• Journal of Information Management
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• v.40 no.4
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• pp.1-22
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• 2009

Large-scaled information extraction plays an important role in advanced information retrieval as well as question answering and summarization. Information extraction can be defined as a process of converting unstructured documents into formalized, tabular information, which consists of named-entity recognition, terminology extraction, coreference resolution and relation extraction. Since all the elementary technologies have been studied independently so far, it is not trivial to integrate all the necessary processes of information extraction due to the diversity of their input/output formation approaches and operating environments. As a result, it is difficult to handle scientific documents to extract both named-entities and technical terms at once. In this study, we define scientific as a set of 10 types of named entities and technical terminologies in a biomedical domain. in order to automatically extract these entities from scientific documents at once, we develop a framework for scientific core entity extraction which embraces all the pivotal language processors, named-entity recognizer, co-reference resolver and terminology extractor. Each module of the integrated system has been evaluated with various corpus as well as KEEC 2009. The system will be utilized for various information service areas such as information retrieval, question-answering(Q&A), document indexing, dictionary construction, and so on.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.5-11
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• 2008

Far greater than ever before is the present industrial demand for skilled professionals in innovative product design and development. Yet there is an apparent lack of a sufficient curricular provision for training design professionals in almost all engineering schools. The present study is to propose a systematic procedure for developing a strategy for building an innovative product design curriculum and demonstrate its application. The procedure consists of three major steps: strategic element derivation, task formulation, and task execution roadmap construction. The proposed procedure was applied to develop a modular curriculum (a cluster of several related courses) covering various subjects in relation to innovative product design and development. The procedure seems quite effective and useful for developing a curriculum that is strategically well differentiated based on the unique characteristics of a particular educational institute and its applicability seems not limited to a specific domain.

• Journal of the Korean Chemical Society
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• v.55 no.4
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• pp.703-714
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• 2011

The purpose of this study was to investigate the effect of STS modules reflecting Ansan's geological characteristics in Chemistry I on high school students' science related attitudes and preference for STS lessons. The subjects were 10th grade students from K High School in Ansan and comprised 71 students in the experiment group and 78 students in the control group from 2 classes each. Pretest-posttest control group design was employed for the purpose of research. Four STS modules with lesson plans and teaching materials with themes of water, air, and energy, all of which are closely related to high school Chemistry I were developed and applied to the experiment group. The science related attitudes and preference for STS lessons were then examined in pre- and post-tests. The science related attitudes of the experiment group were significantly high in three out of five domains compared to the control group who was taught traditionally. The preference for STS lessons of the experiment group were highly positive in all five areas and were particularly high in the area of 'relation to society'. Such results imply that in order to make effective high school Chemistry I curriculum units related to STS, emphasized by both the 7th National Curriculum and the Revised 7th National Curriculum, it is necessary to use episodes reflecting local characteristics in which students show greater interest and active participation.

• Journal of Intelligence and Information Systems
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• v.20 no.2
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• pp.149-162
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• 2014

Course guidance is a mentoring process which is performed before students register for coming classes. The course guidance plays a very important role to students in checking degree audits of students and mentoring classes which will be taken in coming semester. Also, it is intimately involved with a graduation assessment or a completion of ABEEK certification. Currently, course guidance is manually performed by some advisers at most of universities in Korea because they have no electronic systems for the course guidance. By the lack of the systems, the advisers should analyze each degree audit of students and curriculum information of their own departments. This process often causes the human error during the course guidance process due to the complexity of the process. The electronic system thus is essential to avoid the human error for the course guidance. If the relation data model-based system is applied to the mentoring process, then the problems in manual way can be solved. However, the relational data model-based systems have some limitations. Curriculums of a department and certification systems can be changed depending on a new policy of a university or surrounding environments. If the curriculums and the systems are changed, a scheme of the existing system should be changed in accordance with the variations. It is also not sufficient to provide semantic search due to the difficulty of extracting semantic relationships between subjects. In this paper, we model a course mentoring ontology based on the analysis of a curriculum of computer science department, a structure of degree audit, and ABEEK certification. Ontology-based course guidance system is also proposed to overcome the limitation of the existing methods and to provide the effectiveness of course mentoring process for both of advisors and students. In the proposed system, all data of the system consists of ontology instances. To create ontology instances, ontology population module is developed by using JENA framework which is for building semantic web and linked data applications. In the ontology population module, the mapping rules to connect parts of degree audit to certain parts of course mentoring ontology are designed. All ontology instances are generated based on degree audits of students who participate in course mentoring test. The generated instances are saved to JENA TDB as a triple repository after an inference process using JENA inference engine. A user interface for course guidance is implemented by using Java and JENA framework. Once a advisor or a student input student's information such as student name and student number at an information request form in user interface, the proposed system provides mentoring results based on a degree audit of current student and rules to check scores for each part of a curriculum such as special cultural subject, major subject, and MSC subject containing math and basic science. Recall and precision are used to evaluate the performance of the proposed system. The recall is used to check that the proposed system retrieves all relevant subjects. The precision is used to check whether the retrieved subjects are relevant to the mentoring results. An officer of computer science department attends the verification on the results derived from the proposed system. Experimental results using real data of the participating students show that the proposed course guidance system based on course mentoring ontology provides correct course mentoring results to students at all times. Advisors can also reduce their time cost to analyze a degree audit of corresponding student and to calculate each score for the each part. As a result, the proposed system based on ontology techniques solves the difficulty of mentoring methods in manual way and the proposed system derive correct mentoring results as human conduct.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Journal of Internet Computing and Services
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• v.16 no.5
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• pp.29-38
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• 2015

