• KIPS Transactions on Software and Data Engineering
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• v.5 no.4
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• pp.195-202
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• 2016

There have been many studies on subject tests for 3D contents using 3D glasses, but there is a limited research for 3D contents using autostereoscopic display. In this study, we investigated to assess usability of electroencephalogram (EEG) as an objective evaluation for 3D contents with different quality using autosteroscopic display, especially for lenticular lens type. The image with optimal quality and the image with distorted quality were separately generated for autostereosopic display with lenticular lens type and displayed sequentially through lenticular lens for 26 subjects. EEG signals of 8 channels from 26 subjects exposed to those images were detected and correlation between EEG signal and the quality of 3D images were statistically evaluated to check differences between optimal and distorted 3D contents. What we found was that there was no statistical significance for a wave vibration, however b wave vibration shows statistically significant between optimal and distorted 3D contents. b wave vibration observed for the distorted 3D image was stronger than that for the optimal 3D image. This results suggest that subjects viewing the distorted 3D contents through lenticular lens experience more discomfort or fatigue than those for the optimum 3D contents, which resulting in the greater b wave activity for those watching the distorted 3D contents. In conclusion, these results confirm that electroencephalogram (EEG) analysis can be used as a tool for objective evaluation of 3D contents using autosteroscopic display with lenticular lens type.

• Proceedings of the KIEE Conference
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• 2004.07e
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• pp.3-9
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. Indicated problem of mathematics education of Technical high school Department of Electricity at 7th educational curriculum as that compare mathematics subject contents with difference of Technical high school mathematics education in the 6th and the 7th educational curriculum. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.126-135
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• 2012

This study is the subsequent full-scale research of a TV drama writer who has been out of scholarly pursuits as it explores Su-Hyeon Kim's underlying consciousness with focusing on her heroines, the and . The author Su-Hyeon Kim clearly distinguishes a TV melodrama from a TV home-drama by her own self-control, which is a rare case in TV drama genres, therefore, her consciousness lights up at her melodrama. This study applies Lacanian theory to the author's melodramas for examining the author's under-lying thought. For Lacan the subject is an 'alienated', 'privative', 'fractured' 'being' as an imperfect language, the symbolic order, forms the subject through its signification. The subject desires the other's desire, and wants to become an object for the other's desire. The desire constantly demands an integral world, a perfect love, the wholly harmonious imaginary order. And it lasts up as it refuses the symbolic order's imperfection while it works its unconscious fantasy. Lacan states that only the 'traversing the fantasy', 'separation' would give birth to the real, liberated subject. Despite a 20-years of rift within two works, the and have an identical conflict core, that is a subject's constitutive, fundamental privation and desire of a human being. Su-Hyeon Kim's underlying consciousness complies with her continued theses of an inquiry into the subject's real liberation and freedom when desire of the rings produces the subject's alienation, privation, and the pursuit of a impossible perfect love.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.26-39
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• 1998

The ‘Ecosystem St Environment’ subject is included in the 7th revised curriculum for high schools in Korea, which ‘Environmental Science’ subject in the 6th curriculum was changed to. The 6th curriculum was announced in 1992 and has been applied till now, and the 7th revised curriculum was announced in the late of 1997 and will start to be applied in school education from 2001. The ‘Ecosystem & Environment’ subject is an integrated subject for liberal arts and science, which deals with environmental problems with approaches of natural science and social science. Its significance lies in understanding and solving environmental problems, and thus improving the quality of human life. And it is aimed to achieve the goal of environmental education in connection with ‘Environment’ subject in middle schools, which is one of the three optional subjects. This subject consists of six domains: human being and environment, ecosystem and environment, environmental pollution, global environmental problems ＆ their measures, environment and society, and environmental preservation. Compared with ‘Environmental Science’ in the 6th curriculum, in this subject less emphasis is put on environmental technological approach and more emphasis is put on environmental ethics and environmental social approach. On the contrary, one unsatisfactory point is as the following: locally integrated solutions of environmental problems are omitted: the organization of the textbook is more or less sporadical and sometimes overlapping; practical solutions are not concrete in writing the textbook and teaching it. The ‘Ecosystem & Environment’ subject which has been organized with new contents according to the 7th revised curriculum for high schools will be successful in achieving the given goal only when a lot of high schools select this subject and are taught effectively.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.11-17
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• 2011

This paper aims to realize the information of a subject existing in a still image with objective values. To attain the goal, this research takes the vanishing point that a 2D still image has as the basis and recomposes the still image into a 3D image using a 3D program. Also, in order to set up the axis of the camera necessary to recompose a 3D image, this paper used the lens angle of view that the image has and floor patterns as well. The 3D image completed in this way can measure the size and distance of all subjects in the floor patterns if the size value of a particular reference subject is known, and through this, it can be possible to acquire basic information of a subject that can be either a criminal or a clue in the images of CCTVs or some criminal scene.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.607-616
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• 2016

