• Proceedings of the Korea Information Processing Society Conference
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• 2004.11a
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• pp.677-680
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• 2004

시맨틱 웹의 개발에 대한 연구가 많이 진행됨에 따라 많은 도메인 온톨로지들이 구축되고 있다. 많은 개발자들이 연구 겉과를 바탕으로 온톨로지를 제작하고 있으나, 개발자들의 개인 관점의 차이, 명확한 온톨로지 구축 방법론의 부재, 온톨로지 구축 도구의 다양성 등의 문제에 따라 동일한 주제의 온톨로지 일지라도 내용에서 많은 차이점이 발생하고 있다. 이러한 온톨로지 언어적 수준, 온톨로지적 수준의 차이 때문에 각각 온톨로지의 상호운용성이 떨어진다. 또한 현재 온톨로지 구축 도구들의 기능들은 온톨로지 생성, 편집, 추론 등이 주를 이루고 있고, 동일한 주제에 대한 이질의 도메인 온톨로지를 병합하는 기능은 부족한 실정이다. 이에 본 논문에서는 각각의 개발자에 의해 개발된 동일한 도메인의 온톨로지들을 병합하여 더욱 완전한 온톨로지 구축을 위한 병합 방법을 연구하였다. 병합 방법은 대형의 온톨로지인 워드넷(WordNet)을 기반으로 하여, 이러한 이질의 도메인 온톨로지들을 공통된 주제를 중심으로 세부적인 단계를 거쳐 병합을 꾀하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.11a
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• pp.371-373
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• 2017

크롤링을 통해서 주제와 관련된 데이터를 판단한다. 주제와 관련성을 위해서 가중치를 사용하고 정확도와 크롤링 속도를 위해 응집력과 중복성 검사 등을 사용한다.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.823-840
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• 2012

The purpose of this study is to investigate trends of research in the area of gifted education in Korea. Research articles published in the Journal of Gifted/Talented Education from 2006 to the present, which totalled 422 articles, were analyzed. Also, articles in the area of gifted education published in other academic journals registered in Korea Research Foundation totalling 228 were analyzed. In addition, 131 doctoral dissertations on gifted education areas were investigated. The articles were analyzed in terms of their subjects, topics and research methods. The results show that most of the studies looked into elementary and high school students as subjects, and the most researched topics of the articles were program development and curriculum, identification, affective characteristics and cognition. The methodology of majority of the articles were quantitative methods. Implications and future research areas are discussed.

• Journal of Korean Library and Information Science Society
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• v.47 no.4
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• pp.1-18
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• 2016

The purpose of this study is to explore application of topic modeling for topic analysis of book report. Topic modeling can be understood as one method of topic analysis. This analysis was conducted with texts in 23 book reports using LDA function of the "topicmodels" package provided by R. According to the result of topic modeling, 16 topics were extracted. The topic network was constructed by the relation between the topics and keywords, and the book report network was constructed by the relation between book report cases and topics. Next, Centrality analysis was conducted targeting the topic network and book report network. The result of this study is following these. First, 16 topics are shown as network which has one component. In other words, 16 topics are interrelated. Second, book report was divided into 2 groups, book reports with high centrality and book reports with low centrality. The former group has similarities with others, the latter group has differences with others in aspect of the topics of book reports. The result of topic modeling is useful to identify book reports' topics combining with network analysis.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• Journal of Korea Port Economic Association
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• v.27 no.4
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• pp.237-251
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• 2011

There have been a number of studies on ports and they have made great contributions to the development of ports. However, there have been no research that classified and organized the results comprehensively. Therefore, this study aims to analyze the results of studies related to Korean port economics. For the purpose, we carried out a meta-analysis targeting 659 articles published in Journal of Korea Port Economic Association from 1991 to 2010. For the meta-analysis on themes of port economics and methods, the study presented a total of three items to be analysed: First, we analysed characteristics of researchers, discussed themes and identified contents by analysing research methods used for the studies. As a result, port economics have shown great growth in volume and recently, more attentions have been paid to ports along with increase of researchers, and themes and methods of research have been sub-categorized and diversified. Therefore, based on the results of the study, comparative studies should be added.

• Proceedings of the Korea Contents Association Conference
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• 2003.11a
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• pp.503-504
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• 2003

새가 날고 싶은 곳으로 나는 것처럼 사회적 제도나 규범, 예술적 범례(paradigm)를 넘어 예술사회에서 인정받지 못한다고 하더라도 나 자신이 자아도취라도 된 작품을 하고 싶다. 물론 예술 사회의 인정도 받고 자연생태계의 무공해적 균형과 조화된 것이라면 더욱 이상적이겠다. 인간중심적 세계관은 환경파괴의 기초사상이다. 나 중심일 때 사회가 파괴되고 인간이란 동물이 지구상의 모든 생물의 중심이라고 생각할 때 자연생태계는 파괴된다. 이러한 의미에서 자연 중심적 사고방식을 기초로 자연적인 재료와 방법으로 무공해적 작품을 하는 것이 나의 목표이자 내 작품의 주제이다.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11a
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• pp.373-376
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• 2002

K-Means 알고리즘은 재배치 기법의 일종으로 K 개의 초기 클러스터중심(centroid)를 중심으로 K 개의 클러스터가 될 때까지 클러스터링을 반복하는 것이다. K-Means 알고리즘은 특성상 초기 클러스터 중심과 새롭게 생성된 클러스터 중심에 따라 클러스터링 결과가 달라진다. 본 논문에서는 K-Means Algorithm 의 초기 클러스터중심 선택 방법과 새로운 클러스터 중심 결정 방법을 개선한 변형 K-Means Algorithm을 제안한다. SMART 시스템에서 제안한 16가지 가중치 계산 방식에 의하여 두 알고리즘의 성능을 평가한 결과 제안한 변형 알고리즘이 재현률과 F-Measure 에서 20%이상 향상된 결과를 얻을 수 있었으며 특정 주제 아래 문서가 할당되는 클러스터링 성능이 우수하였다.