• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.400-407
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• 2016

The purpose of this study is to propose a useful method of solving the problem of thermal stability in surge protection devices (SPDs). First of all, the existence of the problem in the developed SPDs was confirmed by experiment. After analyzing the problem, a useful method of solving it is proposed and implemented. An experiment is performed to verify the performance of the implemented device. The results of this study are as follows; it is revealed that the problem of the thermal stability results from the varistor, one of the components in the SPD. A varistor with a built-in thermal fuse is applied to the SPD for the purpose of solving the problem. The experimental results confirmed that the thermal stability was improved by replacing the varistor. As a result of this study, the reliability of radar control units is enhanced and the probability of malfunction is reduced.

• Korean Journal of Cognitive Science
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• v.13 no.2
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• pp.47-59
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• 2002

Three experiments were conducted to investigate whether different types (common vs. uncommon) of prior-examples entail different effects in creative problem solving, and whether types/levels (rich or lean. common or uncommon) of background knowledge interact with types of prior-examples. It was found that the example types and the types/levels of background knowledge do interact and have some differential effects on generating novel and useful ideas. In Experiment 1 and 2. uncommon examples had a positive effect - generating many novel and useful ideas. regardless of background knowledge types. while common examples had positive effects, only when the background knowledge was somewhat uncommon In Experiment 3 it was also found that types (irrelevant,. single common. single uncommon, or multiple common + uncommon) of background knowledge seemed to influence differently on the ease of finding solutions: when background knowledge is diverse or not directly related to the task problem, uncommon prior examples produced much greater number of novel ideas than it was with single common or sin91e uncommon background knowledge. Implications of the present study were discussed. in relation to mental sets and fixation.

• Journal of KIISE:Software and Applications
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• v.32 no.12
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• pp.1260-1270
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• 2005

Support Vector Machines (SVM) is well known for a representative learner as one of the kernel methods. SVM which is based on the statistical learning theory shows good generalization performance and has been applied to various pattern recognition problems. However, SVM is basically to deal with a two-class classification problem, so we cannot solve directly a multi-class problem with a binary SVM. One-Per-Class (OPC) and All-Pairs have been applied to solve the face recognition problem, which is one of the multi-class problems, with SVM. The two methods above are ones of the output coding methods, a general approach for solving multi-class problem with multiple binary classifiers, which decomposes a complex multi-class problem into a set of binary problems and then reconstructs the outputs of binary classifiers for each binary problem. In this paper, we introduce the output coding methods as an approach for extending binary SVM to multi-class SVM and propose new output coding schemes based on the Error-Correcting Output Codes (ECOC) which is a dominant theoretical foundation of the output coding methods. From the experiment on the face recognition, we give empirical results on the properties of output coding methods including our proposed ones.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.255-279
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• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.38-44
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• 2011

The purpose of this study is to provide the information of decision making that can be used to improve curriculum of engineering education by surveying and analyzing that educational needs of ${\bigcirc}{\bigcirc}$ university' engineering students about program outcomes. The conclusions of this study are as follows. First, it was found that engineering students surveyed valued much of the necessity of PO2(analysis experiment), PO3(design capability), PO6(teamwork) among program outcomes. In addition, it was found that engineering students surveyed thought their ability was low in PO3(design capability), PO4(problem solving), PO10 (knowledge of current events). Second, it was found that the order of educational needs about program outcomes was PO3(design capability), PO2(analysis experiment), PO1(knowledge application), PO5(practical ability), PO4(problem solving) which suggested that engineering students surveyed had high educational needs for engineering program outcomes. On the other hand, it was found that engineering students surveyed showed lower awareness of PO7, PO10, PO11 which had characteristics of humanities. It is necessary that systematic establishment of course completion system in basic design, element design and comprehensive design by giving weight to design education that aims to strengthen design capability should be made in curriculum of engineering education. It was found that there was considerable difference in educational needs about program outcomes especially in PO1(analysis experiment), PO4(problem solving), PO5(practical ability), PO6(teamwork) according to grade, gender and specialty and therefore this should be considered in designing curriculum. It is judged that operation of flexible education program should be arranged if learning achievement through regular curriculum Is limited.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.189-200
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• 2000

