• Journal of Korea Society of Industrial Information Systems
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• v.7 no.5
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• pp.121-128
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• 2002

Although multiprocessor systems are widely used in recent years to run commercial workloads, data sharing patterns are rarely explored due to several difficulties. In this paper, we made in-depth sharing pattern analysis for a representative OLTP application, the TPC-B benchmark, running on a cache-coherent shared-memory multiprocessor system. In addition, to illustrate their effects on the performance, the number of cache misses were measured for various numbers of processors, cache sizes and cache block sizes. From these measurements, we found out the shared data in TPC-B largely bear quite different sharing characteristics from those in scientific applications.

• School Mathematics
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• v.19 no.1
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• pp.117-135
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• 2017

Even though patterns and correspondence serve a fundamental basis of function for elementary students, there has been lack of research in this field. This study explored prior studies to extract the key instructional elements on how to teach patterns and correspondence. This study then analyzed the unit of 'patterns and correspondence' in the mathematics textbooks in terms of four key instructional elements (i.e., relation to real-life contexts, diversity of pattern tasks, exploration for a correspondence relationship, and teaching variables). The results of this study showed that topics dealing with patterns and correspondence were represented with relation to real-life contexts but diversity of pattern tasks and exploration for a correspondence relationship were needed to be further considered in the textbooks. Another noticeable result was that teaching variables was not explicitly addressed in the textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with patterns and correspondence.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.323-345
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• 2015

This study examined the types of abduction appeared in the exploration activities of 'law of large numbers' in order to figure out relation between statistical reasoning and abduction. When the classroom discourse of students was analyzed by Peirce's abduction, Eco's abduction type and Toulmin's argument pattern, students used overcoded abduction the most in the discourse of abduction. However, there composed a low percent of undercoded abduction leading to various thinking, and creative abduction used to make new principles or theories. By the CAS calculators used in the process of reasoning, students were provided with empirical context to understand the concept of abstract probability, through which they actively participated in the argumentation centered on the reasoning. As a result, it was found that not only to understand the abduction, but to build statistical context with tools in the learning of statistical reasoning is important.

• Journal of the Korean Geographical Society
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• v.32 no.2
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• pp.197-215
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• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.751-761
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• 2014

이 연구의 목적은 과학적 예상 과정에서 초등학생의 안구운동을 분석하여 과학적 예상의 인지전략을 발견하는 것이다. 예상은 관찰, 측정, 추론과 같은 기초 탐구 과정들을 통해 문제를 해결하는 중요한 탐구 능력이다. 6학년 초등학생 40명이 자발적으로 이 연구에 참여했으며, 과학적 예상 두 과제를 해결하였다. 예상 과제는 점진적으로 변화하는 모형의 다음 모양을 예상하는 것과 14일 간의 기온 그래프를 보고 다음 5일간의 기온을 예상하는 과제였다. 과학적 예상 과정에서 참가자들의 안구 운동을 기록하기 위해 SMI사의 안구운동 추적기를 사용하였다. 40명의 참가자들 중 15명(그룹 A)은 두 과제를 모두 해결하였으며, 17명(그룹 B)은 하나의 과제만 해결하였고, 8명(그룹 C)은 두 과제 모두 해결하지 못했다. 예상 능력이 높은 학생과 낮은 학생의 인지 전략의 차이를 규명하기 위해 그룹 A와 그룹 C의 안구운동을 비교 분석하였다. 연구 결과는 다음과 같다. 첫째, 그룹 A는 짧은 시간 동안 문제를 읽고 문제의 주요어에 집중했으며, 단서들을 비교하고 경향성을 찾고 답을 재확인하는 활발한 움직임을 보였다. 그룹 C는 문제 자체를 이해하는데 긴 시간이 걸렸으며, 주요어와 단서를 찾지 못하고, 무의미한 짧고 빠른 도약 안구 운동을 보였다. 둘째, 그룹 A와 C의 안구 운동의 고정, 도약, 시선 경로를 분석한 결과, 6가지의 안구 운동 패턴이 나타났다. 셋째, 안구운동 분석결과를 토대로 참가자들의 인지 전략을 유동전략과 고착전략의 두 가지로 구분하였다. 본 연구에서 규명한 과학적 예상의 인지전략은 교사들이 과학적 예상의 문제 해결 단계에서 학생들이 겪는 어려움을 이해하고, 예상 능력을 향상시키는 프로그램을 개발하는 것에 도움이 될 것이다.

• Journal of the Korean association of regional geographers
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• v.7 no.3
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• pp.107-120
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• 2001

This study is concerned with providing a reliable procedure of calibrating a set of places specific distance parameters and with applying it to U.S. inter-State migration flows between 1985 and 1900. It attempts to conform to recent advances in quantitative geography that are characterized by an integration of ESDA(exploratory spatial data analysis) and local statistics. ESDA aims to detect the spatial clustering and heterogeneity by visualizing and exploring spatial patterns. A local statistic is defined as a statistically processed value given to each location as opposed to a global statistic that only captures an average trend across a whole study region. Whereas a global distance parameter estimates an averaged level of the friction of distance, place-specific distance parameters calibrate spatially varying effects of distance. It is presented that a poisson regression with an adequately specified design matrix yields a set of either origin-or destination-specific distance parameters. A case study demonstrates that the proposed model is a reliable device of measuring a spatial dimension of migration, and that place-specific distance parameters are spatially heterogeneous as well as spatially clustered.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.321-336
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• 2012

Cognitive subject imposes structures on an object to shape it into a structured thing. Structures that the subject imposes on an object in a given problem context can be diverse horizontally and vertically. In view of the horizontal diversity of structure, problem-solving activities focusing on various structures may enrich the present problem-solving education which emphasizes applying and comparing a couple of problem-solving strategies. Finding an algebraic formula for a figural pattern should be regarded as a new starting point of searching for more various structures. In view of the vertical diversity of structure, it should be aware that students may see different structures from the structure that their teacher expect them to see. The vertical diversity of structure enables us to provide students with experience of progress.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.49-62
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• 2017

This paper aims to deeply investigate the interactive patterns between a robot teacher and a participating gifted student who assembled GoGo Bumper car and controlled it with GoGo Monitor commands. Two days of classroom activities for the GoGo Bumper car project were videotaped between July 29 and 30 in 2013. Extra video-based recall interviews were also conducted three times between Nov 2013 and Jan 2014. The qualitative analysis of video data, GoGo Monitor codes and interview data revealed several unfolding patterns of computational thinking. The participating student while interacting with a robot teacher often contemplated and coded on his own ways as he worked with GoGo board testing and assembling a GoGo Bumper car. The overall process of coding and testing his own ideas by finding out relevant commands and arranging them attuned to his computational strategies seems to be cyclic.

• Journal of Korean Society of Transportation
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• v.25 no.6
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• pp.171-183
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• 2007

Urban transport demand is derived from activity participation. A variety of individual daily activities based on the decisions on activity participation result in collective spatial behavior. The travel derived from the effort to overcome the spatially distributed locations of adjacent activities represents the detailed structural relationships among activities. An activity-based approach provides an important framework of analyzing contemporary urban daily life in the sense that it studies the interaction between individuals' daily decision making and social practice in time and space, on the one hand, and socio-spatial environment on the other. The current study identifies representative patterns of urban daily activity implementations and analyzes the correlation between representative patterns and individuals' characteristics and contextual characteristics. The study shows that urban daily activity patterns can be grouped in a limited number of representative patterns, which are systematically correlated with socio-spatial characteristics. The results provide related transportation policy implications.