• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.131-152
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• 2007

The purpose in this study was to develope the concept maps of sub-units included in 'resource management and environment' area of Home Economics(HE) as an advance organizer after analyzing the overlapped and connected contents between HE textbooks and those of other subject matters(Ethics, Social Studies, Sciences, and Physical Education) taught in the middle schools. The results of this study were as follows. First, the unit of 'resource facilitation and environment' of HE is dealt in Ethics. Specifically the overlapped content in this unit between HE and Ethics is the content of the savings of resources, recycling, and environment conservation. The unit of 'work and time of youth' is dealt in Ethics and Science. The overlapped content of this unit is that of the concept of 'work'. While Ethics focuses on the general concept of work, Science focuses on the scientific concept of work. Home Economics doesn't focus on the concept of work but on how to manage the work. In the unit of the 'adolescents and their consumption', there are many overlapped contents among three subject matters, HE, Ethics and Social Studies. Second, the 7 concept maps were developed by following the steps: (1) confirming the learning objectives presented in the 'resource management and environment' area of HE; (2) identifying the overlapped and connected contents between HE and other subject matters(Eethics, Social Studies, Sciences, and Physical Education); (3) organizing the overlapped and connected contents between HE textbooks and those of other subject matters.

• CDE review
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• v.3 no.2
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• pp.80-81
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• 1997

솔리드 모델링은 형상 모델링(geometric modeling) 기법 중 3차원 형상을 솔리드의 형태로 표현하기 위한 기법으로 컴퓨터가 디자인에 사용되기 시작하면서 3차원 형상을 컴퓨터에 어떻게 표현할 것인가를 연구하는 분야이다. 이 분야는 다른 CAD분야의 핵심이 되고 있게 때문에 이들과 중복되는 내용이 많으나 다른 분야에 대한 내용이 별도로 서술되기 때문에 본 고에서는 이들과 중복되지 않는 내용을 중심으로 최근의 연구동향에 대하여 알아보기로 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.274-277
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• 2012

중복 제거(De-duplication) 기법은 파일시스템 내에서 동일한 내용의 데이터 블록이나 파일의 중복을 제거하여 유일한 내용만을 보관함으로써, 저장장치의 낭비를 막을 수 있다. 상반된 개념으로 결함극복을 위하여 동일한 파일시스템이나 시스템 구성요소를 복제(이중화)함으로써, 일부 시스템 결함시 복제(이중화)된 다른 시스템을 이용하여 신뢰성과 가용도를 향상시킬 수 있다. 그러나 결함 극복을 위한 파일시스템의 이중화는 저장장치의 낭비화 복제된 파일시스템의 일치성 유지에 비용이 소요된다. 본 논문에서는 일정 수준의 가용도를 유지하기 위한 중복제거 기법을 제안하고 성능을 평가하였다. 제안하는 고가용도 중복제거 기법에서는 요구되는 가용도를 유지할 수 있는 범위내에서 중복을 제거하며, 필요에 따라 선택적으로 중복을 유지할 수 있도록 한다.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.271-273
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• 2012

중복 제거(De-duplication) 여러 데이터를 저장한 스토리지에서 같은 내용을 담고 있는 파일자체나 블록단위의 chunk 등을 찾아 중복된 내용을 제거하여 중복된 부분은 하나의 데이터 단위를 유지함으로써 스토리지 공간을 절약할 수 있다. 본 논문에서는 실험적인 데이터가 아닌 실제 업무 환경에서 적용될만한 대용량의 데이터 백업을 가정한 상황에 대해 중복 제거 기법을 테스트해봄으로써 중복제거율과 성능을 측정하였으며 이를 시각적으로 표현하는 방법을 제안함으로써 평가자 및 사용자가 알아보기 쉽게 하였다.

• Journal of Science Education
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• v.41 no.1
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• pp.1-15
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• 2017

The purpose of this study was to deduct implications for national curriculum and textbook by analysing the duplicated contents and sequence between science and technology home economics subjects of the 2009 revised middle school curriculum. For duplication analysis, overlapped achievement standards and themes were examined by comparing the science and technology home economics curricular. Next, analysis of duplicated concepts is performed by comparing science and technology home economics textbooks through the concept map. The result of analyses of the achievement standards showed 4 standards related with 'digestion', 'energy' were duplicated. The other results of studying duplicated contents in textbooks suggested overlapped concepts(terms) were existed as following: digestion(22 contents), Energy(9 contents). In science textbook, the duplicated concept is usually described in detail. In contrast, the technology home economics textbook explain the duplicated concept briefly with providing various type of examples and cases. There are differences of using terminology between two subject textbooks. The findings of this study may provide educational insights into teaching of the duplicated contents between science and technology home economics.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• The KIPS Transactions:PartB
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• v.12B no.2 s.98
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• pp.215-222
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• 2005

In this paper, a MetaSearch algorithm for navigational queries is presented. Previous MetaSearch algorithms focused on informational queries. They Eave a high score to an overlapped document. However, the overemphasis of overlapped documents may degrade the performance of a MetaSearch algerian for a navigational query. However, if a lot of result documents are from a certain domain or a directory, then we can assume the importance of the domain or directory. Various experiments are conducted to show the effectiveness of overlap of a domain and directory names. System results from TREC and commercial search engines are used for experiments. From the results of experiments, the overlap of documents showed the better performance for informational queries. However, the overlap of domain names and directory names showed the $10\%$ higher performance for navigational queries.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.85-109
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• 2015

The purposes of this study were to analyze the duplicated contents of 'family life' unit of home economics and other subject textbooks for the middle school students. It focused on the 'family life' area in the home economics textbook compiled following the 2009 revised curriculum, and textbooks of other subjects compiled in the same period. To achieve the purpose of this study, "Home economics I II", "Ethics I II", "Social studies I II", "Science I II III", and "Physical education"were analyzed. The results were as follows. The contents in 'family life' area of "Home economics I II" were overlapped most in the textbook on Ethics, and then Science, Physical education, and social studies in order. In Ethics textbook the contents in family life area and those throughout the whole chapters of home economics textbook are overlapped most. The contents of home economics textbook are overlapped at the content of 'Juvenile's sexual development' of 'Human development process' in science and physical education, and at the content of 'Juvenile's emotional and social development' of 'Understanding of human development' in social studies. Seen from this study the 'family life' area of home economics is overlapped in science, physical education, and social studies, but, home economics has comprehensive contents with the goal of managing healthy individual and family life compared with other subjects, and it induces students' moral practices in their real life on the basis of scientific knowledge different from morality, social studies, and physical education. Hence, the instruction of 'family life' area might be done more effectively by focusing on home economics and integrating the connections of duplicated contents in Ethics, Science, Physical education, and Social studies.