The purpose of this thesis is that the students understand the sentence stated math problems closely related to the real life and adapted the right solving strategies try to find the solution to a problem. The following research problem were proposed. 1. How repeated thinking lessons develop the understanding of problems and influence the usage of correct problem solving strategies and extensions of problem solving. 2. There are how much differences of achievement for each type of sentence stated problems by using comparative analysis of upper class, intermediate class, and lower class for each level between the experimental and comparative classes. In order to conduct this research the classes were divided into three different level - upper class, intermediate class and lower class. Each level include an experimental class and a comparative class. The two classes (experimental class and comparative class) of the same level were tested on the basis of class division record with the experimental class repeated learning papers for two weeks were used to guide the fixed thinking algorism for each sentence stated math problems. Eight common problems were chosen from a variety of textbooks : number calculation problems, velocity-distance-time problems, the density of a mixture, benefit problems, distribution problems, problems about working, ratio problems, the length of a figure problems. After conducting this research experiment The differences in achievement level between the experimental class and comparative class, were compared and analyzed through achievement tests made from the achievement test papers with seven problems, which were worth seventy points (total score). The conclusions of this thesis are as follows: Firstly, leaning activities through the usage of repeated learning papers for each level class produce an even development of achievement level especially in the case of the upper class learners, they have particular differences (between experimental class and comparative class) compared to the intermediate level and lower classes. Secondly, according to the analysis about achievement development each problems, learners easily accept the strategies of solution through the formula setting up to the problem of velocity -distance-time, and to the density of the mixture they adapted the picture drawing strategies interestingly, However each situation requires a variety of appropriate solution strategies. Teachers will have to employ other interesting solution strategies which relate to real life.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.329-343
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• 2000

The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.23-30
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• 2009

Most previous studies on programming learning effect is limited to measuring the enhancement degree of creativity and problem solving ability. This study is to find out indexes related to programming ability, other than creativity and problem solving ability by the specialty-aptitude test(SAT) in the elementary school. For this, 4th grade elementary students took LOGO programming class and the achievement test. As a result, among 4 regions of SAT, all five indexes of intellectual ability is highly related to programming ability, indicating that students with high intelligence rather than creativity have higher programming ability and that for our experiment settings the reverse of the previous result stating that programming education positively affects the development of problem solving ability and creativity does not hold.

• Journal of KIISE
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• v.42 no.7
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• pp.834-839
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• 2015

Recently, wellness has become an issue related to improvements in personal health and quality of life. Data that are accumulated daily, such as meals and momentum records, in addition to body measurement information such as body weight, BMI and blood pressure have been used to analyze the personal health data of an individual. Therefore, it has become possible to prevent potential disease and to analyze dietary or exercise patterns. In terms of food and nutrition, analyses are performed to evaluate the health status of an individual using dietary data. However, it is very difficult to process the large amount of dietary data. An analysis of dietary data includes four steps, and each step contains a series of iterative tasks that are executed over a long time. This paper proposes a problem solving environment that automates dietary data analysis, and the proposed framework increases the speed with which an experiment can be conducted.

• Korean Management Science Review
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• v.14 no.1
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• pp.77-85
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• 1997

This paper proposes an approach for individual selection in genetic algorithms to improve problem solving efficiency and effectiveness. To investigate the utility of combining simulated annealing with genetic algorithm, two experiment are conducted that compare both the conventional genetic algorithm and suggested approach. Result indicated that suggested approach significantly reduced the required time to find optimal solution in moderate-sized problems under the conditions studied. It is also found that quality of the solutions generated by suggested approach in large- sized problems is greatly improved.