• The Journal of Korean Association of Computer Education
• /
• v.8 no.6
• /
• pp.33-44
• /
• 2005

This study lets you know how semantic network programs called mind tools have an effect on students' learning achievements and learning motives regarded students' cognitive levels. It helps improve the education in the real situation of the classroom. It shows that the class applied by mind tools regarded transitional students' cognitive levels and motive strategies increases students' biologies-learning achievements because it improves students' concentration and confidence efficiently connected with new knowledge by using visual effects. Also, it shows that transitional students' semantic network learning is superior to students' in formal operation stage and it is effective in forming learning contents in the structural organization with students' knowledge.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2015.04a
• /
• pp.399-401
• /
• 2015

디지털 포렌식은 그동안 보안의 차선이 되어왔다. 디지털 포렌식은 늘 보안 사건이 일어난 후에만 사용되는 것으로 인식되었다. 산업의 규모가 커지고 보안의 범위가 넓어지면서 보안은 자본주의 사회에서 필수가 되었다. 이에 따라 디지털 포렌식의 역할은 중요해졌고 관심도 늘어나게 되었다. 하지만 보안 사건이 일어난 후, 그 뒤를 따라가는 것은 힘들고 한계가 있다. 특히 정보는 한번 새어나가면 걷잡을 수 없고, 경제적 손실도 막대하다. 또한 디지털 포렌식을 통해 증거를 수집한다고 해도 디지털 정보는 특성상 조작하기가 쉽기 때문에 법원에서 증거로 인정받기 위해서는 매우 까다로운 절차를 거쳐야 한다. 아직까지 한국에서는 디지털 증거를 어디까지 인정해야 하는지에 대한 명확한 기준이 없기 때문에 까다로운 절차를 거쳤다고 해서 증거로 인정받는다는 보장이 없다. 따라서 보안에 대해서는 예방하는 것이 최선이고 필수이다. 이 논문에서는 그동안 차선으로 인식되었던 디지털 포렌식 도구를 이용하여 보안 사건보다 한 발짝 앞서 보안을 관리하는 방법에 대해 검토하고자 한다.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.9 no.8
• /
• pp.939-944
• /
• 2014

Traffic accidents caused by the attention dispersion are increasing and the behavior of the attention dispersion affects the front-observing rate, road keeping ability, and reaction time for a dangerous situation. Many drivers listen to a radio broadcast and they have to change the frequency for continuously listening a radio broadcast of the specific broadcasting station in case of crossing a boundary of the particular area. In this situation, the possibility of a car accident increases, because the attention dispersion of a driver might be occurred. Especially, the risk of a car accident caused by changing the frequency of a radio is more serious in the highway, due to the high speed of a vehicle. In order to reduce the risk of a car accident caused by handling a radio during driving car, in this paper, we propose an automatic frequency conversion algorithm for vehicle radio, which saves normal system frequencies of primary broadcasting stations in a database and determines new frequency of the changed area using the location information obtained from a navigation system in a boundary of the specific area. After determining new frequency, the proposed algorithm selects a frequency with better receiving rate comparing signal-to-noise ratios (SNRs) of two signals corresponding previous and new frequencies.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.11
• /
• pp.641-649
• /
• 2020

This study was conducted to examine the effects of instruction (explicit, implicit) and stimulus presentation time (300 ms, 500 ms) in ABM training. According to the Social Avoidance and Distress Scale (SADS) and the attention bias score (ABS), 60 undergraduate students were selected. All participants' SADS scores were above 82 and their ABS score was greater than 0. The training group was explicit-300 ms training group (n=10), explicit-500 ms training group (n=10), implicit-300 ms training group (n=10) and implicit-500 ms training group (n=10). In the implicit instruction group, only information about procedure was included. In the explicit instruction group, additional information about training manipulation (the probe always presented at the location of the preceding neutral stimuli) was provided. The control group were placebo-300 ms control group(n=10) and placebo-500 ms control group(n=10). After 8 sessions of training, the effect was only found in instruction conditions. The explicit training group showed significantly decreased SADS after training. ABS changed significantly in all three conditions but the treatment effect was most effective in the explicit instruction condition. No significant effect was found in the stimulus presentation time. These results suggest that explicit instruction might promote the effect of ABM training compared to implicit instruction.

