• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.146.2-146
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• 2001

Recently, a need of non-industrial robot, such as service, medical, entertainment and house-keeping robot, has been increased. Therefore, the capability of robot which can do intelligent behavior like interaction with men and its environment become more prominent than the capability of executing simple repetitive task. To implement an intelligent robot which provides intelligent behavior, an effective system architecture including perception, learning, reasoning and action part is necessary. Control architectures for intelligent robot can be divided into two different classes. One is deliberative type controller which is applicate to high level intelligence like environment ...

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2006.05a
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• pp.211-217
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• 2006

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented an iterative precision of linear decentralized learning control based on p-integrated learning method for the vertical dynamic multiple systems. This paper develops an indirect decentralized learning control based on adaptive control method. The original motivation of the teaming control field was teaming in robots doing repetitive tasks such as on an assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Error wave propagation method will show up in the numerical simulation for five-bar linkage as a vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link at each time step in repetition domain. Those can be helped to apply to the vertical multiple dynamic systems for precision quality assurance in the industrial robots and medical equipments.

• Journal of Korea Society of Industrial Information Systems
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• v.11 no.2
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• pp.40-47
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• 2006

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work the authors presented an iterative precision of linear decentralized learning control based on p-integrated teaming method for the vertical dynamic multiple systems. This paper develops an indirect decentralized learning control based on adaptive control method. The original motivation of the loaming control field was learning in robots doing repetitive tasks such as on a]1 assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Error wave propagation method will show up in the numerical simulation for five-bar linkage as a vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link at each time step in repetition domain. Those can be helped to apply to the vertical multiple dynamic systems for precision quality assurance in the industrial robots and medical equipments.

• The KIPS Transactions:PartA
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• v.9A no.1
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• pp.105-112
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• 2002

The purpose of this paper is to develop a courseware based on GIS (Geographic Information System) for improving visual and spatial learning efficiency of geography learning. The existing coursewares are not easy to encourage the learners in learning motivation, because these provide only the visual information using simple texts or imamges to the learners. To overcome these constraints, our courseware using GIS that can support spatial information can control the attribute information of map. In this paper, we define the courseware as the geography learning system. This courseware system enables the learners to take the perfect learning and the repetitive learning through the feedback after evaluating the learning degree. Also using geography learning application modules we implemented, the learners can participate directly in learning as well as search information in WWW.

• Journal of the Korean Institute of Navigation
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• v.23 no.3
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• pp.35-44
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• 1999

This research aims to seek active control of ball-beam position stability by resorting to neural networks whose layers are given bias weights. The controller consists of an LQR (linear quadratic regulator) controller and a neural networks controller in parallel. The latter is used to improve the responses of the established LQR control system, especially when controlling the system with nonlinear factors or modelling errors. For the learning of this control system, the feedback-error learning algorithm is utilized here. While the neural networks controller learns repetitive trajectories on line, feedback errors are back-propagated through neural networks. Convergence is made when the neural networks controller reversely learns and controls the plant. The goals of teaming are to expand the working range of the adaptive control system and to bridge errors owing to nonlinearity by adjusting parameters against the external disturbances and change of the nonlinear plant. The motion equation of the ball-beam system is derived from Newton's law. As the system is strongly nonlinear, lots of researchers have depended on classical systems to control it. Its applications of position control are seen in planes, ships, automobiles and so on. However, the research based on artificial control is quite recent. The current paper compares and analyzes simulation results by way of the LQR controller and the neural network controller in order to prove the efficiency of the neural networks control algorithm against any nonlinear system.

• Journal of Korea Society of Industrial Information Systems
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• v.7 no.1
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• pp.10-15
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• 2002

It is presented to extended to an interaction matrix formulation to the problem of system and disturbance identification for a plant that is corrupted by both process and output disturbances. With only an assumed upper bound on the order of the system and an assumed upper bound on the number of disturbance frequencies, it is shown that both the disturbance-free model and disturbance effect can be recovered exactly from disturbance-corrupted input-output data without direct measurement of the periodic disturbances. The rich information returned by the identification can be used by an iterative learning or repetitive control system to eliminate unwanted periodic disturbances. Those can be helped to apply to the multiple dynamic systems for precision quality assurance.

• Journal of Institute of Control, Robotics and Systems
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• v.5 no.8
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• pp.898-906
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• 1999

A control structure is introduced for the purpose of rejecting periodic (or repetitive) disturbances on a tracking system. The objective of the proposed structure is to drive the output of the system to the reference input that will result in perfect following without any changing the inner configuration of the system. The structure includes an adaptation block which learns the dynamics of the periodic disturbance and forces the interferences, caused by disturbances, on the output of the system to be reduced. Since the control structure acquires the dynamics of the disturbance by on-line adaptation, it is possible to generate control signals that reject any slowly varying time-periodic disturbance provided that its amplitude is bounded. The artificial neural network is adopted as the adaptation block. The adaptation is done at an on-line process. For this , the real-time recurrent learning (RTRL) algoritnm is applied to the training of the artificial neural network.

• International Journal of Internet, Broadcasting and Communication
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• v.7 no.2
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• pp.113-116
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• 2015

Generally, in the railway vehicle the driving force of gravity happens by the high-speed running and the repetitive impulse cause the degradation and the malfunction phenomenon shows differently because the durability of each component changes according to the internal and external causes. The maintenance of propulsion control device which is played the very important role as to the stable service of the railway vehicle is greatly important among them. Therefore maintenance training propulsion control device simulator is needed to maximize learning through repetition and improve the maintenance practical skills training. This paper designed the railway vehicle running device with a miniature for the railway vehicle maintenance training and developed a propulsion control device simulator equipped the imitation steering wheel.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.323-345
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• 2015

This study is intended to establish and apply a program created with RME for mathematising instruction and learning and identify how it influences on the mathematical thinking process in the field. In order to deal with this study inquiries, related theories have been analyzed establishing a program for mathematising instruction and learning method based on a model of them and RME theory principles and re-organizing education courses for instruction on the fields concerned. Study subjects were limited to two classes consisting of fifth graders in S elementary school located in the city of Daegu and divided them in an experiment group and a control group. An experiment group was given a mathematising learning method applied with RME, while a control group had a class with regular methods of learning and instruction during the period of experiment. As a summary of aforementioned results of the study, mathematising learning method applied with RME had an effect on improving mathematical thinking ability for students and also on promoting mathematising outcome through a repetitive experience in each procedure obtained on a regular basis.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.43-63
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• 2006

This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.