• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of Internet Computing and Services
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• v.8 no.1
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• pp.57-70
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• 2007

This paper is to construct a healthcare database using information obtained from healthcare home environments, and use this one for healthcare home services, Especially, our researching focus in this paper is how to design healthcare database scheme and how to use this constructed database on the Framework for Supporting Healthcare Integrated Service(FSHIS) we developed previously. Healthcare information is designed to database schemes in accordance to the specific save types of the data collected from various typed-sensors. The healthcare database constructed by using this information for the purpose of healthcare home services is divided into the base information with real schemes and the context based information with view schemes. Firstly, the base information includes low data obtained from physical sensors relevant to locations, healths, environments, and the personnel healthy profiles. The other is the context based information that is produced and fused by using the based information. This context based information might be got via various view schemes according to healthcare application services. Finally, for verifying the practical use of healthcare database constructed in this paper, Via interconnecting this database to our FSHIS, we show an example of healthcare home monitoring service using information (basic and context based information), emergency call, home appliance control, and so on needed from living activity area for elderly living alone.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.1-17
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• 2014

Instructions for the commutative property of multiplication at elementary schools tend to be based on checking the equality between the quantities of 'a times b 'and b' times a, ' for example, $3{\times}4=12$ and $4{\times}3=12$. This article critically examined the approaches to teach the commutative property of multiplication from Kant's perspective of mathematical knowledge. According to Kant, mathematical knowledge is a priori. Yet, the numeric exploration by checking the equality between the amounts of 'a groups of b' and 'b groups of a' does not reflect the nature of apriority of mathematical knowledge. I suggest we teach the commutative property of multiplication in a way that it helps reveal the operational schema that is necessarily and generally involved in the transformation from the structure of 'a times b' to the structure of 'b times a.' Distributive reasoning is the mental operation that enables children to perform the structural transformation for the commutative property of multiplication by distributing a unit of one quantity across the other quantity. For example, 3 times 4 is transformed into 4 times 3 by distributing each unit of the quantity 3, which results in $3{\times}4=(1+1+1){\times}4=(1{\times}4)+(1{\times}4)+(1{\times}4)+(1{\times}4)=4+4+4=4{\times}3$. It is argued that the distributive reasoning is also critical in learning the subsequent mathematics concepts, such as (a whole number)${\times}10$ or 100 and fraction concept and fraction multiplication.

• Journal of Korea Spatial Information System Society
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• v.7 no.2 s.14
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• pp.39-45
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• 2005

Nowadays, the demand of the output analyzed from the grid data have been sharply increased as the remote sensing technologies and GIS related industry have been developed. Therefore, a metadata access system which fits the requirements of the users should be developed for better managing and utilizing gridded data. In this background, this study defined a common application schema through the analysis of the metadata built by numerous institutes based on the draft metadata standards. The draft metadata standards has been proposed from the study supported by ETRI at 2003 which mainly concentrated on establishing the standards of distributing metadata for the grid data. Also, XML based integrated system was developed to access metadata maintained by SaTReC as well as SIMC to facilitate more convenient data access for the grid data users. The results of the pilot system developed from this study can be expected to contribute to build more efficient and enlarged integrated access system of metadata for grid data.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.81-109
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• 1999

This study aims to reflect the basic principles and teaching-teaming principles of Realistic Mathematics Education in order to suppose an way in which mathematics as an activity is carried out in primary school. The development of what is known as RME started almost thirty years ago. It is founded by Freudenthal and his colleagues at the former IOWO. Freudenthal stressed the idea of matheamatics as a human activity. According to him, the key principles of RME are as follows: guided reinvention and progressive mathematisation, level theory, and didactical phenomenology. This means that children have guided opportunities to reinvent mathematics by doing it and so the focal point should not be on mathematics as a closed system but on the process of mathematisation. There are different levels in learning process. One should let children make the transition from one level to the next level in the progress of mathematisation in realistic contexts. Here, contexts means that domain of reality, which in some particular learning process is disclosed to the learner in order to be mathematised. And the word of 'realistic' is related not just with the real world, but is related to the emphasis that RME puts on offering the students problem situations which they can imagine. Under the background of these principles, RME supposes the following five instruction principles: phenomenological exploration, bridging by vertical instruments, pupils' own constructions and productions, interactivity, and interwining of learning strands. In order to reflect how to realize these principles in practice, the teaming process of algorithms is illustrated. In this process, children follow a learning route that takes its inspiration from the history of mathematics or from their own informal knowledge and strategies. Considering long division, the first levee is associated with real-life activities such as sharing sweets among children. Here, children use their own strategies to solve context problems. The second level is entered when the same sweet problems is presented and a model of the situation is created. Then it is focused on finding shortcomings. Finally, the schema of division becomes a subject of investigation. Comparing realistic mathematics education with constructivistic mathematics education, there interaction, reflective thinking, conflict situation are many similarities but there are alsodifferences. They share the characteristics such as mathematics as a human activity, active learner, etc. But in RME, it is focused on the delicate balance between the spontaneity of children and the authority of teachers, and the development of long-term loaming process which is structured but flexible. In this respect two forms of mathematics education are different. Here, we learn how to develop mathematics curriculum that respects the theory of children on reality and at the same time the theory of mathematics experts. In order to connect the informal mathematics of children and formal mathematics, we need more teachers as researchers and more researchers as observers who try to find the mathematical informal notions of children and anticipate routes of children's learning through thought-experiment continuously.

