• The Journal of Society for e-Business Studies
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• v.17 no.4
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• pp.175-196
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• 2012

Compared to the wide spread of convergence in government and industries there are still lack of theoretical foundation and effective methodologies to successfully implement it. Especially, there are few remarkable results on the ideal types of convergence business model (BM) in both domestic and foreign researchers. In this paper we show theoretical types, strategic alternatives, and design steps of convergence BM could be developed based on '4WH1H model' which is a conceptual framework of a BM. 4W1H model includes 5 constituents of a BM, i. e., customer value, value proposition, operation, target market, and supply capability. We derive 5 theoretical types of convergence BMs depending on the focus of innovation, i.e., value, product, operation, market, and capability. After defining the constituents and types (i.e., structural aspects) of convergence BM, we also show a BM could be linked with business strategy by defining the interaction among 5 constituents (i.e., behavioral aspects) of convergence BM.

• Land and Housing Review
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• v.15 no.2
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• pp.19-28
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• 2024

This study analyzes the potential to achieve carbon neutrality through the technical definition and case studies of carbon-neutral buildings. In line with the Paris Agreement of December 2015, the global community has committed to limiting the average temperature rise to below 2oC and striving to restrict it to 1.5oC above pre-industrial levels. Achieving this requires reaching a net-zero state by 2050 and necessitates transitions across various sectors including energy, land use, and transportation. This research explores the technological approaches and real-world examples of carbon-neutral buildings, assessing their feasibility and limitations. By examining the definition of carbon-neutral buildings and presenting various technological solutions and case studies from both domestic and international contexts, this study evaluates the effectiveness and practicality of carbon-neutral buildings. The findings offer specific guidelines for the design, construction, and operation of carbon-neutral buildings and provide practical information for policymakers and practitioners aiming to create sustainable built environments.

• Journal of Korean Philosophical Society
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• v.130
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• pp.109-134
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• 2014

In (Advaita) $Ved{\bar{a}}nta$ although human beings are destined to have a pessimistic starting point in life, their goal of life is to become a Perfect Being which is called 'Liberation' (mokṣa) by self-transcendence. This human goal together with several means are accepted by $Ved{\bar{a}}nta$ as solely valuable thing in the life. In this way there must be a self-recognition of his own value in the process of Liberation, through which one recognizes his own true nature i.e. ${\bar{A}}tman$. ${\bar{A}}tman$ is clearly defined to be 'Existence, Consciousness, Bliss' (Being, Illumination, Good), and this definition is made with the view of revealing that It is ultimate foundation and source of human beings ontologically, epistemologically and axiologically. However, as $Ved{\bar{a}}ntic$points of view on human goal are not without critical limitations, it may be necessary to revaluate 'the process of self-inquiry' devised to achieve human goal. Inquiry is, first of all, an accepting process of what is given in $Ved{\bar{a}}nta$ as the scenario that gives rise to most actual result, then, a performing and verifying process of that scenario in one's own experience consistently. In this process, a shift of action from worldly life to unworldly life is what is called 'self-adjustment', a removal of 'the self in excess' through knowledge of the real Self is what is called 'simplification of the self', and at the end of simplification a state of ultimate Self is 'Liberation'. Therefore, the inquiry of $Ved{\bar{a}}nta$ into human goal can be summarized as following formula; 'good action = self-adjustment' ${\rightarrow}$ 'good knowledge = simplification of the self' ${\rightarrow}$ 'Liberation = ultimate Self'.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.401-415
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• 2006

The science education reforms put the emphasis of scientific literacy, so that students can understand how scientific knowledge is constructed through scientific inquiry at schools. However, scientific inquiry at schools has a problem as a cookbook system without the opportunity of developing argumentation, where students could understand how they use evidence to support their theory or vice versa. Teachers are supposed to understand the basic elements, purpose, and definition of scientific inquiry to implement authentic scientific inquiry at schools, then develop the instructional strategies of providing the opportunity of scientific argumentation to meet its needs.

• The Transactions of the Korea Information Processing Society
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• v.5 no.3
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• pp.662-670
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• 1998

In order to overcome the problems with first generation expert systems at the symbol level, recently various knowledge level development techniques of second generation expert systems have been proposed. But, these techniques are conceptual modelling techniques. This paper modifies and complements these conceptual modelling techniques and proposes a Task Object Modelling (TOM) technique as a practical knowledge level expert system development technique. This paper defines a Task Object(TO) as a knowledge unit consisted of a goal, execution conditions, behaviour knowledge, and so on. And, we define a Task Object Diagram(TOD) to depict structual, dynamic, and functional aspects of TO easily. We also define Inference Types as basic units to describe behaviour knowledge of TOs. In order to utilize the proposed TOM technique as not a simple conceptual modelling technique but a practical second generalion expert system development technique, we implement a TOD editor, a TO editor, and TO processing algorithm based on the state of TOs. Also we implement a Inference Types Library, in which each inference type is corresponded to an IRE(Jntelligent Rules Element) method, to transform the defined inference types into IRE methods automatically.

