• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.629-644
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• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.2
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• pp.37-47
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• 2009

Objective : The aim of this study is to verify the effects of group sensory integrative intervention on praxis and socialization for school-aged children with sensory integration disorder. Method : The subjects are five children aged between 7 and 13 with sensory integration disorder. All children had participated in 26 sessions of group sensory integrative intervention. The Bruininks-Oseretasky Test of Motor Proficiency(BOT-2) and The Scale for Basic Socialized Function were used so as to evaluate the praxis and socialization. One group pretest-posttest design was used to verify the effect of group sensory integration(SI) intervention. The statistical difference between before and after the group SI intervention in the BOT-2, Scale for basic socialized function is tested by the Wilcoxon matched-pairs signed ranks test. Results : There is a significant difference in BOT-2(Z=-2.023, p=.043) and Scale for basic socialized function(Z=-2.023, p=.043) scores comparing pre-intervention with post-intervention. Conclusions : The results of this study showed that the group sensory integration intervention is effective in improving the praxis and socialization for school-aged children. However, it is difficult to generalize the conclusion because the number of subjects was limited and the environmental confounding factors had not been considered. Therefore, in the future research, it should supplement the aspect these limitations before applying the sensory integration intervention in order to suggest standard criteria for norm data.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.67-75
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• 2021

The purpose of this study was to investigate the effect of sensory-motor centered group occupational therapy program on self-regulation and executive function in first grade elementary school maladjusted children. It is a case study through pre-post design with a total of 3 subjects. A pre-and post-test was conducted to determine the change in Self-Control Rating Scale and to find out the execution function by Bruininks-Oseretasky Test of Motor Proficiency. The sensory-motor centered group occupational therapy program performed movement activities based on vestibular sensation, proprioception, and tactile sensation, and the task was selected by investigating the child's preference for activity. As a result, subjects 1 and 2 children showed improved self-regulation and executive function. Based on the results of this study, it is considered that the group-centered sensory-motor program can be provided to children who show maladjustment in school by linking the educational field and clinical practice.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.567-578
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• 2022

In this study, we examine whether the description of the elementary science curriculum guide, the concept of evolution, and the beliefs of teachers affect the teaching practice in classes related to adaptation of elementary school teachers. First, we examined the alternative concept among the sentences described in the bio-adaptation-related unit of the 2009 Elementary Science Curriculum Teacher's Guide and identified the effects of this description on the teaching practice of elementary school teachers. Next, six elementary school teachers were classified according to the results of the evolutionary concept test paper and the evolutionary belief test paper, and based on the class recording data and interview data, whether there is a difference in teaching execution. As a result, it was confirmed that there were a total of 18 descriptions corresponding to the concept of evolutionary alternatives in the analysis of instruction descriptions, and that these descriptions influenced elementary school teachers' adaptation concepts and teaching practice. Next, the group with high and low levels of evolution differ in the areas of "recognition of importance in the unit, distinction between adaptation concepts in the general sense and adaptation concepts in the biological sense, errors in the class," and "recognition of evolutionary education needs in the elementary curriculum." This study is meaningful in that it qualitatively confirms the research on the evolution concept of elementary school teachers, which has been approached quantitatively, and in-depth, confirms how the description, evolution concepts, and evolutionary beliefs affect elementary school teachers' biological adaptation concepts.

• Construction Engineering and Management
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• v.23 no.1
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• pp.11-15
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• 2022

• Environmental engineer
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• v.18 s.189
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• pp.52-56
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• 2002

• Proceedings of the Korea Information Processing Society Conference
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• 2002.04a
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• pp.341-344
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• 2002

기존에 제안된 대부분의 중복 기법은 원본 트랜잭션을 완료한 후 비동기로 중복 사본에 대한 갱신 요구를 방송하는 지연 갱신 기법을 가정하였다. 지연 갱신 기법은 즉시 갱신 기법에서 발생하는 빈번한 교착상태 발생 문제를 해결할 수는 있지만 데이타 일관성 유지가 사용자 책임이라는 단점을 갖는다. 최근 그룹통신을 이용한 즉시 갱신 중복 기법들이 제안되고 있다. 이들 기법은 메시징 순서를 이용하여 교착상태 발생률을 줄였지만, 송신 노드는 갱신 요구 메시지를 방송한 후 전역 직렬성을 검증하는 낙관적 기법을 채택하기 때문에 통시성이 증가할수록 철회 트랜잭션의 실행 오버헤드가 증가한 다는 문제점을 갖는다. 본 논문에서는 철회 트랜잭션의 갱신 메시지 방송과 실행 오버헤드를 줄일 수 있는 즉시 갱신 기법을 제안한다. 제안한 기법은 갱신 요구 메시지를 방송하기 전에 전역 직렬성 검사가 이루어지기 때문에 완료 트랜잭션은 한번의 메시지 방송으로 처리할 수 있다. 뿐만 아니라, 철회 트랜잭션은 다른 노드로 방송할 필요가 없기 때문에 메시지 전송 횟수를 줄일 수 있으며, 철회 트랜잭션의 실행으로 인한 디스크 액세스 수와 로크 대기 시간을 줄임으로써 성능을 향상시킨다.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.84-87
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• 2020

최근, 응용 프로그램의 이식성, 확장성, 낮은 오버헤드 및 관리의 용이성 등을 제공하는 컨테이너 기술을 고성능 컴퓨팅 (high performance computing, HPC) 환경에 접목하려는 다양한 연구들이 진행되고 있다. 본 논문에서는 멀티 프로그램화된 환경, 즉, 컨테이너 기반의 다수개의 HPC 워크로드들이 동시에 실행되는 환경에서 멀티 프로그래밍 수준, 통신 패턴 및 비율에 따른 HPC 워크로드들의 성능 특성을 분석하고, HPC 워크로드가 실행되는 동일한 컨테이너 그룹에 속한 컨테이너들의 스케쥴링 시간 부조화가 데이터 교환 지연 시간을 증가시키고 그 결과 응용 성능을 크게 저하시킬 수 있음을 확인한다. 또한 HPC 워크로드가 수행되는 동일 그룹 컨테이너들의 CPU 점유 가능값(CPU Shares)을 동적으로 조절하는 휴리스틱을 제안, 적용함으로써, HPC 워크로드의 성능(통신소비시간 최대 약 42.5%, 워크로드 실행시간 최대 약 23.6% 감소)을 크게 향상시킬 수 있음을 확인한다.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.133-162
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• 2012

In this paper, care-giving teachers' recognition of their activities to increase infants and children's rights respect were studied, and teachers' required actions to enhance infants and children's rights respect were analogized. To conduct this survey, focus group interviews were done for 2 groups' care-giving teachers: each group was constructed with 6 teachers. In care-giving teachers' daily work, respected or non-respected various cases on their infants and children's rights respect were intensively reviewed. From this result, total 12 sub categories and detail 40 items were extracted as care-giving teachers' required activities to activate infants and children's rights respect. The aforementioned teachers' activities must be conducted as top priority at their care-giving activities for infants and children's rights respect.