Computational thinking is complexity and independent subject matter being capable to learn concept of computer science and providing methodology of problem solving. Also many experts have said that computational thinking will be grow essential tool in the further developing information society. Thus our country has been trying to introduce it in the K12 informatics subject matter education. Therefore we proposed a introducing method of computational thinking being appropriated of a character of it in the informatics curriculum. To do this, we analyzed character and worthy of it, advanced model cases introducing it into the curriculum. And we proposed that introduced case of it into curriculum is divided 3 cases archiving computational thinking itself, being connected aim of general subject matter with it and computer science education. According to this advanced cases, this study selected permeative style of computational thinking with the informatics subject matted curriculum. This method is divided achievement criterion into contents and means. also we proposed that contents area of informatics subject matter achievement criterion is composed Computing System, Information Life, Software and means area can be filled with subset of computational thinking. This introducing method can make informatics subject matter education settle subject matter helping problem solving through computer system beyond character of technology oriented subject matter.

• The Journal of the Korea Contents Association
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• v.10 no.1
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• pp.192-201
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• 2010

This research deals with expressive definition of visual contents by using the distance between a subject and a screen resolution, and what changes affect the emotion of those looking at the expressive definition. A visual image captured from a HDTV screen was shown to the 61 students attending a university in the Busan area and SAM evaluation method was used to measure 3 different emotions such as pleasant, arousal, and dominance. While comparing different resolution, looking at high resolution contents rather than low resolution resulted in a direction of pleasant, arousal, and dominance. Also showing a different resolution than consistently showing the same resolution had a more volatile emotional effect. Aftermath multiple comparison resulted in a tendency for emotions to become unpleasant and un-arousal when high resolution contents were shown and then switched to a low resolution contents. There was no result of any significance in the control variables. Also on the aftermath multiple comparison on short, medium and long distance between the subject and the screen resolution, short distance had a bigger pleasant, arousal, and dominance emotional numbers than the rest. In a multiple variable verification result, a resolution and the distance of happiness and excitement showed a positive correlation.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.1-11
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• 2006

In Korea nearly all the subjects teach environmental education in the secondary school. In addition we have a separate environmental education subject (environmental subject). This could be a very strong point in the Korean environmental education. The environmental subject and the other subjects, however, overlap in teaching materials and methods in almost all aspects. Because of this, the environmental subject has not done its job effectively, and is sometimes considered as an unnecessary surplus. To effectively play its own role in environmental education, the subject should focus on environmental issues rather than on contamination, which it is focusing on now. The contamination-focused environmental subject simply teaches nearly the same contents that the other subjects teach. In addition, it makes students visit actual sites related to pollution in order to encourage them to be aware of the severity of pollution. However, it has difficulty in teaching how environmental problems occur in a society and how the social decisions are made to resolve the problems. To overcome this difficulty the environmental subject should employ discussion classes more substantially, which let students investigate social aspects as well as scientific aspects of environmental problems and make integrated decisions through interdisciplinary approaches, to make students understand social mechanisms of environmental problems. The subject should focus on teaching what factors influence producers' and consumers' behavior and what factors they should consider when they have to make decisions on environmental issues. It should leave teaching technical knowledge and skill to the other subjects, and train students by the integrated approach which makes them see technology through a sociologist's eye. Although such integrated approach is emphasized in the environmental subject, environmental teachers should be trained to understand technological knowledge and skill in profound depth.

• The Journal of the Korea Contents Association
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• v.6 no.8
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• pp.68-77
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• 2006

The educational effect of movie is very high. This paper suggests a practical scheme applying multimedia materials to some subject classes. At present film education consists of 3 methods, integrated method, regular method, and professional method in the 7th curriculum. The simplest method is integrated method. Most previous researches tried to apply to middle or high schools, or only one subject class. So we apply integrated method into 5th grade elementary students. At first teaching schedule is constructed on Korean, Social, Science, Ethics, and Art classes, and then movie materials are applied. Finally we let students write study book. Study book says that students take great interest and can promote the thought ability.

• Journal of the Korea Society of Computer and Information
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• v.17 no.2
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• pp.79-86
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• 2012

The purpose of this study is to improve creative personality of elementary school students with integrated subject study program based STEAM education. On this study, I analyzed integrated subject study and STEAM, developed contents using educational robot applied integrated subject study program model. And analyzed result after applied to elementary school students. After dividing two groups-experimental group, comparison group-for this study, tested t-test. Finally I got a meaningful result statistically. There was an postive effect to improving elementary school students' creative personality by appling STEAM-based integrated subject study program.