The Energy Storage System stores electricity for later use. This system can store electricity from legacy electric power systems or renewable energy systems into a battery device when demand is low. When there is high electricity demand, it uses the electricity previously stored and enables efficient energy usage and stable operation of the electric power system. It increases the energy usage efficiency, stabilizes the power supply system, and increases the utilization of renewable energy. The recent increase in the global interest for efficient energy consumption has increased the need for an energy storage system that can satisfy both the consumers' demand for stable power supply and the suppliers' demand for power demand normalization. In general, an energy storage system consists of a Power Conditioning System, a Battery Management System, a battery cell and peripheral devices. The specifications of the subsystems that form the energy storage system are manufacturer dependent. Since the core component interfaces are not standardized, there are difficulties in forming and operating the energy storage system. In this paper, the design of the profile structure for energy storage system and realization of private profiling system for energy storage system is presented. The profiling system accommodates diverse component settings that are manufacturer dependent and information needed for effective operation. The settings and operation information of various PCSs, BMSs, battery cells, and other peripheral device are analyzed to define profile specification and structure. A profile adapter software that can be applied to energy storage system is designed and implemented. The profiles for energy storage system generated by the profile authoring tool consist of a settings profile and operation profile. Setting profile consists of configuration information for energy device what composes energy saving system. To be more specific, setting profile has three parts of category as information for electric control module, sub system, and interface for communication between electric devices. Operation profile includes information in relation to the method in which controls Energy Storage system. The profiles are based on standard XML specification to accommodate future extensions. The profile system has been verified by applying it to an energy storage system and testing charge and discharge operations.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.

• Journal of Navigation and Port Research
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• v.42 no.6
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• pp.427-436
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• 2018

In this study, experimental and numerical analysis were performed on the survivability of a long pipe-type buoy structure in waves. The buoy structure is an articulated tower consisting of an upper structure, buoyancy module, and gravity anchor with long pipes forming the base frame. A series of experiment were performed in the ocean engineering basin of KRISO with the scaled model of 1/ 22 to evaluate the survivability of the buoy structure at West Sea in South Korea. Survival condition was considered as the wave of 50 year return period. Additional experiments were performed to investigate the effects of current and wave period. The factors considered for the evaluation of the buoy's survival were the pitch angle of the structure, anchor reaction force, and the number of submergence of the upper structure. Numerical simulations were carried out with the OrcaFlex, the commercial program for the mooring analysis, with the aim of performing mutual validation with the experimental results. Based on the evaluation, the behavior characteristics of the buoy structure were first examined according to the tidal conditions. The changes were investigated for the pitch angle and anchor reaction force at HAT and LAT conditions, and the results directly compared with those obtained from numerical simulation. Secondly, the response characteristics of the buoy structure were studied depending on the wave period and the presence of current velocity. Third, the number of submergence through video analysis was compared with the simulation results in relation to the submergence of the upper structure. Finally, the simulation results for structural responses which were not directly measured in the experiment were presented, and the structural safety discussed in the survival waves. Through a series of survivability evaluation studies, the behavior characteristics of the buoy structure were examined in survival waves. The vulnerability and utility of the buoy structure were investigated through the sensitivity studies of waves, current, and tides.