• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.4
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• pp.1887-1898
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• 2018

In this paper, a method to classify insider threat activity is introduced. The internal threats help detecting anomalous activity in the procedure performed by the user in an organization. When an anomalous value deviating from the overall behavior is displayed, we consider it as an inside threat for classification as an inside intimidator. To solve the situation, Markov Chain Model is employed. The Markov Chain Model shows the next state value through an arbitrary variable affected by the previous event. Similarly, the current activity can also be predicted based on the previous activity for the insider threat activity. A method was studied where the change items for such state are defined by a transition probability, and classified as detection of anomaly of the inside threat through values for a probability variable. We use the properties of the Markov chains to list the behavior of the user over time and to classify which state they belong to. Sequential data sets were generated according to the influence of n occurrences of Markov attribute and classified by machine learning algorithm. In the experiment, only 15% of the Cert: insider threat dataset was applied, and the result was 97% accuracy except for NaiveBayes. As a result of our research, it was confirmed that the Markov Chain Model can classify insider threats and can be fully utilized for user behavior classification.

• Convergence Security Journal
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• v.12 no.4
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• pp.77-84
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• 2012

The control network has been operated in a closed. But it changes to open to external for business convenience and cooperation with several organizations. As the way of connecting with user extends, the risk of control network gets high. Thus, in this paper, proposed the technique of an anomalous event detection using white-list for control network security and minimizing the cyber threats. The proposed method can be collected and cataloged of only normal data from traffic of internal network, control network and field devices. Through way to check the this situation, we can separate normal and abnormal behavior.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1087-1098
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• 2012

This study investigated the types of elementary school students' coping strategies for anomalous situations in science classes. Their epistemological beliefs were then analyzed on the basis of types. To do this, the students (N=75) from 2 elementary schools were asked to respond to an open-ended question about their coping strategies on anomalous situations and some of them underwent in-depth interviews. The analyses of the results indicated five types of coping strategies and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, and trying the experiment again after actively analyzing the causes. Among these, the major types were 'trying the experiment again with same methods', 'trying the experiments again with different methods', and 'asking a teacher for help'. The five types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the basis of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. The results revealed that 'trying the experiment again after actively analyzing the causes' was only included in 'constructing facts' and the others were included in 'transferring facts'. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.574-591
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• 2003

According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual change process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• IEMEK Journal of Embedded Systems and Applications
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• v.19 no.1
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• pp.57-64
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• 2024

In the industrial field, robots are used to increase productivity by replacing labors with dangerous, difficult, and hard tasks. However, failures of individual industrial robots in the entire production process may cause product defects or malfunctions, and may cause dangerous disasters in the case of manufacturing parts used in automobiles and aircrafts. Although requirements for early diagnosis of industrial robot failures are steadily increasing, there are many limitations in early detection. This paper introduces methods for diagnosing robot failures using sound-based data and deep learning. This paper also analyzes, compares, and evaluates the performance of failure diagnosis using various deep learning technologies. Furthermore, in order to improve the performance of the fault diagnosis system using deep learning technology, we propose a method to increase the accuracy of fault diagnosis based on an inference window. When adopting the inference window of deep learning, the accuracy of the failure diagnosis was increased up to 94%.

• Journal of the Korean Geophysical Society
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• v.4 no.2
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• pp.103-111
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• 2001

Geophysical survey was carried out to derive some information on the existence of near-surface anomalous body at Reung-Chi area in Kongju. Resistivity, seismic, magnetic and gravity method were applied. Geophysical survey that was applied was the electrical resistivity survey, seismic survey, magnetic survey, gravity survey. These surveys are analyzed to provide data of high resolution. As a result of analysis of resistivity survey, anomalies showing high resistivity anomaly than around appeared, and the one showing M-shape out of those explains the possibility that underground common or other underground structure or geographical anomalous zone could exist in the underground. As a result of analysis of seismic survey, it is clear that the low velocity layer is spread as far as the bottom of the underground. It is possible to presume that it is a phenomenon appearing while going through the underground space where it is lying in the underground. Area that shows unusual situation in interpretation of data on seismic waves are included into the area that once showed resistivity anomaly, the results of both seismic surveys come in accord. As a result of magnetic survey, a circle-shape of twin magnetic fields in the area where abnormalities are shown between electrical resistivity survey and seismic survey is appeared. Given the area of gravity survey, abnormalities whose density is different from the one around the bottom of the underground. As a result of analogizing the data of underground of the subsurface based on analysis of data from each survey, it was interpreted that anomalous zone exists commonly in the research areas.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.180-182
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• 2022

As various crimes such as theft, assault, and sex crimes are increasing, each local government is installing CCTVs to prevent them, and operating and managing control centers for emergency response. When the control center detects a dangerous situation in the field, it responds immediately in connection with the police or 911. However, since it is managed by humans, the response speed is anomalous and the reality is that it is mainly used for post-processing. Therefore, through the artificial intelligence LED signage, it notifies the emergency situation at the site, and it serves as a warning function before getting help from passers-by or an accident occurs. In this paper, we design and research a warning system such as changing the lighting color of the LED signboard or making a sound by reflecting the artificial intelligence algorithm. We intend to contribute to public safety and social safety through this study.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.681-694
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• 2019

This study intends to delineate the characteristics of various perspectives on the nature of science (NOS) through the textbook analysis. Thus, centering on a science textbook called Science Laboratory Experiments, this study analyzes the elements of the NOS from three different perspectives: the consensus view, features of science (FOS), and family resemblance approach (FRA). While the consensus view highlights the similar elements of the NOS across the topics, the FOS is concerned about empirical ways for doing science. The FRA rather focuses on socio-cultural aspects of science activities. While the consensus view is useful to reify the features of the NOS, the FRA helps to understand science from various viewpoints. Regarding the philosophical account for three perspectives, all of them are ambiguous to some extent. The consensus view holds contradictory dispositions e.g., relativism vs. (post-)positivism, and critical realism and instrumentalism. The FOS supports empirical tradition but cannot effectively cope with the anomalous situation. The FRA is useful to show up the ways of science in both microscopic (personal) and macroscopic (social) viewpoints. However, the broader concept about science may mislead understanding of the NOS. Consequently, this study provides some implication for improving the framework of the NOS and teaching the NOS in the classroom.