• Journal of the Ergonomics Society of Korea
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• v.35 no.6
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• pp.551-568
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• 2016

Objective: The objective of this study is to identify the difference in the press behavior characteristics of 3D Touch, which is a new touch interaction of smart phones, and the existing 'Tap and Long Press' touch interaction, and to examine behavior changes upon feedbacks. Background: Since 3D Touch is similar to the existing 'Tap and Long Press' touch interactions in terms of press behavior, which is likely to cause interference, it is necessary to conduct a preliminary study on behavior characteristics of touch interactions. Method: In utilization of smart phones with the 3D Touch function to measure press behavior characteristics of touch interaction, an experiment was conducted where 30 subjects were given a task to press 30 buttons of touch interactions on the screen. During the experiment, two press behavior characteristics-maximum touch pressure and press duration-were analyzed. To grasp changes in behaviors upon feedbacks, the task was carried out in a condition where there was no feedback and in a condition where there were feedbacks of specific critical values. Results: While there was no feedback given, subjects tended to press with much strength (318.98gf, 0.60sec) in the case of 3D Touch, and press the Long Press button for a while (157.12gf, 1.10sec) and press the Tap button with little strength only for a short moment (37.92gf, 0.10sec). 3D Touch and Long Press had an area of intersection in time, but when feedbacks of specific critical values were given, there were behavior calibration effects to adjust the press behavior characteristics of 3D Touch and Long Press. Conclusion: Although interferences are expected between 3D Touch and Long Press due to the similarity of press behaviors, feedbacks induce behavior calibration. Hence, once feedbacks were provided with 3D Touch operated in an appropriate condition of critical pressure, interference between two motions can be minimized. Application: The findings of this study are expected to be utilized as a basis for the values of optimal critical pressure, at which users can easily distinguish 3D Touch from Long Press which is the existing touch interaction.

• Spatial Information Research
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• v.20 no.3
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• pp.95-106
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• 2012

Recently, with increase and development of the wireless access network area, u-GIS Service is supported in various fields. Especially, spatio-temporal data is used in the mobile environment for the u-GIS service. However, there is no standard for the spatio-temporal data used in different spaces, spatio-temporal data processing technology is necessary to makes interoperability among mobile u-GIS services. Furthermore, it is also necessary to develop the system of gathering, storing, and managing the spatio-temporal data in consideration of small capacity and low performance of mobile devices. Therefore, in this paper, we designed and implemented a spatio-temporal query processing system based on GML to manage spatio-temporal data efficiently in the mobile environment. The spatio-temporal query processing system based on GML can offer a structured storage method which maps a GML schema to a storage table and a binary XML storage method which uses the Fast Infoset technique, so as to support interoperability that is an important feature of GML and increase storage efficiency. we can also provide spatio-temporal operators for rapid query processing of spatio-temporal data of GML documents. In addition, we proved that this system can be utilized for the u-GIS service to implement a virtual scenario.

• Spatial Information Research
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• v.17 no.4
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• pp.469-481
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• 2009

Due to the increasing demands on the efficient use of land and the fast growth of construction technologies, human living space is expanded from on the surface to above and under the surface. By recognizing that the current cadastre system based on 2D was not appropriate to reflect the trend, the researchers are interested in a 3D cadastre. This paper proposed the 3D cadastre data model that is appropriate to protect ownership effectively in Korea. The 3D cadastre data model consists of a 3D cadastre feature model and a 3D cadastre geometry model, and the data are produced by a 3D cadastre data structure. A 3D cadastre feature model is based on 3D rights and features derived from case studies. A 3D cadastre geometry model based on ISO19107 Spatial Schema is modified to be good for 3D cadastre in Korea. A 3D cadastre data structure consists of point, line, polygon and solid primitives. This study finally purposes 1) serving and managing land information effectively, 2) creating rights and displaying ranges about infrastructures above and under surface, 3) serving ubiquitous-based geoinformation, 4) adapting ubiquitous-based GIS to urban development, and 5) regulating relationships between rights of land and registration and management systems.

