• Proceedings of the Korean Information Science Society Conference
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• 2002.10e
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• pp.172-174
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• 2002

인터넷의 급속한 성장과 함께 웹을 기반으로 하는 서비스들이 더욱 확산되며 중요해지고 있다. 하지만 제한된 네트웍 환경에서 웹 트래픽의 지수적인 증가로 인해 웹 서비스의 품질 보장 문제가 대두되고 있지만 현재의 인터넷은 최선의 서비스(Best-effort service)만을 제공하며, 품질 보장형의 서비스(QoS)는 제공하지 못하고 있는 것이 현실이다. 본 논문에서는 기존에 구축되어진 웹 클러스터 모델 중에서 서버의 부하 분산을 담당하고 있는 디스패처(Dispatcher)에 대기 정렬 큐잉(Class Based Queuing)의 패킷 전송 모델을 적용하고자 한다. 제안된 모델을 통하여 클러스터 기반 웹 서비스에서 원하는 클래스의 서비스 품질을 보장할 수 있다.

• ETRI Journal
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• v.27 no.6
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• pp.666-676
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• 2005

In recent years, motivated by the emergence of ubiquitous computing technologies, a new class of networked robots, ubiquitous robots, has been introduced. The Ubiquitous Robotic Companion (URC) is our conceptual vision of ubiquitous service robots that provide users with the services they need, anytime and anywhere in ubiquitous computing environments. To realize the vision of URC, one of the essential requirements for robotic systems is to support ubiquity of services: that is, a robot service must be always available even though there are changes in the service environments. Specifically robotic systems need to be automatically interoperable with sensors and devices in current service environments, rather than statically preprogrammed for them. In this paper, the design and implementation of a semantic-based ubiquitous robotic space (SemanticURS) is presented. SemanticURS enables automated integration of networked robots into ubiquitous computing environments exploiting Semantic Web Services and AI-based planning technologies.

• 대한공업교육학회지
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• v.30 no.1
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• pp.106-119
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• 2005

Many problems with the offline class, which is the traditional education type in corporations or universities, were indicated and people hoped that e-learning, which is web-based instruction, would solve these problems. However, e-learning also has weak points in that it should be self-paced and media-based in many ways. Therefore, when considering the good and weak points of offline classes and e-learning, blended learning seems to be necessary. Until now, blended learning has usually been used in corporations, and there have been almost no studies on the effectiveness or management of blended learning in universities. Thus, in this study, I would like to design blended classes, manage them at the level of university classes, and verify the effectiveness of blended classes, by comparing academic achievement, student participation, and student satisfaction. The subject students who signed up for Computer & Technology at C University in 2005 were divided into three study groups: offline class, online class, and blended class. The offline class was taught using the traditional class teaching method. For the online class and the blended class, multimedia contents were developed and a different LMS was used. The results of 13 weeks of teaching are as follows. For the academic achievement in the offline, online and blended classes, there was no statistically significant difference (f=2.387, p=.096). But when comparing the average achievement, the average of the blended class was higher than that of the other classes, so that it can be said that the blended class has positive effects on academic achievement. Second, when comparing the learners' participation in the online class and the blended class, the total posts were 85 and 138 respectively, which shows a considerable difference. The hit counts for each post in the online class and the blended class are 10 and 20, respectively. Moreover, the login counts for subjects are 3 in the online class and 4 in the blended class. In the questionnaire for the students' academic satisfaction in the online class and the blended class, all of the 15 items showed higher satisfaction in the blended class. Considering all these results, if adequate media are properly combined, the blended class is better than either the pure online class or the pure offline class.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.227-236
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• 2020

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

• The KIPS Transactions:PartD
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• v.9D no.3
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• pp.447-456
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• 2002

Web applications haute different structural characteristics from conventional applications. A web application typically consists of server-side script elements which run on web sowers, client-side script elements which run on the client web-browser, link elements that the user clicks, and event elements that connect user-triggered request to the client script elements. These four elements are combined to form a web application. In such environments, direct application of conventional methods for measuring application complexity may not be possible, because they are primarily designed to measure complexity of modules and classes. In this paper, therefore, we propose metrics of Cyclomatic Complexity for Web Application (CCWA). We developed a tool to measure such metrics and applied it to the real-world examples. We found that the proposed CCWA metrics can be used for measuring complexity of highly complex web applications, which is not possible with conventional module and class based measurement techniques.

• Journal of Korean Library and Information Science Society
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• v.32 no.2
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• pp.323-347
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• 2001

This study is to suggest a classification system to classify the military information resources on the internet. In the first part, it compares LCC\`s Class U(military Science) and Class V(Naval Science) with Yahoo! Korea\`s web site classification system(Home/Government/Military). The second part compares the classes of Yahoo! Korea with those of Simmani search engine and Yahoo! US. Based on this comparative analysis, it proposes a classificatory system for the military information resources on the internet.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.59 no.1
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• pp.16-18
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• 2010

This paper presents monitoring system based on IEC61400-25 for 750kW-class DFIG wind power generation system. It consists of wind turbine PLC, Local and Remote I/O Server, human machine interface, and Web-server. Proposed System has been demonstrated in Daegi-ri, Kangwon-do, which aims to test IEC61400-25 communication capability of monitoring system and evaluate the performance of 750kW-class WTS.

• Proceedings of the KIEE Conference
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• 2008.07a
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• pp.227-228
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• 2008

This paper presents monitoring system based on IEC61400-25 for 750kW-class DFIG wind power generation system. It is consists of wind turbine PLC, Local and Remote I/O Server, human machine interface, and Web-server. Proposed System has been demonstrated in Daegi-ri, Kangwon-do, which aims to test IEC61400-25 communication capability of monitoring system and evaluate the performance of 750kW-class WTS.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.419-428
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• 2017

This study investigates whether the use of smartphone and Facebook in the classroom induces students' active participation in their reading activities and what are the points to be considered when ICT-based English reading class is designed. Students in an English course, Practical English listening and reading, did their reading activities using their own smartphones and posted the results of the activities on Facebook. Smartphone was used primarily for web-browsing and Facebook as LMS. The pre-questionnaire was conducted to be referred to for designing activity tasks. The post-questionnaire and the interview with 10 students were conducted to identify how students perceive their class. The research results showed that the use of ICT induced students' active participation in their learning. As for the points to be considered, narrowing down the range of class activities, slowing down the pace of the class, explaining enough the goals and the steps of the activities, considering adopting campus LMS, and preparing solutions for cyberloafing were suggested.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.30 no.4
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• pp.631-646
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• 2020

The government is pursuing a policy to remove plug-ins for public and private websites to create a convenient Internet environment for users. In general, financial institution websites that provide financial services, such as banks and credit card companies, operate fraud detection system(FDS) to enhance the stability of electronic financial transactions. At this time, the installation software is used to collect and analyze the user's information. Therefore, there is a need for an alternative technology and policy that can collect user's information without installing software according to the no-plug-in policy. This paper introduces the device fingerprinting that can be used in the standard web environment and suggests a guideline to select from various techniques. We also propose a user authentication model using device fingerprints based on machine learning. In addition, we actually collected device fingerprints from Chrome and Explorer users to create a machine learning algorithm based Multi-class authentication model. As a result, the Chrome-based Authentication model showed about 85%~89% perfotmance, the Explorer-based Authentication model showed about 93%~97% performance.