• Journal of The Geomorphological Association of Korea
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• v.24 no.3
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• pp.133-147
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• 2017

This study investigated the cases of relative location, especially focused on the geomorphological situation, for the conceptualization of the location knowledge. In order to perform this study, first of all, I approached meaning of location. In this study I used the terms 'site' and 'situation'. 'Site' as used here means the location of a given place with its local internal features or resources. 'Situation' refers to the location of place as related to other places. As to location, no place exists in isolation. Therefore, it is necessary to look beyond the internal nature of the area itself to perceive its external relations with other areas. The examples of geomorphological situation were focused on the scale linkage of the examples, the interaction between elements of earth surface processes, and the method of comparative region. The regions of examples were the landscape of Mt. Hymalaya to Bengal deep sea fan, the climatical difference of continental east and west, the landscape of Mt. Geum & Sangju beach, the landscape of the south and north face of Mt. Mai., Hamjibaakgol asymmetrical valley, and the landscape of inland sea and outer sea type island.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.7
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• pp.475-487
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• 2020

The paper aims to facilitate a discussion around how big data technologies and data from citizens can be used to help public administration, society, and policy-making to improve community's lives. This paper discusses opportunities and challenges of big data strategies for government, society, and policy-making. It employs the presentation of numerous practical examples from different parts of the world, where public-service delivery has seen transformation and where initiatives have been taken forward that have revolutionized the way governments at different levels engage with the citizens, and how governments and civil society have adopted evidence-driven policy-making through innovative and efficient use of big data analytics. The examples include the governments of the United States, China, the United Kingdom, and India, and different levels of government agencies in the public services of fraud detection, financial market analysis, healthcare and public health, government oversight, education, crime fighting, environmental protection, energy exploration, agriculture, weather forecasting, and ecosystem management. The examples also include smart cities in Korea, China, Japan, India, Canada, Singapore, the United Kingdom, and the European Union. This paper makes some recommendations about how big data strategies transform the government and public services to become more citizen-centric, responsive, accountable and transparent.

• Journal of the Korean Institute of Educational Facilities
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• v.25 no.6
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• pp.11-20
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• 2018

In order to figure out the usability of various timber structures in the educational facility, the recent timber structure examples published in the Japanese architectural magazine, 'ShinKenchiku' over the past five years were surveyed. As the results, timber structures were presented in many cases of nursery schools and kindergartens overwhelmingly, and they also used in various school buildings, university facilities, and the roof structure of the school's gymnasium, with intention of having the differentiated design and space features. The examples show that span 6 to 10m is generally used with flexure structure system and flexure+compression structure system added the strut as compression members. In addition concerning stability, it was founded that the struts have an stability effect in the flexure+compression structure system, and flexure structure system examples using semi-rigid joints have open spaces liberally in two-way direction for about 9m span. For large spaces structures with span of 15~20m or more, the various structural system such as suspension structure, truss, flexure+compression, etc. was designed to overcome the material limitations of timbers and to make an design effect in structure system.

• The Mathematical Education
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• v.57 no.4
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• pp.371-391
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• 2018

The purpose of this study is to analyze manifestation examples and effects of group creativity in mathematical modeling and to discuss teaching and learning methods for group creativity. The following two points were examined from the theoretical background. First, we examined the possibility of group activity in mathematical modeling. Second, we examined the meaning and characteristics of group creativity. Six students in the second grade of high school participated in this study in two groups of three each. Mathematical modeling task was "What are your own strategies to prevent or cope with blackouts?". Unit of analysis was the observed types of interaction at each stage of mathematical modeling. Especially, it was confirmed that group creativity can be developed through repetitive occurrences of mutually complementary, conflict-based, metacognitive interactions. The conclusion is as follows. First, examples of mutually complementary interaction, conflict-based interaction, and metacognitive interaction were observed in the real-world inquiry and the factor-finding stage, the simplification stage, and the mathematical model derivation stage, respectively. And the positive effect of group creativity on mathematical modeling were confirmed. Second, example of non interaction was observed, and it was confirmed that there were limitations on students' interaction object and interaction participation, and teacher's failure on appropriate intervention. Third, as teaching learning methods for group creativity, we proposed students' role play and teachers' questioning in the direction of promoting interaction.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.11
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• pp.4105-4121
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• 2021

Recently, malware classification based on Deep Neural Networks (DNN) has gained significant attention due to the rise in popularity of artificial intelligence (AI). DNN-based malware classifiers are a novel solution to combat never-before-seen malware families because this approach is able to classify malwares based on structural characteristics rather than requiring particular signatures like traditional malware classifiers. However, these DNN-based classifiers have been found to lack robustness against malwares that are carefully crafted to evade detection. These specially crafted pieces of malware are referred to as adversarial examples. We consider a clever adversary who has a thorough knowledge of DNN-based malware classifiers and will exploit it to generate a crafty malware to fool DNN-based classifiers. In this paper, we propose a DNN-based malware classifier that becomes resilient to these kinds of attacks by exploiting Generative Adversarial Network (GAN) based data augmentation. The experimental results show that the proposed scheme classifies malware, including AEs, with a false positive rate (FPR) of 3.0% and a balanced accuracy of 70.16%. These are respective 26.1% and 18.5% enhancements when compared to a traditional DNN-based classifier that does not exploit GAN.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.33 no.3
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• pp.449-458
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• 2023

