• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.953-970
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• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• The KIPS Transactions:PartA
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• v.11A no.4
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• pp.243-250
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• 2004

Monitoring is used to see if a real-time system provides a service on time. Generally, monitoring for real-time focuses on investigating the current status of a real-time system. To support a stable performance of a real-time system, it should have not only a function to see the current status of real-time process but also a function to predict executions of real-time processes, however. The legacy prediction model has some limitation to apply it to a real-time monitoring. First, it performs a static prediction after a real-time process finished. Second, it needs a statistical pre-analysis before a prediction. Third, transition probability and data about clustering is not based on the current data. We propose the execution prediction model based on learning algorithm to solve these problems and apply it to real-time monitoring. This model gets rid of unnecessary pre-processing and supports a precise prediction based on current data. In addition, this supports multi-level prediction by a trend analysis of past execution data. Most of all, We designed the model to support dynamic prediction which is performed within a real-time process' execution. The results from some experiments show that the judgment accuracy is greater than 80% if the size of a training set is set to over 10, and, in the case of the multi-level prediction, that the prediction difference of the multi-level prediction is minimized if the number of execution is bigger than the size of a training set. The execution prediction model proposed in this model has some limitation that the model used the most simplest learning algorithm and that it didn't consider the multi-regional space model managing CPU, memory and I/O data. The execution prediction model based on a learning algorithm proposed in this paper is used in some areas related to real-time monitoring and control.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.8 no.3
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• pp.576-592
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• 2007

We, in this study, tried to examine the influence of business environment, organization structure and information technology characteristics used on the performance of the information systems in Information and Communications Industries. The result shows that frequency of system usage and users' satisfaction are positively affected by the factors of business environment, organizational structure and information-technology. The user satisfaction of the system is affected by the frequency of system usage. Both financial performance and non-financial performance are affected by the frequency of the systems usage and user satisfaction of the system. With path analysis, we verified the overall model goodness-of-fit verified for the research model. The result shows that organization structureand technological factors are positively related to the frequency of usage and user satisfaction of the system, while the environmental factors are not. The frequency of system usage is not linked to both financial and non-financial performance. The user satisfaction of the system does not affected to the financial performance. In conclusion, the usage frequency and user satisfaction of the system are the moderating variables affecting business performances. These two variables are affected by the environment, organization structure and information technology. The Path analysis also supports the relationships among these variables.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of Music and Human Behavior
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• v.4 no.1
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• pp.21-30
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• 2007

Unlike other common forms of speech disorder, such as phonological disorder or dysphonia, stuttering has not been studied within the context of music therapy. Most cases of stuttering display no difficulty in singing, and fluency within the musical structure does not translate to fluency in speech. Hence, musical approach has been generally considered to be ineffective to the treatment of stuttering. However, the fundamentals of music therapy assume its extensive application in treating variety of speech disorders, including the case of stuttering. Presented in this paper are the case studies designed to validate the efficacy of music therapy as a remedy for stuttering. This study enrolled 6 children with stuttering and conducted 20 individual sessions over a period of 10 weeks. The sessions focused on the Melodic Intonation Therapy, Reinforcement of speech rhythm, song writing and singing. Musical elements were structured to enhance the verbal expression and rhythmic senses, as well as to facilitate the initiation of verbal communication. The result is as follows. First, it was noticed that the disfluency had been decreased in before and after of the music therapy in every child although the result was somewhat different depending the child. The overall result of the investigation shows the significant difference statistically. And categorically speaking, the significant difference was checked in the frequency of the stuttering. In the steps of the session, the increase and decrease was happened repeatedly, and then after it was decreased little by little. Secondly, the Communication Attitude was decreased in before and after of the music therapy, and also there was significant difference statistically. although the avoidance behavior was decreased in before and after of the music therapy, the increase and the decrease was repeated irregularly in the steps of session. All the results described above shows that music therapy gives positive effect to decrease in disfluency of stuttering child and also to develop the Communication Attitude. And new possibility and effectiveness can be proposed in the musical approach to the stuttering.