• Spatial Information Research
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• v.22 no.5
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• pp.9-18
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• 2014

According to the recent development of the ubiquitous computing environment, the use of spatio-temporal data from sensors with GPS is increasing, and studies on the Semantic Sensor Web using spatio-temporal data for providing different kinds of services are being actively conducted. Especially, the W3C developed the SSNO(Semantic Sensor Network Ontology) which uses sensor-related standards such as the SWE(Sensor Web Enablement) of OGC and defines classes and properties for expressing sensor data. Since these studies are available for the query processing about non-spatio-temporal sensor data, it is hard to apply them to spatio-temporal sensor data processing which uses spatio-temporal data types and operators. Therefore, in this paper, we developed the SWE based on SSNO which supports the spatio-temporal sensor data types and operators expanding spatial data types and operators in "OpenGIS Simple Feature Specification for SQL" by OGC. The system receives SensorML(Sensor Model Language) and O&M (Observations and Measurements) Schema and converts the data into SSNO. It also performs the efficient query processing which supports spatio-temporal operators and reasoning rules. In addition, we have proved that this system can be utilized for the web service by applying it to a virtual scenario.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.5
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• pp.253-287
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• 2002

Aus kommunikativer Hinsicht wird die Textsorte 'Rede' als appellierende-persuative Textsorte charakterisiert, die eine bestimmte Aufbaustrukutur hat. Das klassische Schema der Rede setzt sich aus Einleitung, $Erz\"{a}hlung$, Beweis und $Schlu{\ss}$ zusammen. $Erz\"{a}hlung$ und Beweis, die sich in der Mitte des ganzen Textes befinden, sind verbunden mit einem Appell an die Vemunft und haben ein intellektuelles Wirkziel. Im Gegensatz dazu beabsichtigen Einleitung und $Schlu\ss$ jeweils als erster und letzter Redeteil das Erzeugen einer sanften oder heftigen Emotion. In dieser Arbeit stellt sich es in drei Textanalysen heraus, $da\ss$ die Einleitung darauf abzielt, die $Zuh\"{o}rer$ wohlwollend, aufmerksam und gelehrig zu machen, und $da\ss$ der $Schlu\ss$ darauf abzielt, die $Zuh\"{o}rer$ wohlwollend, gelehrig zu machen und zum Handeln zu ermuntern. Das Wohlwollen wird dadurch gewonnen, wenn der Redner die Zuhorer lobt oder ihren Ehrgeiz anregt, wenn der Redner den $Zuh\"{o}rern\;Ha{$\ss}$, Zorn, $Mi{\ss}gunst$ gegen den Gegner $einfl\"{o}{\ss}t$, indem er $\"{u}ber$ die schlechten Eigenschaften seines Gegners spricht, oder wenn der Redner den $Zuh\"{o}rern$ Liebe, Gunst und Mitleid $f\"{u}r$ sich selbst $einfl\"{o}{\ss}t$, indem er Dank, Freude und Bedauern usw. ausspricht oder den $Zuh\"{o}rern$ seine eingenen Tugenden, seinen Gerechtigkeitssinn, $W\"{u}rde$, Verdienste, Wohlhaben und Vertrauen zeigt. Die Aufmerksamkeit wird geweckt, wenn der Redner angesehene oder $m\"{a}chtige$ Personen in den Vordergrund stellt, wenn er zeigt, $da\ss\;er\;f\"{u}r$ das allgemeine Wohl $pl\"{a}diert$, wenn er ein Wertargument oder ein plausibles Argument benutzt, wenn er etwas Neues bespricht, oder wenn er letztendlich $ank\"{u}ndigt$, zur Sache zu kommen. Der Wille, sich belehren zu lassen, wird geweckt, wenn das vorher Gesagte anhand der Hauptpunkten und in aller $K\"{u}rze\;aufgez\"{a}hlt$ wird, um es den $Zuh\"{o}rern\;eine\;Erinnerung\;zur\"{u}ckzurufen$. Ermuterung zum Handeln wird geschaffen, wenn der Redner seine $W\"{u}nsche$ und Erwartungen usw. ausspricht. $Au{\ss}erdem$ sind rhetorische Mittel wie Ironie, rhetorische Fragen, Antithese, Wiederholung, Parallelismus, Klimax, Correctio, Metapher, Vokativ, Anspielung, Einschub, Hyperbel, $Aufz\"{a}hlung$, Chiasmus, Ellipse usw. $f\"{u}r\;das\;Gef\"{u}ge$ der Rede von Bedeutung. Sie dienen vor allem dem Zweck, den $Zuh\"{o}rern$ den Redeinhalt anschaulich, spannend und eindringlich darzubieten und damit die Wirkung der Aussage zu steigern.