• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.185-187
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• 2011

전통적인 가상화 기술들은 하나의 물리 머신에서 서로 다른 운영체제들을 동작시키기 위해 여러 개의 가상 머신을 제공하고 있다. 이러한 가상화 기술들은 운영체제를 소스 수정없이, 혹은 약간의 수정만으로 물리 머신에서 동작하는 것과 동일한 방식으로 동작할 수 있도록 지원하기 때문에 호스트와 게스트 간의 깊은 시멘틱 갭을 발생시킨다. 이러한 시멘틱 갭은 여러 컴퓨팅 자원에 대한 공간 중복과 접근 중복의 중요한 원인이 되고, 이러한 자원 중복은 대규모 가상화 시스템의 확장성에 제약한다. 이러한 자원 중복을 제거하기 위해 컨텐츠 기반 페이지 공유 등 다양한 연구들이 진행되어 왔지만 운영체제 수정없이 지원하는 정책으로 인한 시멘틱 갭은 여전히 제안 기법들을 제한하게 된다. 이에 우리들은 운영체제의 자원 관리 부분을 수정하여 근본적인 시멘틱 갭을 제거함으로써 메모리와 스토리지의 공간 및 접근 중복성을 제거할 수 있는 파일시스템을 제안하였다. 그리고 실험을 통해 기존의 가상 블록 장치를 사용하는 파일시스템과 비교 및 평가하여 제안 시스템이 페이지 캐시 공유 및 스토리지 접근 중복 제거에 효과적임을 입증하였다.

• 대학교육
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• s.143
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• pp.5-10
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• 2006

국제수준의 전문성을 토대로 한 평가를 통해 대학들의 자기혁신을 지원하고 우리나라 대학교육의 경쟁력을 강화하기 위해 고등교육 평가기능을 전문적.체계적으로 수행하는 국가 차원의 평가전담기구의 필요성이 여러 측면에서 대두되고 있다. 민간과 정부, 대학 간의 공동협력을 통해 선진국 수준의 고등교육 질 보장 체제를 구축하여 대학의 국제경쟁력을 지속적으로 강화하고, 이를 바탕으로 대학교육 환경의 미래변동에 능동적으로 대처하는 일은 더이상 지체할 수 없는 시급한 사안이다.

• Nuclear industry
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• v.7 no.5 s.51
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• pp.78-81
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• 1987

환경방사선에 의한 전신피폭선량중 대부분은 자연방사선에 의한 것이며 또 지질의 차에 의한 지역차도 커서 이 레벨을 파악하는 것은 국민선량을 추정$\cdot$평가하는데 있어서 중요하다.

• Bulletin of the Society of Naval Architects of Korea
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• v.48 no.2
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• pp.17-21
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• 2011

• Proceedings of the Korean Nuclear Society Conference
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• 1998.10a
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• pp.126-126
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• 1998

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.99-110
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• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Journal of Korea Society of Industrial Information Systems
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• v.10 no.2
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• pp.1-12
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• 2005

The objective of this study is to develop an IS curriculum and its action plan for footwear industry based on the Instructional System Design(ISD) that is widely used in curriculum developments. To this end, six steps, including a goal setting, analysis, design, development, implementation, and evaluation are employed. Firstly, the explicit goal of IS curriculum development is defined and demands of IS education from the footwear companies are identified with questionnaires and interviews. In the design stage, the IS curriculum map is presented. With this map, the specific IT courses are established, classified by a type of industry, a function, and a level of skills. For the implementations, such particular actions as a selection of textbooks, places, managing trainees, and a training support plan are explained. Finally, the various evaluation methods are presented. The suggested IS curriculum can be applied to IS educations for the footwear companies and other related industries.

• Journal of Environmental Policy
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• v.14 no.3
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• pp.75-94
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• 2015

The purpose of this study is to analyze the major issues discussed among Parties and provide a framework for predicting the agreements on those issues, prior to the final negotiation on a new legally-binding agreement on climate change adaptation in the United Nations Framework Convention on Climate Change (UNFCCC). The analyses of documents, adaptation actions, and work of the Ad Hoc Working Group on the Durban Platform for Enhanced Action (ADP) under the UNFCCC informed that the adaptation issue has primarily been focused on the support of developed country Parties for the adaptation of developing country Parties following the principle of the Convention, Common but Differentiated Responsibilities and Respective Capabilities (CBDR-RC). Three-year work of the ADP acknowledged the major issues on adaptation in the new climate agreement, which would be categorized as long-term and global aspects, commitments/contributions/actions, monitoring and evaluation, institutional arrangements, and loss and damage. A final agreement on each issue could be predicted by setting a zone of possible agreement in-between the two extremes of developing and developed country Parties and considering three major elements affecting the Parties' positions, national priority, adaptation action, and social expectation, which are proposed in this study. The three major elements should be considered in a balanced manner by Parties to draw a durable agreement that will enhance global adaptation actions from a long-term perspective. That is, the agreement needs to reflect adaptation actions occurring outside the Convention as well as social expectations for adaptation. It is expected that the new agreement on climate change adaptation, from a long-term and global perspective, would be an opportunity to reduce vulnerability and build resilience to climate change by incorporating global expectations.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.240-252
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• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.