• Journal of Digital Contents Society
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• v.16 no.2
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• pp.197-205
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• 2015

These days due to the introduction of the subject classroom system, the classrooms for the subject are arranged and various advanced educational equipment is provided in the classroom such as the actual object image processor, electronic blackboard, and educational photographer which are helpful to the class. With the increase of these equipments, the number of remote controller of individual educational equipment also increases, therefore it is complicate to manage the remote controllers and teachers need to learn the usage of them. So the system supports a remote control for managing the educational equipment by the one remote controller and the instructional supplement. The system consists of the hardware which is similar to popular remote controller and the software which is installed on the teacher's PC and supports controlling the educational equipments, recording the instruction, writing on the blackboard, and automatic power off of the equipment. By introducing the system the teacher could reduce the time consumed by the equipment's control and useless electric waste.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.493-499
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• 1997

Many science teachers can be able to miswrite the vocabularies for seven kinds of experimental tool names on blackboard of secondary school in Korean language. The diagnosis test for the miswriting possibility was carried out by science teachers in secondary school. We questioned "How can you write each of Korean vocabulary for seven experimental tools?" to each of one hundred and fourty science teachers in three class of physics, chemistry, and biology during inservice training course of Gyeongsang National University on August in 1997. First of all, for the investigation we showed the real things of seven tools to the teachers and they wrote each vocabulary for each tool name on blackboard in English. In addition we explained the general use of each tool name. And then the teachers answered the vocabularies of them on one written paper. The miswriting results for seven tools were as follows. There appeared various miswriting vocabularies for each tool name. For examples, meas cylinder was miswritten two kinds of Korean name and the miswriting ratio of 4%, Mortar & pestle was miswritten four kinds of name and the ratio of 12%, Beaker & desiccator were miswritten one kind of name and the ratio of 51% and 36%, separately. Separatory funnel & spuit were miswritten two kinds of name and the ratio of 54% and 58%, separately. Schale was miswritten four kinds of name and the ratio of 51%. We might conclude that the cause of miswriting vocabularies for the tool name could be due to the original miswriting in Korean-English or English-Korean dictionaries as well as the seience teachers by themselves.

• Journal of the Korea Society of Computer and Information
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• v.4 no.3
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• pp.1-7
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• 1999

This study is to design and implement the synthetic courseware that covers repeating learning, individual teaching, and effective teaching-learning games by using multimedia authoring tool KAS for numerical data of computer science which is especially a little boring and difficult to understand through blackboard-based lesson for senior high school students. It also overcomes the drawbacks of the existing CAI focused on text and image by combining various kinds of media like image, animation and sound effects. Animation of numerical data in the fields of radix conversion makes it possible for learners to check the individual learning process and visual interest. So it comes to increase the effectiveness of learning. Whenever each chapter is finished. learners' understanding can be evaluated by formative test. Applicability test of the developed CAI in Eumsung Senior High School. is statistically evaluated as more effective than that of the blackboard-based lesson.

• Journal of Korean Society for Quality Management
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• v.32 no.2
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• pp.168-190
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• 2004

In these days of world-wide business environment, the characteristics of quality management are variety, specialty, decentralization, totality, etc. Thus nowadays quality management is demanded to incorporate these new concepts. We propose a web-bused distributed expert system for this purpose. The system consists of four expert systems for design of experiment, acceptance inspection, statistical process control and reliability management corresponding to design quality, incoming-material quality, manufacturing quality and usability quality, respectively, throughout the total product life cycle. Each distributed expert system at the horizontal level in the hierarchy carries out its own quality jobs independently. At the lower level in the hierarchy there is an expert system for measurement analysis to provide reliable data, and at the upper level, an expert system for total quality management to coordinate, integrate and make final decisions. A prototype has been developed and its application is presented.

• Journal of the Korean Operations Research and Management Science Society
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• v.23 no.2
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• pp.157-185
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• 1998

One of the essential issues in model systems is how to represent and manipulate mathematical modeling knowledge. As the bases of integrated modeling environments, current modeling frameworks have limitations: lack of facility to coordinate different users perpectives and lack of mechanism to reuse modeling knowledge. In this paper, multi-facetted modeling approach is proposed as a basis for the development of integrated modeling environment which provides facilities for (1) independent management of modeling knowledge from individual models； (2) object-oriented conceptual blackboard concept； (3) multi-facetted modeling； and (4) declarative representation of mathematical knowledge. The proposed multi-facetted approach is illustrated using multicommodity transportation models.

