• Proceedings of the Korean Society of Precision Engineering Conference
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• 1996.11a
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• pp.593-597
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• 1996

This paper describes a method for drawing check of dimension errors, such as deficiency and redundancy of dimensions, input-errors in dimension figures and symbols, etc. The logic for finding dimensional errors is written by using the Turbo C language. Checking for deficiency and redundancy of global dimensions has been performed applying Graph Theory. Especialy, this paper gives an account of checking method for annular parts.

• Journal of Korean Medical classics
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• v.28 no.4
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• pp.41-56
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• 2015

Objectives : This research is aimed to compare the visceral figures published during the Song Dynasty, and to reveal the differences between anatomical and physiological knowledge in the presence of Taoist theoretical background and in its absence. It is also aimed to discuss the theoretical differences among existing medicines. Methods : First, we will find the commonalities and the differences in the drawings describing the internal organs of a human body in the two publications, and study what made such commonalities and differences and how they affected medical theories. Secondly, we will analyze and update the internal organ data specified in the two publications as it relates to the five viscera and six bowls. Finally, we will analyze the commonalities and the differences, and study the background and the significance of medical theories. Results & Conclusions : 1. The positions of the liver and the spleen in the drawing of the Yanluozi's and Huatuo's visceral figures are inverted in the drawing of the Huatuo's visceral figures. The positions of other internal organs are similar. 2. The section of the five viscera in the Yanluozi's and Huatuo's visceral figures describes the Taoist gods necessary to build up discipline by the means of meditation. 3. In the Zhutidian's visceral theory, a belly button is recognized as a very important organ for the activity of life. 4. In the Huatuo's visceral figures, the 'Zangzhen' generated from foods is described as the energy source for the vitality of the five viscera. 5. The Huatuo's visceral figures mentioned the functionality of a gall bladder and an Tripple Energizer, which was not mentioned in the Yanluozi's and Huatuo's visceral figures. 6. Both the "Yanluozi's and Huatuo's visceral figures" and the "Huatuo's visceral figures" specify that the moisture filtered through small intestines turns into urine.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.422-427
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• 2009

We present a real-time graph drawing tool for mathematics education. We developed a sketch-based graph drawing interface that recognizes the schematic sketch of a graph. Our system generates figures displaying useful supplementary information such as auxiliary lines, abscissas, and ordinates. The resulting graphs are very similar to the graphs commonly found in textbooks. We also developed a graph retrieval system that makes rapid graph drawing feasible.

• Journal of the Korean housing association
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• v.11 no.2
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• pp.97-106
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• 2000

In this study, we analyze space alternation, which is shown pre-development and post-development in the reconstruction apartment. We point out problems in terms of the city and dwelling environment, and in looking for drawing up a plan for improvement as well. As a result of our research, we offer some important observations and conclusions. Ourdoor space of the site after the reconstruction caused inconvenience to the residents due to the plan for high-storeys, high-density, And the building shape and arrangement provide changeable conditions form line figures to variable figures due to courtyard patterns. The courtyard space changes into a parking area ; therefore the outdoor site gives worse circumstances.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.393-407
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• 2009

In this article the definition of similarity and its introduction in Korean middle school textbooks based on the 7th national curriculum are analysed critically. As a result four suggestions are presented. First, on the consideration that the contents related with similarity has been removed in the elementary school curriculum, the meaning of 'constant rate' needs to be understood through the rich experience of drawing enlarged/reduced figures when similarity is introduced in middle school, Second, there are two different ways in enlargement/reduction of figures and in the definition of similarity. Teachers have to keep the limitations of the two ways in mind. Third, the activity of drawing similar figures in enlarged/reduced squared paper needs to be practiced. Last, on 'the relation of similarity' which is in the definition of similarity, it has to be examined whether 'similarity' should be presented in the documents of the national curriculum as a term.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.556-565
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• 2009

In this paper, we propose a CAD software framework to automatically generate a shop drawing. Shop drawing is to draw the geometric figures representing an arrangement of steel bars for a concrete building on its structural design, based on its construction specifications and the design rules, and its well-formed process lead to be automated. A key point of the design automation is to minimize the user interactions by automatically recognizing the design specifications and to finally generate the shape of the geometric figures. The graphic pipeline of the proposed framework consists of four stages; a specification DB, specification extraction, binding, and rendering. To effectively extract all specifications only for a figure from the DB and bind them to its shape, we use a hierarchical approach; the specifications are classified into three common, structural, and figure classes, and each attribute is extracted in design phases. Based on our framework, we implemented a specialized CAD for shop drawing using AutoCAD and could easily update it according to user's demands.

• School Mathematics
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• v.3 no.2
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• pp.355-372
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• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• The Research Journal of the Costume Culture
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• v.5 no.4
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• pp.130-158
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• 1997

This study outputs calculation of regression of each items for production of torso basic pattern according to 6 body types as the result of another study and intends to present drawing method of torso model by short measure method modified and supplied and supplied by experiments of wearing clothing. SAS(Statistical Analysis System) is used for figures management and methods for analysis used are Frequency Analysis, Means Analysis, Regression Analysis, Correlation Analysis, etc. Results are as follows. 1. Correlation analysis is used to output the size necessary for torso prototype drawing by sort measure method and waist front length, back length, crotch length, shoulder point-cerricale-shoulder point, bust circumference, waist circumference, weight, etc, are set up as representative items calculation of regression of each type is suggested. 2. In the result of experiment of the first wearing clothing intended for 5 in each type and the whole 30, to develop torso prototype drawing method by short measure method, as we find some problems of the shape and propriety of neck root circumference line, the position of shoulder point, pulling or hold armpit parts, waist circumference line, the degree of dissatisfaction is high, so the second experiment of wearing clothing is propriety of each part is improved, all items except the length and quantity of shoulder dart, waist in back bodice, clearance quantity of hip circumference, and the place of shoulder line in side bodice. So, it was modifed and supplied and then the third torso prototyped drawing method by shout measure method was suggested. The third prototype drawing method was suggested, by modifying and supplying.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.459-474
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• 2014

The purpose of this study was to investigate the effects of mathematical instruction using GSP program on the symmetrical figures learning and self-directed learning attitude. According to the pretest result, the experiment group and the comparison group showed to be homogeneous groups. The experiment group has learned symmetrical figures for 9 hours using the GSP program and the comparison group has learned for 9 hours using the traditional method(paper and pen lesson). As the posttests, self-directed learning attitude test and symmetry figure understanding test were performed. The results obtained in this research are as follows; First, there was a significant difference in symmetry figure understanding test between the experiment group which learned through GSP program and the comparison group which learned through traditional method. Since there showed a very high achievement in the experiment group which learned using GSP, it can be inferred that GSP was very effective in the lessons of symmetrical movements. Second, there was a significant difference in self-directed learning attitude test between the experiment group and the comparison group. This seems to be because the length of the sides of the figures, size of the angles of the figures etc can be verified instantly and the students can correct by themselves and give feedbacks when they use GSP program. Students preferred drawing using the GSP over drawing using rulers and pencils, and they showed interest in the GSP program and they did not have burden in being wrong in their study and studied in various methods. And as they become familiar with the GSP program, they even studied other contents beyond the scope presented in the textbook.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.429-451
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• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.