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심규철,황경호,Shim, Kyou-Chul,Hwang, Gyung-Ho 한국정보통신학회 2018 한국정보통신학회논문지 Vol.21 No.3
NMS(Network Management System)는 네트워크 관리를 목적으로 소규모 또는 대규모 네트워크를 운영하는 곳에서 필수적으로 사용되는 시스템이다. 기존 NMS에서는 네트워크 규모가 커지고 구성정보가 복잡해짐에 따라 네트워크 현황파악이 점점 어려워지고 있으며 네트워크 장비의 장애진단에 시간이 많이 소요된다. 본 논문에서는 NMS의 문제점을 보완하기 위해 JavaScript와 Python, HTML5 기반의 TWaver를 이용하여 자동으로 웹 기반 네트워크 토폴로지를 구현한다. 토폴로지 세부 구현 내용으로는 NMS시스템에 등록된 장비 정보를 기반으로 장비의 연결정보를 자동으로 수집하여 수집정보를 데이터화하고, 웹 기반의 네트워크 토폴로지를 구현하며 구현된 토폴로지에서 원격 장애진단을 수행할 수 있는 기능을 포함한다. 네트워크 토폴로지에서 구성관리, 장애관리, 성능관리 기능을 종합적으로 추가하여 사용자가 네트워크 관리를 함에 있어 체계화된 데이터 관리를 통해 NMS시스템의 품질 향상을 기대할 수 있다. NMS (Network Management System) is a system that is used for a small or large networks management. As the size of network becomes larger and the configuration information become complicated, it becomes more difficult to grasp the network status and it takes much time to diagnose the failure of the network equipment. In this paper, to alleviate the problems of NMS we implement web-based network topology automatically using JavaScript, Python, HTML5 based TWaver. The detailed implementation of the system include the automatic collection of the connection information based on the equipment information registered in the NMS system, the implementation of the web-based network topology and the remote fault diagnosis. In the network topology, we can expect to improve the quality of the NMS system through structured data management by adding the configuration management, fault management and performance management functions in a comprehensive manner.
심규철(Shim Kyu-Cheoul) 한국산업경영시스템학회 2004 한국산업경영시스템학회 학술대회 Vol.2004 No.추계
The Sustainable Water Resources Research Center (SWRRC) was established to manage water resources in an integrated manner and has been supported as a part of the 21st Frontier Research and Development Program by the Ministry of Science and Technology (MOST) and Ministry of Construction and Transportation since August 2001. The mission of the SWRRC is to cope with future water shortage problems through development and implementation of technologies of integrated water resources management. This mission ultimately aims at improving of living standards of human being, which is one of the major goals of the 21st Frontier Research and Development Program. The project is conducted by three phases. Duringthe first phase (2001. 8 ~ 2004. 6), the majority of funding is used for development of core and supporting technologies. In the second phase (2004. 7 ~ 2007. 6), with the core and supporting technologies financed continuously, the fund will be usedon different parts of studies in terms of sectors, subjects and integrated researches, and the rest of the fund (50%) will go toward implementation combined with business in the form of providing technologies. In the final phase (2007. 7 ~ 2011. 6), 30% of the fund will be used to integrate developed systems and 70% will be spent on implementation for selected areas to which newly developed technologies will be applied. Project Management System for Water resources R&D is cost-effective and well fitted system by resolving many kind of problems facing such a large research and development program considering limited manager.
