• 디지털산업정보학회논문지
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• 제11권1호
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• pp.209-223
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• 2015

Google was established an online service company. Lately, Google has widened to the business area until manufacturing industry. Apple was established a computer manufacturing company. So, new business models should develop and should be innovation in order to adapt to industry environments. New business model's development and innovation are attracted on strategy to expect the high performance at companies. In particular, it is important to companies facing a variety of problems. Therefore, the purposes of this study are as follows : First, there understand the perception difference on online service company, offline service company, manufacturing company. Second, there provide for the use of strategy on online service company, offline service company, manufacturing company. The results of this study are customer factor, strategy factor, revenue factor have been statistically significant differences using ANOVA analysis in industry field, and customer factor has been statistically significant difference using t-test in business field. Then, it will expect to increase business competition through the business model.

• 대한기계학회논문집
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• 제12권5호
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• pp.1158-1174
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• 1988

본 연구에서는 계단형 벽면조건을 없게 하기 위해서 비직교 좌표계(non-orth- ogonal coordinate system)를 사용하여 수치해석하였다. 비직교 좌표계를 이용한 수 치해석의 예는 Thompson등이 Laplace방정식 혹은 Poisson방정식을 해석함으로써 비직 교 격자망을 구성한 바 있고, Fahgri와 Asako는 대수적 비직교 좌표변환으로 유한차분 방정식을 유도하여 비정규경계면을 갖는 관로에서의 유동특성을 해석하였으며 이재헌 과 이상렬은 Fahgri와 Asako의 방법을 비정규경계면을 갖는 밀폐공간내에서의 자연대 류의 수치해석에 적용한 바 있다. 본 해석에서도 Fahgri와 Asako의 변환법으로 유한 차분방정식을 유도하였는데, 이 방법을 사용할 경우 확대관의 경사벽면을 계단형으로 만들지 않고 유한차분방정식을 유도할 수 있어서 계단형 벽면으로 인한 해의 오차를 제거할 수 있다. Fig.2는 본 해석에서 사용한 비직교 격자망을 나타낸다.

• 한국가정과교육학회지
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• 제17권3호
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• pp.109-121
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• 2005

본 연구의 목적은 중학교 기술$\cdot$가정의 1학년 $\ulcorner$$청소년 영양과 식사$\lrcorner$ 단원에서 ARCS 모형을 적용한 학습과 교사 위주의 설명식 수업을 적용한 전통적 집단간에 교수방법과 성별에 따른 학습동기 및 학업 성취도의 차이를 알아보는데 있다. 본 연구의 대상은 대구광역시 소재 5중학교의 1학년 6개 학급 217명을 대상으로 실험집단 110명, 비교집단 107명을 표집하였다. 독립 변인을 각각 교수방법과 성별에 따른 집단으로 하고 종속 변인은 학습 동기와 학업 성취도이다. 연구 집단을 ARCS 모형 적용 학습과 전통적 학습 두 집단으로 분류하여 1학년 6개 반 교실에서 5차시수업을 실시하였다. 연구 가설을 검증하기 위하여 공분산 분석(ANCOVA)과 일원 변량 분석(ANOVA)으로 통계 처리하였다. 본 연구의 결과로부터 다음과 같은 결론을 얻을 수 있었다. 첫째, ARCS 모형을 적용한 수업이 전통적인 수업보다 ARCS 동기 요소인 주의집중, 관련성, 만족감의 측면은 통계적으로 유의미한 차이가 있어 효과가 있는 것으로 나타났으나 자신감 전략에는 차이가 없는 것으로 밝혀졌다. 둘째, 성별에 따른 학습 동기에서는 유의미한 차이가 없는 것으로 나타났다. 셋째, ARCS 모형을 적용한 수업과 전통적인 수업간에 학업 성취도에 있어 통계적으로 유의미한 차이가 없는 것으로 나타났다.

• 한국IT서비스학회지
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• 제6권1호
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• pp.83-99
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• 2007

The purpose of this research is to identify the determinants of loyalty in online games. This study developed a research model to analyze the factors explaining the loyalty level from gamers, employing social identification, flow, and positive anticipated emotion as major research variables, and collected 1308 survey responses from gamers. Within the context of arguing that the exploration of age range issues with respect to online games is important, this research also examines the age differences in path coefficients. To this end, the structural model was tested with the data from entire data sample (i.e., the age of 10s, 20s, and 30s pooled together) and each of the subsamples (i.e., teens taken separately, twenties taken separately, and thirties taken separately). Properties of the causal paths, including standardized path coefficients, the significance of difference, in the hypothesized model, are also presented, so that we can investigate the relative influences of different dominants, demonstrating how teens, twenties, and thirties differ in their decision-making processes regarding the flow, social identification and loyalty from online games.

• 한국해양공학회지
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• 제32권4호
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• pp.261-271
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• 2018

In this study, a hydraulic model test, to which Particle Image Velocimetry (PIV) system applied, was used to determine the hydrodynamic characteristics of the advection-diffusion of saltwater according to bottom conditions (impermeable/permeability, diameter, and inclination) and the difference of the initial salt. Considering quantitative and qualitative results from the experiment, the characteristics of the density current were discussed. As an experimental result, the advection-diffusion mechanism of salinity was examined by the shape of saltwater wedge and the flow structure of density currents with various bottom conditions. The vertical salt concentration obtained from the experiment was used as quantitative data to calculate the diffusion coefficient that was used in the numerical model of the advection-diffusion of saltwater.