• Electronics and Telecommunications Trends
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• v.12 no.3 s.45
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• pp.11-17
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• 1997

ITS(Intelligent Transportation System)는 H/W 중심의 차량 및 교통 기반 기설에 통신.전자.제어.컴퓨터 등 S/W 중심의 기술을 적용하여, 각 차량 및 교통 시설(신호등, 도로, 교통 안내 표지판, 도로 상황판 등)들이 상호 보완적으로 작동할 수 있게 함으로써, 기존의 도로 교통 시설의 이용 효과를 극대화하고, 그 안정성을 향상시키며, 교통 수요 관리를 목적으로 사용자에게 교통 정보를 제공하는 지능형 종합 기술 체계이다. 이러한 최첨단 도로교통 관리의 ITS를 이용한 서비스는 각 나라마다 달리 정의되는데, 우리나라에서는 첨단교통관리시스템(ATMS), 첨단교통정보시스템(ATIS), 상용차량 운행관리 시스템(CVO), 차량 및 도로 시스템(AVCS) 그리고 첨단 대중교통 시스템(APTS)의 5개 분야로 나누어진다(1). 이 다섯가지 ITS 서비스 시스템은 공통적으로 정보 수집, 정보 처리, 정보 전달, 정보 통신 기능을 가지고 있다. 즉, 각종 검지기, 차량 단말, 노변 단말 등의 수집 장치에서 수집된 정보(정보 수집)는 관련 통신 방식(정보 통신)을 통하여 중앙 정보 처리 센터에 전달되어 그 서비스 요구 사항에 따라 처리(정보 처리)되고, 생성된 정보는 해당되는 통신 채널을 거쳐(정보 통신) 각종 사용자 단말기에게 제공(정보 전달)된다. 본 논문에서는 이와 같은 ITS체계의 정의, 목표 및 서비스 종류에 대하여 설명하였으며 교통 정보를 수집하고 처리하여 전달하는 과정과 이에 요구되는 통신 체계에 대하여 알아본다.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.185-202
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• 2012

This study is focused on the gifted education program, "EEE" of Columbia Public Schools in Missouri. This program is recommended to follow NAGC Pre-K-Grade 12 Gifted programming standards(NAGC, 2010) and Missouri school laws(MDESE, 2012b), but is allowed to run autonomically without any support in a federal or state level. The characteristics of EEE are as follows: ${\cdot}$ emphasizing not only on the cognitive development but also on the social and affective/emotional development of the gifted students ${\cdot}$ encouraging each student's own interest by allowing him/her to select his/her major and minor ${\cdot}$ the variety of classes ${\cdot}$ the call-up class - discriminating from regular classes ${\cdot}$ the interdisciplinary approach - connecting many subjects around the main idea ${\cdot}$ the activity-based learning such as hands-on activities, projects, and simple experiments ${\cdot}$ using the individual activity as well as pair or group activity In special, this paper also contains an example of program about mathematics and suggests some implications for gifted education programs in Korea.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.13-21
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• 1999

'Interactivity' is considered as a key factor of user-centered interactive instructional systems design in Web environments. To provide an optimal level of interactivity for learners is an ideal goal in instructional systems design(ISD) process. Based on the primary concern of interactive systems design which pursues how the power of interactivity can be utilized and put to work, several interactive design strategies in Web-based systems are recommended through this research.

• Journal of KIISE:Information Networking
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• v.30 no.4
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• pp.504-512
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• 2003

In this paper, we propose a new adaptive dissolve detection method based on the analysis of a dissolve modeling error which is the difference between an ideally modeled dissolve curve with no correlation and an actual dissolve curve including a correlation. The proposed dissolve detection method consists of two steps. First, candidate dissolve regions are extracted using the characteristics of a downward convex parabola, then each candidate region is verified based oil the dissolve modeling error. If the dissolve modeling error for a candidate region is less than a threshold defined by the target modeling error with a target correlation, the candidate region is determined as a resolve region with a lower correlation than the target correlation. The threshold is adaptively determined based on the variances between the candidate regions and the target correlation. By considering the correlation between neighbor scenes, the proposed method is able to be a semantic scene-change detector. The proposed method was tested on various types of data and its performance proved to be more accurate and reliable regardless of variation of variance of test sequences when compared with other commonly use methods.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.