• KSII Transactions on Internet and Information Systems (TIIS)
• /
• 제16권7호
• /
• pp.2377-2389
• /
• 2022

At present people have higher and higher requirements for network video quality, but video quality will be impaired by various factors, so video quality assessment has become more and more important. This paper focuses on the video quality assessment method using different fuzzy neural networks. Firstly, the main factors that impair the video quality are introduced, such as unit time jamming times, average pause time, blur degree and block effect. Secondly, two fuzzy neural network models are used to build the objective assessment method. By adjusting the network structure to optimize the assessment model, the objective assessment value of video quality is obtained. Meanwhile the advantages and disadvantages of the two models are analysed. Lastly, the proposed method is compared with many recent related assessment methods. This paper will give the experimental results and the detail of assessment process.

• 한국지능시스템학회:학술대회논문집
• /
• 한국퍼지및지능시스템학회 2003년도 ISIS 2003
• /
• pp.608-611
• /
• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• 한국산업보건학회지
• /
• 제19권2호
• /
• pp.88-95
• /
• 2009

There are many assessment techniques used for occupational risk factors of MSDs in the workplaces. However, because all ergonomic assesment techniques or tools are based on theoretical background derived from workphysiology, biomechanics, psychophysics, industrial hygiene, work system, and etc, it is impossible to compare the assessment techniques. This study was conducted to compare the excess rates of risk factors among ergonomic assessment techniques and to make alternative methods. Site-visits to 6 automobile products and parts company provided data for process repeated work where the produced data was examined for evaluating the relationship between workplace lay-out and work posture by using ergonomic assessment techniques. We evaluated 157 jobs for simple repeated work and 37 jobs for manual materials handling (MMH). In simple repeated work, the exceeded rates of AC were 36.3% in OWAS method and 93.0% in RULA method. The exceeded rate for RULA method was significantly higher than those for OWAS method (p<0.05). In MMH, the exceeded rates of AC were 80.0% in NLE method and 76.5% in WAC method. Statistically significant differences were not identified in the exceeded rates for NLE and MAC methods (p<0.05). The analyzed results among ergonomic assessment techniques (OWAS, RULA, NLE/WAC) were applied to the same work places performing simple repeated work and manual materials handling simultaneously. The applied results showed statistically significant differences (p<0.05) among ergonomic assessment techniques (OWAS, RULA, NLE/WAC). Exceeded rates of four ergonomic assessment techniques in decreasing order was "RULA>NLE>WAC>OWAS". The RULA method was the strongest assessment technique for automobile products and parts company. We discovered that the results could easily be overestimated or underestimated when the ergonomic assessment techniques were not applied correctly during the evaluation process. Therefore, we recommend using at least 2 methods when evaluating and analysing the results.

• 대한지리학회지
• /
• 제40권1호
• /
• pp.27-46
• /
• 2005

토지적성평가는 토지가 가진 물리적 특성, 공간입지적 특성, 주변환경 특성들을 토대로 토지의 이용가능성과 보전 필요성에 따라 등급을 평가$\cdot$구분하는 것이다. 따라서 적성값의 산정과 등급 부여 기준 등의 평가방법이 얼마나 합리적인가에 따라서 평가결과의 신뢰성이 좌우된다고 볼 수 있다. 본 연구는 현행 토지적성평가의 평가방법을 비평적으로 검토하여 평가방법의 문제점을 도출하고, 보다 적정한 종합적성값 산정방법과 적성등급 부여방법에 대한 개선방안을 모색하는 데 목적을 두었다. 각 평가지표에 대한 임계치 설정과 가중치를 적용하는 대신에 선형변환법을 적용하여 지표들을 점수화하고, 모든 평가지표 점수를 합산하여 종합적성값을 산정한 후, 이를 서열화하여 면적비율을 기준으로 적성등급을 구분하는 방법을 대안으로 제시하였다. 사례지역을 대상으로 현행 지침에 따른 평가방법과 대안에 따른 평가방법 결과를 비교해 본 결과 대안에 따른 결과가 현행 지침에 의한 결과보다 평가지표 의 측정치 분포패턴을 보다 잘 반영해주는 점수로 변환하며, 종합적성값 산정 결과도 현실성을 더 잘 나타내는 것으로 검증되었다. 무엇보다도 위성영상을 통해 판독된 현지의 토지이용 현황을 참조해본 결과 대안적 평가방법에 따른 적성등급 부여가 칠씬 더 적정한 것으로 판정되었다. 뿐만 아니라 대안에 따른 적성등급 부여방식이 표준화지수로 변환시켜서 등급을 부여하는 현행 지침의 문제점을 개선해주고 보다 유연성을 부여해주는 합리적인 방법이라고 평가될 수 있다.

