http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김용오 ( Yong-o Kim ) 한국정보처리학회 2005 한국정보처리학회 학술대회논문집 Vol.12 No.1
온라인 게임의 한 분야인 MMORPG 는 하나의 가상 공간에서 많은 캐릭터들이 자신의 역할을 수행하면서 게임을 즐기는 장르다. 많은 캐릭터들이 동시에 이동을 하거나 캐릭터가 대량으로 밀집된 지역으로 새로운 캐릭터가 이동해 올 경우에 생기는 부하가 클라이언트의 게임 프레임에 영향을 준다. 본 논문에서는 다른 지역으로 이동하면서 생기는 많은 데이터들을 미리 예측 로딩하여 지역과 지역간의 이동 시 소요되는 데이터 로딩에 따른 부하를 감소시켜 안정적인 온라인게임 플레이 환경을 유지시키는 방안을 제시한다.
김용오(Kim, Yong-O),신승호(Shin, Seung-Ho),강신진(Kang, Shin-Jin) 한국게임학회 2011 한국게임학회 논문지 Vol.11 No.1
온라인 게임 시장의 규모가 커짐에 따라 온라인 게임의 서버 성능에 대한 중요성이 커지고 있다. 본 논문은 게임 속의 객체 상태에 대한 동기화 패킷을 줄여 서버의 성능을 높이는 방안을 제안한다. 제안하는 방식은 게임 속의 각 객체의 이동 범위에 대한 예측과 못가는 지역에 대한 처리를 통하여 지형간의 경계이동 횟수가 감소될 수 있도록 지형을 재구성 할 수 있는 해결책을 제공한다. 성능평가는 제안하는 지형분할방식이 기존방법에 비해 동기화 패킷에 대한 처리량이 줄어드는 것을 보여준다. The performance of server becomes important issues in online game with the online game market expansion. This paper proposes a method of improving performance to decrease synchronized packets for each entity's informations in game. Our method provides adapted solution of reconstructing spatial subdivision to reduce a load of movement between boundary regions using prediction of entity's movement range and disabled regions where entity can not move to. It is shown through the experiments that proposed method outperforms existing method in terms of processing quantity of packets.
중등 1 급 정교사(영어) 자격연수 프로그램 분석 - 대전, 서울, 인천, 강원, 경기, 충남, 충북을 중심으로
김용오(Kim Yong-oh),강용구(Kahng Yong-koo),강문구(Kang Mun-koo) 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.3
This paper analyzes the in-service training program for the 1st grade English teacher in the following 7 regions: Taejeon, Seoul, Incheon, Kangwon, Kyeonggi, Chungnam and Chungbuk. It also investigates the actual conditions of the program. The analyses are performed on three categories of subjects: Teaching Profession, Refinement and English Education. The English Education category can be divided into the three aspects: language skills, communicative skills and language learning/teaching skills. Among the 7 regions, subjects under Teaching Profession, Refinement and English Education have a significant (2-3 times +/-) variance in terms of the number and credit hours of the courses. While the Refinement Program is above the standard set by Ministry of Education & Human Resources Development(MEHRD) in some regions, the Teaching Profession Program and the English Education Program is below the standard set by MEHRD in other regions. To overcome the weaknesses of the program, this paper suggests the following: 1) prescriptions for the proportion ratio of each category should be suitably modified. 2) MEHRD should observe and supervise the program of each region. 3) being organized, the program must have two parts as follows: the same mandatory subjects for all regions and optional subjects suited to each region.
중등 1급 정교사(영어) 자격 연수 만족도에 관한 연구
김용오(Kim Yong-oh),강용구(Kahng Yong-koo),송해성(Sohng Hae Sung) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.1
This paper surveyed the satisfaction with in-service training for the first grade English teachers in a secondary school from seven regions selected at random. The study was concerned mainly with two categories; the general attitude towards the training and the quality of the English education training. The survey was carried out to English teachers who had completed a session of in-service training. The survey revealed the following: 1) Most participants weren"t satisfied with the training. 2) The reason why they joined the training was not to improve their teaching ability, but to improve their employment classification. 3) Those who attended training sessions at regional training centers were more satisfied than those who went to university training centers. 4) The teachers who participated in the training preferred various types of practical techniques to theoretical ones on English education. Based on the above findings, to improve the efficiency of the training and enhance the satisfaction of those involved, this paper suggests the following: 1) Training should be conducted in a participant-centered fashion in order to improve teacher involvement and satisfaction. 2) Every region should set up a regional training center to better provide in-service training to its teachers. 3) The training centers should be jointly run by participant teachers, center faculty, and administration through the prior survey of English teachers who will participate in the training.