• Transactions on Control, Automation and Systems Engineering
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• v.3 no.4
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• pp.236-241
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• 2001

Teach pendant is the most widely used means of robot teaching at present. Despite the difficulties of using the motion command buttons on the teach pendant, it is an economical, robust, and effective device for robot teaching task. This paper presents the development of a force/moment direction sensor named COSMO that can improve the teach pendant based robot teaching. Robot teaching experiment of a six axis commercial robot using the sensor is described where operator holds the sensor with a hand, and move the robot by pushing, pulling, and twisting the sensor in the direction of the desired motion. No prior knowledge of the coordinate system is required. The function of the COSMO sensor is to detect the presence f force and moment along the principal axes of the sensor coordinate system. The transducer used in the sensor is micro-switch, and this intuitive robot teaching can be implemented at a very low cost.

• Journal of Institute of Control, Robotics and Systems
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• v.16 no.4
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• pp.346-352
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• 2010

This paper presents an intuitive interface scheme for controlling a hydraulic backhoe, which is a piece of excavating equipment consisting of a digging bucket on the end of a two-part articulated arm, and typically mounted and rotated on the back of a tractor or front loader. The passive levers/joysticks for actuator operations of a hydraulic backhoe are replaced into electric joysticks with a robotic controller, which will generate the end-effecter command trajectories of the backhoe through joystick rate control in cylindrical coordinate. The developed backhoe with the hydraulic control system showed the maxim position error of 3 cm with intuitive coordinate operations, which would be helpful for conveniently performing various excavating tasks with natural and effective ways.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.01a
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• pp.429-434
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• 2009

We introduce an instant and intuitive shadowing technique for CACAni System. In traditional 2D Anime, since all frames are drawn by hand it takes long time to create an entire animation sequence. CACAni System reduces such a production cost by automatic inbetweening and coloring. In this paper, we develop a shadowing technique that enables CACAni users to easily create shadow for character or object in the image. The only inputs required are sequences of character or object layers drawn in CACAni System with alpha value. Shadows are automatically rendered on a virtual plane based on these inputs. They can then be edited by CACAni users. Achieving this, CACAni System is able to handle instant shadowing and intuitive editing in a short time.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.297-314
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• 2018

This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algorithmic, formal, and intuitive) from Fischbein, which results in six cells about teachers' knowledge (mathematical algorithmic-, formal-, intuitive- SMK and mathematical algorithmic-, formal-, intuitive- PCK). To accomplish the purpose, five pre-service teachers participated in this research and they performed a series of tasks that were designed to investigate their SMK and PCK with regard to students' misconception in the area of geometry. The analysis revealed that pre-service teachers had fairly strong SMK in that they could solve the problems of tasks and suggest prerequisite knowledge to solve the problems. They tended to emphasize formal aspect of mathematics, especially logic, mathematical rigor, rather than algorithmic and intuitive knowledge. When they analyzed students' misconception, pre-service teachers did not deeply consider the levels of students' thinking in that they asked 4-6 grade students to show abstract and formal thinking. When they suggested instructional strategies to correct students' misconception, pre-service teachers provided superficial answers. In order to enhance their knowledge of students, these findings imply that pre-service teachers need to be provided with opportunity to investigate students' conception and misconception.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.319-324
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• 2014

In recent years, high-performance flying drones attract attention for many peoples. In particular, the drone equipped with multi-rotor is expanding its range of utilization in video imaging, aerial rescue, logistics, monitoring, measurement, military field, etc. However, the control function of its controller is very simple. In this study, using a G-sensor mounted on a mobile device, implements an enhanced controller to control flying drones through the intuitive gesture of user. The implemented controller improves the gesture recognition performance using a neural network algorithm.

• Archives of design research
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• v.16 no.2
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• pp.301-310
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• 2003

The interface design of mobile products has become a hot issue recently as a variety of products are being developed for extended usages. There have been two different views on interface design of mobile products like PDAs(personal digital assistants) or cellular phone. One 치aims that the current interface design of PC cannot be directly applied because mobile products have their own specific functions and requirements. On the meantime, the other argues that an extended application of PC metaphors to mobile products can have advantages because users'PC experiences can reduce the learning efforts and thus contribute to intuitive understanding mobile products. In this research, two types of PDAs, developed according to the aforementioned conflicting philosophies were compared and evaluated, based on laboratory-based usability testing conducted by novice users. The experiment consists of asking subjects to perform identical tasks for the two different types of products. The interaction data collected during usability testing were analyzed in terms of time taken, rate of success of tasks and errors. The experiment shows that there were some meaningful effects of users'experience of PC on the usability of PDAs.

• School Mathematics
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• v.15 no.2
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• pp.389-404
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• 2013

Researchers have suggested that students should be experienced in progress of geometric thinking set out in naive and intuitive level and deduced throughout gradual formalization rather than completed mathematics are conveyed to students for students' understanding. This study examined naive and intuitive thinking of students by investigating students' geometric problem solving without diagrams. The students showed these naive thinking: lack of recognition of relation between problem and conditions, use of intuitive judgement depending on diagrams, lacking in understanding of role of specific case, and use of unjustified assumption. This study suggests implication for instruction in geometry.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• Journal of the Korean Society of Safety
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• v.31 no.4
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• pp.120-125
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• 2016

Usually, a risk can be expressed as a product of likelihood and consequence of a hazard factor. Therefore, conventional risk assessment is carried out by frequency analysis and severity analysis, in turns. However, it is well known that intuitive thinking is another excellent way of thinking of human beings. This study aimed to confirm whether there exist any difference in risk assessment results derived by two different procedures - intuitive and analytical. Thus, the present study showed 10 different illustrations to 30 undergraduate students. Their responses were organized as fuzzy membership functions, and summarized as risk assessments, and compared. The results were also verified with the help of statistical hypothesis testing, which showed no significant difference. On the contrary, however, similarity measure used in fuzzy set theory was not credible as anticipated. Many cases failed to satisfy statistical hypothesis even with similarity measure higher than 0.60 so that only a trend could be accepted. In addition, a subject showed a somewhat consistent logical discrepancy in his response, which implied the necessity of sincere analysis in fuzzy formulations.

• Journal of the Korean housing association
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• v.16 no.5
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• pp.75-81
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• 2005

The purpose of this study is to shed light on the field dynamics of 'lived space' in the light of our intuitive experiential contents by way of investigating three properties of space. While finding inspirations in the field theory of modern physics, investigation of our intuitive responses to the physical and spatial environment leads us to a coherent view of matter and space. We find then that our lived world is more than a system of inert matter; it is a dynamic environment of life in which feeling and mood, spiritual meaning and value, are perpetually infused with matter. Any concept of space, if it is to be meaningful to lift has to somehow acknowledge this fact. Empty space and matter cannot be conceived as mutually exclusive and independent as in classical physics. Rather they should be seen as two different manifestations of an underlying dynamism which permeates the world. The 'properties' of space can only be understood in terms of the 'impact' of material presence. The object cannot be seen as an isolated entity, but the 'conditioning' of its surrounding space has to be understood as an integral part of its being. Lived space can thus be viewed as an emotionally charged field, or a field of emotional energy, whose properties may be described in terms of concentration, mobility and resonance.