• 공학교육연구
• /
• 제22권2호
• /
• pp.36-45
• /
• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• 한국철도학회:학술대회논문집
• /
• 한국철도학회 2006년도 추계학술대회 논문집
• /
• pp.870-877
• /
• 2006

Recently, failures of equipments are linked directly to extensive damages of human lives or financial losses from the increasing uses of train control equipments utilizing computers. Then safety activities have to progress for guaranteeing safety during the system life-cycle. In this paper, we examine the methods for risk analysis and assessment of safety activities and propose optimized one method for risk assessment. There are original risk assessment methods; risk graph and risk matrix method under the qualitative analysis, IRF(Individual Risk Formula) calculations and statistical calculations method under the quantitative analysis. Best-Practice(BP) risk analysis method is proposed for combining advantages of the qualitative and the quantitative analysis. In the comparison of risk graph and risk matrix method for safety estimation, BP method has no applications published up to now, but we can expect that this method will be utilized widely for the risk assessment due to various strong points.

• Journal of Welding and Joining
• /
• 제22권1호
• /
• pp.50-57
• /
• 2004

This paper provides FE and experimental validation of the defect assessment method for strength mismatched welded structures, resulting from the Brite Euram SINTAP (Structural Integrity Assessment Procedures for European Industry) project. This shows that the proposed method is conservative, and that the degree of conservatism is similar to that embedded in the methods for homogeneous structures. It provides confidence in the use of the proposed SINTAP method for assessing defective weld strength mismatched structures.

• 한국환경보건학회지
• /
• 제34권1호
• /
• pp.62-69
• /
• 2008

The life cycle assessment method for environmental impact assessment was used, in this study, to assess the production process of wheat flour which is the most important material in the food industry. Environmental impact assessments were compared between that of the Ministry of Environment, Republic of Korea (method I) with that of the Ministry of Commerce, Industry and Energy (method II). Life cycle inventories (LCI) was performed using internal and external databases and the production statistics database of company S. The procedure of life cycle impact assessment (LCIA) was followed in terms of classification, characterization, normalization and weighting to identify the key issues. The impact categories of method I were divided into 8 categories with consideration of : abiotic resources depletion, global warming, ozone depletion, photochemical oxidant creation, acidification and eutrophication. The impact categories of method II were divided into 10 categories with consideration of: abiotic resources depletion, global warming, ozone depletion, photochemical oxidant creation, acidification, eutrophication, human toxicity, freshwater aquatic ecotoxicity, marine aquatic ecotoxicity and terrestrial ecotoxicity.

• 한국IT서비스학회지
• /
• 제3권1호
• /
• pp.21-41
• /
• 2004

The technical proposal suggested and published by MIC(Ministry of Information and Communication, henceforth MIC) contains too general assessment elements, which causes qualitative and subjective assessment of technical proposals. Thus, in terms of the technical proposal assessment. It lacks In fairness, validity and accuracy. Furthermore, it has a great deal of difficulty in assessment caused by the inconsistency between proposal planning and assessment methods. Also, each company has different writing format, so it is impossible to make use of its maneuvering data for the assessment. To overcome these weaknesses, our research focused on a quantitative evaluation on development organization, which is a part of organizational and administrative part of the technical proposal suggested and published by MIC. In this research, we divided development organization for the technical proposal into organization, teams, and team members, and then studied addition, deletion and merging for the assessment criteria. For the related study, we chose especially CMM(Capability Maturity Model) from a lot of international and national references, which is a model measuring the maturity of organization, and then we focused on Small-CMM which is available in the small-sized organization. We also suggested input form, description method, assessment elements for the quantitative assessment in the chosen developmental organization, and finally we proposed standard referencing criteria for the assessment. Our study concludes that our assessment method are valid and available in comparison with the previous Delphi method through a validity evaluation test.

• 한국초등과학교육학회지:초등과학교육
• /
• 제17권1호
• /
• pp.11-21
• /
• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.