• Journal of Educational Research in Mathematics
• /
• v.16 no.4
• /
• pp.367-386
• /
• 2006

There are two strands for considering tile relationships between education and technology. One is the viewpoint of 'learning from computers' and the other is that of 'learning with computers'. In this paper, we call mathematics education with computers as 'computers and mathematics education' and this computer environments as microworlds. In this paper, we first suggest theoretical backgrounds ai constructionism, mathematization, and computer interaction. These theoretical backgrounds are related to students, school mathematics and computers, relatively As specific strategies to design a microworld, we consider a physical construction, fuctiionization, and internet interaction. Next we survey the different microworlds such as Logo and Dynamic Geometry System(DGS), and reform each microworlds for mathematical level-up of representation. First, we introduce the concept of action letters and its manipulation for representing turtle actions and recursive patterns in turtle microworld. Also we introduce another algebraic representation for representing DGS relation and consider educational moaning in dynamic geometry microworld. We design an integrating microworld between Logo and DGS. First, we design a same command system and we get together in a microworld. Second, these microworlds interact each other and collaborate to construct and manipulate new objects such as tiles and folding nets.

• Korean Journal of Cognitive Science
• /
• v.34 no.2
• /
• pp.85-110
• /
• 2023

The gaze cueing effect appears as detecting a target rapidly and accurately when the direction of others' gaze corresponds with the location of the visual target. The gaze cue can be affected by the orientation of the face. The gaze cueing effect is strong when the face is presented upright, but the effect has only been observed in some studies when the face is presented inverted(e.g., Tipples, 2005). This study aimed to examine whether the gaze can operate as a cue to guide attention with upright faces, and to add variables that can affect the gaze cue, such as the orientation of the face, the orientation of the background, and a time interval between the gaze cue and the target(SOA). Furthermore, it systematically manipulated these variables to explore whether the gaze cueing effect can be observed under the various conditions. The results showed a significant gaze cueing effect even on the inverted face, contrasting with previous studies. These findings were consistently observed when the background stimulus was absent(Experiment 1) and present(Experiments 2 and 3). However, there was no significant interaction in the orientations between the face and the background. Moreover, in the short SOA(150 ms), we found a significant gaze cueing effect in conditions of every face and background orientation, whereas there was no significant gaze cueing effect in the long SOA(1000 ms). By presenting a consistent observation of the gaze cueing effect under the short SOA(150ms) even in the inverted faces, the results of this study pose questions about the reliability and repeatability of previous studies that did not report significant results of gaze cueing effects in that faces. Furthermore, our results are meaningful in providing additional evidence that attention can be guided toward the direction of the gaze even in various directions of the face and background.

• Journal of Korean Philosophical Society
• /
• v.145
• /
• pp.271-296
• /
• 2018

In this article, I intend to reveal critically both the intrinsic crux and main problems of the politics of hostile exclusion based on the effect of labeling which was designed precisely as an impure political technique and has been operated for too long in Korean society by the conservative ruling class that centered on various negative ideological labels like 'pro-North Korean leftist forces.' Firstly, what is called the 'conservative ruling class' in Korean society is in itself an antinationalistic and antidemocratic pro-Japanese dictatorship group. Secondly, the conservative ruling class as a pro-Japanese dictatorship group has utilized politically the labeling effect which regards antigovernment Korean members as pro-North Korean or rebellious persons. This group's hostile politics, based on the ideological labelling effect, deprives antigovernment persons and groups of the qualification of Korean citizenship, in order to hold and retain their supreme power in Korean society. Thirdly, the conservative ruling class has attempted to stigmatize the citizens who participate in a movement for democracy as a pro-North Korean leftist force, but such a politically impure manner is typically completely unjustified groundless labeling. Fourthly, the attempt to define the conservative ruling class as a pro-Japanese dictatorship force is normatively justified and resonably appraised insofar as such a definition has been proved to be worthy of confidence. Finally, the trial to consider Roh's regime and pro-Roh (pro-Moon) groups as a kind of Yeongnam hegemonism by several critical intellectuals and current politicians from Honam region is not only merely a groundless and unconvincing labelling, but also the failed outcome of the attempt to systemize logically their emotional antipathy and repulsion toward Roh and pro-Roh (pro-Moon) groups.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.2
• /
• pp.45-60
• /
• 2009

