• Journal of Information Technology Applications and Management
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• v.30 no.6
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• pp.143-155
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• 2023

Procedural generation methods based on physical-based materials generate data by algorithms rather than manual through combinations with artist-generated assets based on computer-generated randomness algorithms. For this reason, the procedural generation method is mainly used to produce textures of 3D models in the field of computer graphics because it is easy to obtain the desired quality with little data. This study is a study on physical-based materials and procedural generation methods based on them. Physical-based materials are divided into Metallic/Roughness workflows and Specific/Glossiness workflows. These two methods produce the same results, which are more accurate based on the law of conservation of energy. The procedural generation method allows a natural texture to be obtained very quickly by texturing through a combination of a computer-generated random algorithm and an artist-generated asset based on various maps.

• East Asian mathematical journal
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• v.31 no.2
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• pp.145-165
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• 2015

The purpose of this study is to suggest how to go about teaching and learning secondary school algebra by analyzing problem-solving ability and problem-solving process through algebraic reasoning. In doing this, 393 students' data were thoroughly analyzed after setting up the exam questions and analytic standards. As with the test conducted with technical school students, the students scored low achievement in the algebraic reasoning test and even worse the majority tried to answer the questions by substituting arbitrary numbers. The students with high problem-solving abilities tended to utilize conceptual strategies as well as procedural strategies, whereas those with low problem-solving abilities were more keen on utilizing procedural strategies. All the subject groups mentioned above frequently utilized equations in solving the questions, and when that utilization failed they were left with the unanswered questions. When solving algebraic reasoning questions, students need to be guided to utilize both strategies based on the questions.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• Korean Security Journal
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• no.58
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• pp.137-154
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• 2019

Conflict management within a police organization is one of the most significant areas from the organization management point of view. This study aims to explore procedural entrepreneurship of police mangers when they face difficulties in their workplaces. Adopting a case study strategy, this study examines real cases from three police agencies from Japan, the US, and South Korea. Interviewing police officers from theses different countries, six main themes are identified: (1) the pervasiveness of hierarchical authority, (2) procedural conflict, (3) organizational cultures, (4) the origin of their values and assumptions, (5) characteristics of the strategy, and (6) organizational learning. Research findings pointed out that there were more similarities than differences among the three cases, such as the pervasiveness of hierarchical authority, the significance of informal networks, and characteristics of informal networks. The main finding was that police managers used informal networks in order to overcome the procedural conflicts regardless of their nationality. All the participants relied on informal communications to raise the adaptability and survivability of their organizations. It was found that the Asian culture and American culture respectively permeated the three police agencies, supporting the role of informal networks in the formal organizations. This presents a paradox which well reflects the reality of organizations: informality within formality.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.143-158
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• 1994

This study aims to identify the characteristics of gas phase problem solving of college freshmen. Four students were participated in this study and solved the problem by using think-aloud method. The thinking processes were recorded and transferred into protocols. Problem solving stage, the ratio spended in each solving stage, solving strategy, misconceptions, and errors were identified and discussed. The relationships between students' belief system about chemistry problem solving and problem solving characteristics were also investigated. The results were as follows: 1. Students felt that chemical equation problem was easier than word problem or pictorial problem. 2. When students had declarative knowledge and procedural knowledge required by given problem, their confidence level and formula selection were not changed by redundunt information in the problem. 3. When the problem seemed to be difficult, students tended to use the Means-End or Random strategy. 4. In complicated problems, students spent longer time for problem apprehension and planning. In familiar problems, students spent rather short time for planning. 5. Students spent more time for overall problem solving process in case of using Means-End or Random strategy than using Knowledge-Development strategy.

• Journal of Korean Neurosurgical Society
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• v.58 no.3
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• pp.175-183
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• 2015

Objective : Intracranial ruptured vertebral artery dissecting aneurysms (VADAns) are associated with high morbidity and mortality when left untreated due to the high likelihood of rebleeding. The present study aimed to establish an endovascular therapeutic strategy that focuses specifically on the angioarchitecture of ruptured VADAns. Methods : Twenty-three patients with ruptured VADAn received endovascular treatment (EVT) over 7 years. The patient group included 14 women (60.9%) and 9 men (39.1%) between the ages of 39 and 72 years (mean age 54.2 years). Clinical data and radiologic findings were retrospectively analyzed. Results : Four patients had aneurysms on the dominant vertebral artery. Fourteen (61%) aneurysms were located distal to the posterior inferior cerebellar artery (PICA). Six (26%) patients had an extracranial origin of the PICA on the ruptured VA, and 2 patients (9%) had bilateral VADAns. Eighteen patients (78%) were treated with internal coil trapping. Two patients (9%) required an adjunctive bypass procedure. Seven patients (30%) required stent-supported endovascular procedures. Two patients experienced intra-procedural rupture during EVT, one of which was associated with a focal medullary infarction. Two patients (9%) exhibited recanalization of the VADAn during follow-up, which required additional coiling. No recurrent hemorrhage was observed during the follow-up period. Conclusion : EVT of ruptured VADAns based on angioarchitecture is a feasible and effective armamentarium to prevent fatal hemorrhage recurrence with an acceptable low risk of procedural complications. Clinical outcomes depend mainly on the pre-procedural clinical state of the patient. Radiologic follow-up is necessary to prevent hemorrhage recurrence after EVT.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.165-198
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• 2002

The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

• Proceedings of the KIEE Conference
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• 2003.11c
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• pp.357-360
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• 2003

Improvement is required to solve problems depending on long term use of signal equipment in the existing city railroad and to raise quality of passenger services. Accordingly, for more efficient improvement, we examined the procedure of executing construction of the communication based train control system in Korean city railroads, which is globally studied. The procedure of executing construction of the system is to present a plan for construction first of ail and then to prepare a strategy for construction of the system. It is required to establish a procedure for execution in each step depending on the prepared strategy and then to establish a detailed execution plan. We studied such an execution procedure, divided the execution procedure for application of the train control system through five steps to prepare the execution procedure.