만 이와 같은 다양한 기기의 활용과 충분히 분석되어지지 않은 데이터들은 본 논문에서 제시하는 일상 환경에서 고차원의 ADL 모델을 구축하기 어렵게 한다. 그러나 ADL들이 생성하는 센서 데이터들과 센서 데이터들의 순서들은 어떤 행위가, 이루어지고 있는지 인지할 수 있도록 도와준다. 따라서 이 센서 데이터들의 순서를 특정 행위 패턴을 분석하는 데 활용하고, 이를 통해 분산 선형 시간 추론 알고리즘을 제안한다. 이 알고리즘은 센서 네트워크와 같은 소규모 시스템에서 행위를 인지하는 데 적절하다.

• Management & Information Systems Review
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• v.31 no.3
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• pp.97-116
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• 2012

This pager purposed to investigate the style of career anchor and influence of career satisfaction and career commitment. also to concept each variable. The empirical research questions for the study are what kind of the career anchor is selected and what impacts on career satisfaction and career commitment. To examine the model, 299 questionnaires was collected from Korean workers. Each questions is based on a 7 point Likert-type scale, and the data were analyzed by SPSS and AMOS for Windows. The results of study are summarized as follows: First, style of career anchor(technical/functional, security, pure challenge, life-style integration) has an positive influence on career satisfaction. but partial style of career anchor(managerial, creativity, autonomy/independence, service/dedication) unconnected with career satisfaction. Secondly, style of career anchor(technical/functional, managerial, security, service/dedication) has an positive influence on career commitment. but partial style of career anchor(creativity, autonomy/independence, pure challenge, life-style integration) unconnected with career satisfaction.

• Journal of the Korean Geographical Society
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• v.29 no.4
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• pp.438-449
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• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.