This study is intended to implement an e-Learning system assisted class for the dress unit in the subject of technology & home economics in the middle school. This class is aimed at making teaching-learning in the dress unit effective, triggering students' interest in it, enhancing their understanding and offering basic materials for the e-Learning development about clothing instruction in the subject of technology & home economics. To make the concrete situational learning effective and provide realistic learning environments, learning contents were implemented so that the learners themselves could manipulate the contents by clicking. How to wear clothing according to learners' individuality was presented in order to trigger the learners' attention and motivation using the latest clothing pictures from the Internet shopping mall, and the dress fashion pictures of their peers. The result of this study can be summed up as follows. First, the implementation of learning materials with which simulation manipulation and visualization were possible could make the students reach the learning goals easily. Second, teaching-learning activity could be made more effective using audios, images and moving pictures rather than written texts. Third, learning the dress unit, which is especially related with a new fashion, made the most of the advantage of e-Learning by providing realistic and lively learning materials in a timely manner. And it triggered learners' motivation by providing pictures or moving pictures related with their real life. Based on these research results, this study suggests further research to develop e-Learning contents using various multimedia authoring tools as well as the ones applied to this study in learning the dress unit. It also suggests that the database of teaching-learning materials be constructed to securely prepare abundant instruction materials.

• Restorative Dentistry and Endodontics
• /
• v.35 no.5
• /
• pp.374-379
• /
• 2010

Objectives: Nickel-titanium (Ni-Ti) rotary instruments have some unexpected disadvantages including the tendency to screw-in to the canal. The purpose of this study was to evaluate the influence of root canal curvatures on the screw-in effect of Ni-Ti rotary files. Materials and Methods: A total of 80 simulated root canals in clear resin blocks were used in the study. Canals with curvature of 0, 10, 20 and 30 degrees were instrumented with ProTaper instruments SX, S1, S2 and a ProFile of #25/0.06 to 1.0-2.0 mm beyond the initial point of root curvature. The screw-in force was measured with a specially designed device while canal was instrumented with a ProFile of #30/0.06 at a constant speed of 300 rpm. The data were subjected to one-way ANOVA and Scheffe multiple range test for post-hoc test. Results: Larger degree of canal curvature generated significantly lesser screw-in forces in all groups (p < 0.001). Conclusions: More attention needs to be paid when using rotary instruments in canals with less curvature than canals with more curvatures to prevent or reduce any accidental overinstrumentation.

• Journal of Elementary Mathematics Education in Korea
• /
• v.3 no.1
• /
• pp.1-20
• /
• 1999

What do our mathematics teachers now do in the classroom？ What does it actually mean to teach mathematics？ Every preparatory mathematics teacher is confronted with these questions since they have studied to become a teacher. Almost all in-service teachers are faced by of questions, too, as they evaluate their teaching in the light of that of their colleagues. In this sense, Jon L. Higgins has proposed mathematics teaching patterns of five categories, i. e., exploring, modeling, underlining, challenging, and practicing, for the sake of our all teachers. Next, J. P. Guilford has suggested three faces of intellect presented by a single solid model, which we call the 'structure of intellect' Each dimension represents one of the modes of variation of the factors. It is found that the various kinds of operations are in one of the dimensions, the various kinds of products are in another, and the various kinds of contents are in the other one. In order to provide a better basis for understanding this model and regarding it as a picture of human intellect, I've explored it systematically and shown some concrete examples for its tests. Each cell in the model stands for a certain kind of ability that can be described in terms of operation, content, and product, for each cell is at the intersection uniquely combined with kinds of ope- ration, content, and product. In conclusion, how could we use the teaching patterns of five categories, that is, exploring, modeling, underlining, challenging, and practicing, according to the given mathematics learning substances？ And also, how could children constitute the learning sub- stances well in their mind with a viewpoint of constructivism if teachers would connect the mathematics teaching patterns of five categories with any factors among the three faces of intellect？ I've made progress this study focusing on such problems.