2015 개정 과학과 교육과정에 따른 고등학교 생명과학Ⅱ 교과서의 탐구 활동 유형 분석
심규철(Shim, KewCheol),송신철(Song, ShinCheol) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.22
본 연구는 2015 개정 과학과 교육과정에 따른 고등학교 생명과학Ⅱ 교과서의 탐구활동의 유형을 6개의 영역과 5개의 출판사에 따라 비교·분석하였다. 탐구활동 중 자료해석과 조사·토의 및 발표 활동은 많은 편이며 토의·토론, 과학 글쓰기, 표현하 기, 모의활동은 다소 적은 것으로 조사되었다. 생물의 진화와 다양성 영역에 가장 많은 탐구활동이 수록되어 있는 반면 생명과학의 역사 영역에는 탐구활동의 빈도수가 가장 적은 것으로 나타났다. 5개의 교과서마다 수록되어 있는 탐구활동의 빈도수나 유형에 있어 다소 차이가 있는 것으로 조사되었다. 생명과학 교사들은 탐구주제에 따라 탐구유형을 적절히 재구성하여 교수·학습 과정을 진행할 필요가 있다. 또한 과학 교과서가 학교 현장에서 어떻게 활용되고 있는지를 지속적으로 모니터링하고 다 각적인 분석을 통해 개정 교육과정에서 강조하는 탐구수업 과정에서의 문제점을 보완하고 미래 교육과정과 새로운 교과서를 개발할 때 이를 반영해야 할 것이다. The purpose of this study was to examine the types of inquiry activities presented in the high school life scienceⅡ textbooks based on the 2015 revised science national curriculum. Inquiry activities were analyzed and compared according to units and publishers. There were higher proportions of data interpretation, investigation, discussion and presentation among the types of inquiry, and there were fewer of discussion, scientific writing, expression, and simulation activities. The largest number of inquiry activities were recorded in the area of biological evolution and diversity, and the frequency of inquiry activities was the lowest in the history area of life sciences. There were some differences in the frequency and types of inquiry activities according to the five publishers. Life science teachers need to reconstruct the types of inquiry according to the subject of the inquiry and proceed with the teaching and learning process. It is necessary to continuously monitor how textbooks are being used at the school site, to complement problems in the teaching and learning using inquiry activity, and to reflect them when developing future curriculum and textbooks.
일반적 효용함수 하에서 대출제약의 정도와 최적 소비 및 투자
심규철(Gyoocheol Shim) 한국경영과학회 2016 經營 科學 Vol.33 No.1
I study optimal consumption and investment choices of an infinitely-lived economic agent with a general time-separable von Neumann-Morgenstern utility under general borrowing constraints against future labor income. An explicit solution is provided by the dynamic programming method. It is shown that the optimal consumption and risky investment decrease as the borrowing constraints become stronger.
영국 대학의 학습 성과, 교수학습 및 평가 전략 분석을 통한 대학 교육에 대한 시사점 - 생명과학 관련 강좌를 중심으로 -
심규철 ( Kew-cheol Shim ),곽동욱 ( Dong-wook Kwak ),황은주 ( Eunju Hwang ) 한국생물교육학회 2021 생물교육 Vol.49 No.1
The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four components of knowledge and understanding, cognitive (intellectual) skills, practical skills and transferable/key skills. In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assessment strategies are consistently structured in the course/ programs in the field of biological sciences. The development of consistent and detailed specifications in the course/module descriptions such as learning outcomes, teaching & learning and assessment strategies would contribute to innovative higher education.
강의 및 연수 경험에 따른 과학 교사들의 고등학교 융합형"과학"과목에 대한 인식 조사
심규철 ( Kew Cheol Shim ),송신철 ( Shin Cheol Song ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.2
The purpose of this study was to survey the perception of high school science teachers about convergence ``science``, and compare their perceptions by the experiences of teaching and in-service training. The instrument to survey their perceptions consisted of 4 domains such as needs and management of convergence ``science``, characteristics of convergence ``science``, effects of convergence ``science``, and needs of in-service program for convergence ``science``. Data were collected from 136 science teachers (60 females and 76 males), who were in 25 high schools. The experiences of teaching and in-service training positively effected on that they understood the purpose of convergence ``science``. Nevertheless, they had difficulty to teach convergence ``science``, and negatively perceived about it. They perceived that high school convergence ``science`` was related to various scientific areas, but high school students should be taught separately from each area. They negatively perceived about that regarding areas such as advanced technology, engineering, mathematics, kinesiology, and art should be included in high school convergence ``science``. They responded that the adequate teacher training program for effective teaching convergence ``science`` was necessary. Totally, high science teachers who had teaching experiences had more positive perception about convergence ``science`` than those who had in-service training.