• Journal of the Korean Society of Food Science and Nutrition
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• v.13 no.4
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• pp.389-396
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• 1984

This study was undertaken to investigate the current meal management situation and nutritional knowledge of the housewives living in Yong-dong area during the period February 10 th to 25th in 1984. Among the housewives who responded, 83.5% of them said that they didn't develop a budget for the meal planning, nor a menu plan. 31.7% of the housewives purchased foodstuffs once for 2 days, whereas the remainder did daily purchasing between meal when they needed foodstuffs. They gave higher score to the taste than to nutrition when they prepared meals. Most of the housewives concerned about good snacks, and they responded that it was hard to correct the unbalanced diet. 36.4% of the housewives earned the knowledge and information on dietary life through the media of radio, television, newspapers, or magazines. 57.9% of them learned how to cook in a cooking class, and sometimes they experimented it (how to cook) on their everyday life. Most of them concerned about nutritional status of their family members. This study showed that the degree of knowledge about nutrition was generally low. They said that they knew well about infant and child nutrition, the harm of the unbalanced diet and fatness, nutrition of the pregnancy and lactation. They thought they had enough knowledge about the foodstuffs for the growth of the children, the relationship between food and nutrition, constituents in milk, nutrition of old men. In general, thr nutrition knowledge of the housewives was correspondingly higher to their higher education levels.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.27 no.3
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• pp.127-143
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• 2022

Recently, many attempts to run numerical ocean models in cloud computing environments have been tried actively. A cloud computing environment can be an effective means to implement numerical ocean models requiring a large-scale resource or quickly preparing modeling environment for global or large-scale grids. Many commercial and private cloud computing systems provide technologies such as virtualization, high-performance CPUs and instances, ether-net based high-performance-networking, and remote direct memory access for High Performance Computing (HPC). These new features facilitate ocean modeling experimentation on commercial cloud computing systems. Many scientists and engineers expect cloud computing to become mainstream in the near future. Analysis of the performance and features of commercial cloud services for numerical modeling is essential in order to select appropriate systems as this can help to minimize execution time and the amount of resources utilized. The effect of cache memory is large in the processing structure of the ocean numerical model, which processes input/output of data in a multidimensional array structure, and the speed of the network is important due to the communication characteristics through which a large amount of data moves. In this study, the performance of the Regional Ocean Modeling System (ROMS), the High Performance Linpack (HPL) benchmarking software package, and STREAM, the memory benchmark were evaluated and compared on commercial cloud systems to provide information for the transition of other ocean models into cloud computing. Through analysis of actual performance data and configuration settings obtained from virtualization-based commercial clouds, we evaluated the efficiency of the computer resources for the various model grid sizes in the virtualization-based cloud systems. We found that cache hierarchy and capacity are crucial in the performance of ROMS using huge memory. The memory latency time is also important in the performance. Increasing the number of cores to reduce the running time for numerical modeling is more effective with large grid sizes than with small grid sizes. Our analysis results will be helpful as a reference for constructing the best computing system in the cloud to minimize time and cost for numerical ocean modeling.

• Journal of Nutrition and Health
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• v.41 no.7
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• pp.621-633
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• 2008

Diabetes mellitus (DM) is a well-established independent risk factor for cerebral infarction (CI). Additionally, the DM as well as CI are influenced significantly by health-related behaviors and diets. The aim of this study was to compare the food habits, nutrient intakes, and dietary patterns and quality in DM patients with CI (DM-CI) and without CI. This study was accomplished with 68 subjects (DM-CI group = 28, DM group = 40). Health-related behaviors, food habits, nutrient intakes and dietary quality were investigated. As a result, the mean ages and durations of diabetes in DM-CI and DM groups were $65.6{\pm}9.2$, $10.9{\pm}8.5$ and $69.2{\pm}3.0$, $9.7{\pm}8.4$ years, respectively. The health-related behaviors such as, smoking, alcohol drinking, and regular exercising in both groups were significantly different (p < 0.05) showing the number of subjects who were smoking and drinking alcohol was significantly higher in DM-CI group and the opposit result was seen for exercise. In male subjects, the intake of carbohydrate and sodium of DM-CI group were significantly higher than those of DM group (p < 0.05). In female subjects, the intake of calorie, carbohydrate, fat, sodium, and cholesterol were significantly higher in the DM-CI group (p < 0.05). Daily intake of vitamin $B_1$, vitamin $B_2$, folate, vitamin C, and calcium were significantly higher in DM group (p < 0.05). In the comparison with the dietary reference intake for Koreans (KDRI), vitamin $B_1$, vitamin $B_2$, folate, and calcium intakes were lower in DM-CI group whereas calcium and zinc intakes were in DM group. Moreover, index of nutritional quality (INQ) of vitamin $B_1$, vitamin $B_2$, vitamin C, folate, and calcium were lower significantly in DM-CI group (p < 0.05). Dietary quality including dietary diversity score (DDS), GMVDF (grain, meat, vegetable, dairy, fruit), and dietary quality index (DQI) was significantly lower in DM-CI group (p < 0.05). According to the results, diabetic mellitus patients accompanied by cerebral infarction had poorer eating patterns and dietary quality in accordance with poorer health-related behaviors compared with the DM patients without CI.