Artificial Intelligence is providing convenience in various fields using big data and deep learning technologies. However, deep learning technology is highly vulnerable to adversarial examples, which can cause misclassification of classification models. This study proposes a method to detect and purification various adversarial attacks using StarGAN. The proposed method trains a StarGAN model with added Categorical Entropy loss using adversarial examples generated by various attack methods to enable the Discriminator to detect adversarial examples and the Generator to purification them. Experimental results using the CIFAR-10 dataset showed an average detection performance of approximately 68.77%, an average purification performance of approximately 72.20%, and an average defense performance of approximately 93.11% derived from restoration and detection performance.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.139-153
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• 2024

This analysis was intended to present pedagogical implications related to the guidance of solid figures in elementary mathematics textbooks. The definitions of mathematical concepts and visually represented examples presented in the prism and pyramid units were analyzed. As a result of the analysis, differences were observed in both the method and content of defining mathematical concepts, even though the same curriculum was reflected. Additionally, various forms of visual examples were provided during the learning process of prisms and pyramids. Based on the results of this analysis, it is necessary to understand the definition of mathematical concepts and to teach students in an appropriate manner, considering the goals of each session and the objectives of the activities involved in presenting visual examples.

• ALGAE
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• v.26 no.2
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• pp.109-140
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• 2011

Taylor's (1960) floristic treatment of the benthic marine algae of the tropical and subtropical western Atlantic and Wynne's (2011) "checklist: third revision" serve as benchmarks in a review of changes made in the past half-century period. There has been a great increase in the number of recognized taxa of red, brown and green algae at all taxonomic ranks: from 758 to 1,393 species, an increase of 84%; from 231 to 406 genera, an increase of 75%; and from 63 to 106 families, an increase of 68%. In regard to recognized infraspecific taxa, the increase was less dramatic, from 140 to 185, thus a 32% change in the 50-year period. This review addresses the question: What factors were responsible for this proliferation of taxa that are now recognized in this domain of the tropical and subtropical western Atlantic? The answer is that many reasons contributed to these changes. Foremost among these causes have been the advances in gene-sequencing technologies. Revised phylogenetic relationships have led to many genera being divided into more than one genus, as well as new families and orders being delineated. Numerous examples of cryptic species have been discovered by gene-sequence and DNA-bar coding studies. This trend is depicted by case studies. Examples of genera being divided are Galaxaura, Liagora and Laurencia. Tricleocarpa and Dichotomaria have been segregated from Galaxaura. Trichogloeopsis, Ganonema, Izziella, Yamadaella, and Titanophycus have been segregated from Liagora. Chondrophycus, Osmundea, Palisada, and Yuzurura have been segregated from Laurencia. Examples are given of other genera present in this region of the western Atlantic that have been split up. Many genera have increased in terms of the number of species now assigned to them. Taylor's (1960) treatment recognized only two species in Hypoglossum, whereas Wynne's (2011) checklist contained a total of 9 species of Hypoglossum. Taylor's account included only two species of Botryocladia, but this number had grown to 15 in Wynne's checklist. Examples of new genera and species occurring in the region of the western Atlantic are given, and examples of taxa being newly reported for this domain are provided. An increase in the number of phycologists in Latin and South America, exploration of previously unexplored regions, and the increasing use of SCUBA for collecting and at greater depths have all contributed to the increase in the number of algal taxa that are now recognized as occurring in the tropical and subtropical western Atlantic.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.83-92
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• 2013

Text visualization begins with understanding text itself which is material of visual expression. To visualize any text data, sufficient understanding about characteristics of the text first and the expressive approaches can be decided depending on the derived unique characteristics of the text. In this research we aimed to establish theoretical foundation about the approaches for text visualization by diverse examples of text visualization which are derived through the various characteristics of the text. To do this, we chose the 'Bible' text which is well known globally and digital data of it can be accessed easily and thus diverse text visualization examples exist and analyzed the examples of the bible text visualization. We derived the unique characteristics of text-content, structure, quotation- as criteria for analyzing and supported validity of analysis by adopting at least 2-3 examples for each criterion. In the result, we can comprehend that the goals and expressive approaches are decided depending on the unique characteristics of the Bible text. We expect to build theoretical method for choosing the materials and approaches by analyzing more diverse examples with various point of views on the basis of this research.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.793-812
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• 2018

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.