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- 저자 : 최청림 (검색결과 2 건)
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Java Cryptography Architecture 기반 128비트 블록 암호 알고리즘 SEED 구현
최청림 韓南大學校 情報産業大學院 2002 국내석사
최근 세계 각국은 인터넷을 이용한 전자상거래를 21세기 국가경쟁력을 결정하는 중요 요소로 간주하여, 국가 전략적으로 전자상거래의 활성화를 위해 많은 노력을 기울이고 있다. 블록 암호 알고리즘은 기밀성 서비스 제공의 중요한 수단으로 전자상거래에서의 안전성 확보에 필수 불가결한 요소 기술이라 할 수 있다. 본 논문에서는 국산 128비트 블록 암호 알고리즘인 SEED를 Java 플랫폼이 가지는 여러 가지 장점을 수용할 수 있도록 JCA 설계에 바탕을 두고 구현하였다. Recently, e-commerce is regarded as a very important element of competitive power in every countries and they will also do their best to succeed in e-business. Block cipher algorithms are essential components that provide methods of confidentiality for secure e-commerce services. In this paper, we present how to implement SEED, which is Korean standard 128-bit block cipher algorithm, on the basis of JCA(Java Cryptography Architecture)
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초등실과 환경단원의 창의적문제해결 수업이 아동의 창의성 및 환경의식에 미치는 효과
최청림 대구교육대학교 교육대학원 2003 국내석사
The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. This research helps the awareness of environment and the creativity improvement needed in 21st century, at the same time. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades,'chapter 8: Making with recycled materials' was proceeded as the content. Then, tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. The summary of this research is as follows: The way of the environmental awareness, the mean was 98.33 in the comparative group and it was 119.93 in the experimental group. The difference was 21.60, which was meaningful statistically. Therefore, the environmental awareness in the experimental group, which the creative-problem-solving classes were applied, were improved completely, comparing to the traditional class. As a result of creativity, the mean was 19.95 in the comparative group, while it was 23.78 in the experimental group in the factor of fluency (t=2.94, p< .05). The mean was 7.70 in the comparative group while it was 10.18 in the experimental group in the factor of flexibility (t=3.52, p<.05). The mean was 23.20 in the comparative group, while it was 29.65 in the factor of individuality (t=2.96, p< .01). The mean was 50.85 in the comparative group while it was 63.60 in experimental group in total. (All were available.) Also, the most important result to consider is the experimental group, which the creative-problem-solving classes were applied, improved significantly more than the control group. Follwing the analysis of the data collected in this study, the follwing major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children's attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second, the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children's fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity. Conclusion The research leads to several suggestions, as follows: First of all, we need to develop the method of problem-solving creatively and make the subjects connected, which is needed to conduct the environmental education effectively. Second of all, it is needed that the educational system and the way of studying should develop continuously to resolve the defect of the environmental education and carry out the effective education in practical arts education Third of all, a creative problem-solving class-model is a good model to develop the creativity through a practical arts education. However development of a class model is needed to acquire the basic function, recognize the preparation for the future and get the creativity for the future, which are all the aims, in a good balance. Fourth of all, the expansion of the environmental consciousness can't be performed easily and quickly. The education and programs should be closely connected with the kindergarten, elementary, and secondary school education due to improvement of the environment consciousness in a long time. Last of all, the school have to make an offer to teachers to take a training about the environmental education.
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