• 대한치과보철학회지
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• 제56권1호
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• pp.8-16
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• 2018

목적: 본 연구의 목적은 디지털 소프트웨어를 이용하여 제작된 수술용 스텐트를 이용하여 지지 형태에 따른 수술용 스텐트의 정확성을 분석하는 것이다. 재료 및 방법: 총 5세트의 치아모형에 대하여 양측에 지대치가 있는 치아지지형 무치악 모델과 근심에만 지대치가 있는 치아-조직 지지형 무치악 모델을 제작하였다. 모델을 스캐닝을 시행하고, 전산화 단층 촬영을 실시하여 In2Guide 소프트웨어를 이용하여 전산화 단층 촬영술의 정보와 모델 스캐닝 정보를 중첩하여 임플란트 고정체(USII, $4{\times}10mm$, Osstem, Seoul, Korea)에 대한 가상적인 위치배열을 실시하고 수술용 스텐트 제작하였다. DMAX 수술 키트을 사용하여 임플란트 고정체를 식립하였다. 식립후 전산화 단층 촬영을 실시하여 찍어 술전에 계획된 임플란트와 실제 식립된 임플란트 사이에 오차(angle difference, coronal difference, apical difference)를 측정하여 통계분석을 시행하였다. 결과: 악궁에 따른 정확도 결과에서 하악이 전반적으로 각도, 길이오차의 값이 작게 나타났으나 이는 통계적 유의성이 없었다. 스텐트의 지지 형태에 따른 정확도 결과에서 치아지지형 스텐트가 치아-조직지지형 스텐트보다 길이오차와 각도오차의 값이 통계적으로 유의하게 작은 값을 보였다. 결론: 악궁(상악, 하악)은 수술용 스텐트의 정확도에 영향을 미치지 않았으며, 치아 지지형 스텐트는 치아-조직지지형 스텐트보다 더 적은 오차를 보여 주었다.

• Educational Technology International
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• 제12권1호
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• pp.95-124
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• 2011

Teachers' perception on educational attributes of new technologies can be dealt with a critical factor for enhancing educational effectiveness through using new technologies in education. The present study attempts to identify teachers' perceptions on educational attributes of cutting edge technologies established through a government-driven educational agenda, "The rural public school model", To achieve this purpose, e-survey was conducted for analyzing the differences of teachers' perceptions on educational attributes of TPCs, e-Whiteboards, and Fastel according to teachers' working areas, school levels, teaching experiences, and training experiences. Participants were 123 elementary school teachers (male:62, female:61) and 66 middle school teachers (male:37, female:29) who are working in the rural public model schools (Gyeonggi: 29, Chungcheong: 12, Jeolla: 30, Gyeongsang: 88, Gangwon: 22, Jeju: 8). The results are as follows: firstly, there were statistically significant differences according to regions, but no significant difference according to school levels; secondly, significant differences in teacher's perceptions on educational attributes of TPCs and Fastel according to teacher's teaching experiences were not shown; thirdly, differences in teachers' perceptions according to their training experiences were meaningfully significant in terms of three new technologies, Based on research results, the implications and further studies are suggested in order to increase educational effectiveness and efficiency for using the technologies.

• 한국추진공학회지
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• 제8권4호
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• pp.43-54
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• 2004

본 가시화 연구는 잠자리 유형 모델의 위상차에 관한 후류의 변화를 관찰함으로써 위상차 효과를 정성적으로 조사하기 위해 수행되었다. 본 가시화 실험에 사용된 잠자리 유형 모델은 잠자리의 날개 형상을 모방한 앞뒤 날개를 가진 쌍으로 구성되어 있으며, 잠자리의 플래핑 날개를 확대하여 제작하였다. 본 연구는 smoke-wire 기법을 통한 가시화 실험이 수행되었고, 정확한 날개위치각도를 찾기 위하여 동기화 조정장치가 사용되었다. 이때 날개위치각도의 불확실성은 약 $\pm$$1^{\cire}$정도이며, 순간 날개 위치각도는 $-16.5^{\cire}$에서 $22.8^{\cire}$까지 변한다. 본 실험은 앞ㆍ뒤 날개의 위상차가 $0^{\cire}$, $90^{\cire}$, $180^{\cire}$, $270^{\cire}$인 경우 수행되었다. 본 연구 결과 위상차 $90^{\cire}$, $180^{\cire}$, $270^{\cire}$에서는 Karman Vortex가 발생되지만, 위상차 $0^{\cire}$에서는 Karman Vortex 현상이 관찰되지 않는다.

• 한국가정과교육학회지
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• 제8권1호
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1997년도 한국자동제어학술회의논문집; 한국전력공사 서울연수원; 17-18 Oct. 1997
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• pp.1840-1843
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• 1997

The task environment of a robot is changing rapidly and task itself becomes complicated due to current industrial trends of multi-product and small lot size production. A convenient user-interfaced off-line programming(OLP) system is being developed in order to overcome the difficulty in teaching a robot task. Using the OLP system, operators can easily teach robot tasks off-line and verify feasibility of the task through simulation of a robot prior to the on-line execution. However, some task errors are inevitable by kinematic differences between the robot model in OLP and the actual robot. Three calibration methods using image information are proposed to compensate the kinematic differences. These methods compose of a relative position vector method, three point compensation method, and base line compensation method. To compensate a kinematic differences the vision system with one monochrome camera is used in the calibration experiment.