• Journal of Ship and Ocean Technology
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• v.4 no.4
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• pp.1-18
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• 2000

The paper describes a formalisation of a Design for Safety methodology in an integrated envi-ronment, outlines early developments of a software tool, and presents the results of an appli-cation of the methodology to a case study. The approach adopted attempts link safety per-formance prediction through the utilisation of appropriate technical tools, safety assessment deriving from risk-based methodologies and disparate design activities and issues. Black-board systems have been utilised as the platform in the development of the integrated design environment, allowing safety assessment to become an integral part of the design process. Finally, the case study addresses the application of the developed methodology to three dif-ferent arrangements of a conventional passenger Ro-Ro vessel, with the aim to demonstrate the validity of the process and methodology adopted. The findings are presented and dis-cussed, and recommendations given for the way forward.

• Journal of Mechanical Science and Technology
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• v.15 no.8
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• pp.1108-1118
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• 2001

The purpose of this study is to establish a CAD (Computer Aided Design) system for research and development(R&D) of a new product. In the R&D process of a new product, the design objects are frequently redesigned based on the experimental results obtained with prototypes. The CAD/CAE systems (which is based on computer simulation of physical phenomena) are effective in reducing the number of useless prototypes of a new product. These kinds of conventional CAD/CAE systems do not provide a function to reflect the experimental results to the redesign process, however. This paper proposes a methodology to establish the CAD system, which possesses the engineering model of a designed object in the model database, and refines the model on the basis of experimental results of prototype. The blackboard inference model has been applied to infer model refinement and redesign counterplan by using insufficient knowledge of R&D process of new products.

• Journal of Information Technology Services
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• v.11 no.sup
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• pp.165-176
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• 2012

Context-Awareness system provides an appropriate service to user by recognizing situation from surrounding environment. There are many successful studies on this framework, but still has some limitations. In this paper, we are describing a context-awareness middleware that can enhance the limitation of the previous approaches. We first defined a new concept of context-awareness environment as a social intelligence. This concept implies that intelligent objects can make relationships, can aware of situation from surrounding environment, and can collaborate to accomplish a given task. The significance of the study is as follows. First, the system is capable of multi context-awareness since it is designed with a structure that supports multiple lines of reasoning. Second, the system is capable of context planning by adapting AI planning mechanism. Third, the system is capable of making the intelligent objects as a group for collaboration, and provides adaptive service to user. We have developed a prototype of the system and tested with a virtual scenario.

• Management Science and Financial Engineering
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• v.5 no.1
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• pp.27-49
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• 1999

WebME is an Web-based integrated modeling environment that implements a multi-facetted modeling approach to mathematical model representation and management. Key features of WebME include the following: (i) sharing of modeling knowledge on the Web, (ii) a user-friendly interface for creating, maintaining, and solving models, (iii) independent management of mathematical models from conceptual models, (iv) object-oriented conceptual blackboard concept, (v) multi-facetted mathematical modeling modeling, and (vi) declarative representation of mathematical knowledge. This paper presents details of design and implementation issues that were encountered in the development of WebME.

• Proceedings of the KIEE Conference
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• 1997.07e
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• pp.1764-1766
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• 1997

In this paper, the illuminance distribution of blackboards on classroom in elementary, junior, and senior high school was measured and analyzed. Generally, average illuminance and uniformity of illuminance was 519[lx] and 0.543 (elementary: 389[lx], 0.387; junior: 632[lx], 0.570; senior: 527[lx], 0.608) respectively. When all lighting fixtures in each classroom were turned on, average illuminance was higher about 65% than lights-out, and, in case that local lighting fixtures exist, was higher 27% than absence, but uniformity of illuminance turned bad on the contrary ($0.462{\rightarrow}0.676$). According to classification into direction of windows on classroom. facing north, both were bad. In case of classroom to slant to east or west, the difference of illuminance at the forenoon and afternoon was big, and uniformity of illuminance was also bad.