• Communications for Statistical Applications and Methods
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• v.14 no.1
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• pp.11-21
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• 2007

In this paper, we consider a decision-theoretic oriented, objective Bayesian inference for the difference between two normal means with unknown com-mon variance. We derive the Bayesian reference criterion as well as the intrinsic estimator and the credible region which correspond to the intrinsic discrepancy loss and the reference prior. We illustrate our results using real data analysis as well as simulation study.

• Journal of the Korean Society of Tobacco Science
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• v.13 no.2
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• pp.59-65
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• 1991

There was no a difference of genetic analysis among methods(means, joint scaling test, 3 Parameter model) . The magnitude of additive effects generally paralleled the magnitude of difference between parental means and appeared to be more independent from non-allelic interaction than did dominance effects, whereas the magnitude of dominance effects were inflated by non-allelic interaction. Additive effects were significant for all characteristics observed and it was a major effects in inheritance of number of leaves. Dominance effects were higher than additive effects for plant height, days to flower, flesh leaf weight per plant, curing rate, total alkaloid and total nitrogen.

• Journal of the Korean Data and Information Science Society
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• v.17 no.4
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• pp.1365-1374
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• 2006

In this paper, we consider a decision-theoretic oriented, objective Bayesian inference for the difference between two normal means with known variances. We derive the Bayesian reference criterion as well as the intrinsic estimator and the credible region which correspond to the intrinsic discrepancy loss and the reference prior. We show the similarity between derived two-sample results and the results for the one-sample case in Bernardo(1999).

• Journal of the Korean Institute of Electrical and Electronic Material Engineers
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• v.22 no.4
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• pp.333-341
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• 2009

In this paper arc behavior in spiral type vacuum interrupter(VI) was analyzed by means of arc images, arc voltages and finite element method(FEM). As a result of experiment, the difference of arc voltage was observed under different twisting angles. It was found that the reason of the difference was the difference of arc resistance from simultaneous analysis of arc images and arc voltages. and the difference of arc resistance was explained by Lorentz force calculation with FEM. And the results of calculation were sufficient to explain the experimental results.

• Proceedings of the IEEK Conference
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• 2000.07b
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• pp.1049-1052
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• 2000

In this paper, an efficient method to find cut in the MPEG stream data is proposed. For this purpose, histogram difference and pixel difference is considered as a noise signal. The signal is then filtered out by a median filter to make the frame difference larger. The frame difference obtained in this way is classified into cut frame and non-cut frame by the 2-means clustering without using any threshold value. To improve the classification ratio, a back-propagation neural network is constructed, where outputs of 2-means clustering are used as the inputs of the network. The simulation results demonstrate the performance of the proposed methods.

• Bulletin of the Korean Mathematical Society
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• v.39 no.1
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• pp.53-62
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• 2002

We discuss the $\hbar-stability$ of perturbed Volterra difference systems by means of the resolvent matrix and discrete inequalities.

• Journal of the Chungcheong Mathematical Society
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• v.20 no.3
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• pp.287-296
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• 2007

Using the representation of the solution by means of the resolvent, we study the boundedness of the solutions of some Volterra difference equations.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.313-329
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• 2002

The importance of professor's outline in a feedback instruction was examined through various documents and the way in which the evaluation was fulfilled in Korean educational environment and its reflection upon the evaluation result were investigated by means of research. Based upon the survey results in connection with the progress and basis of teachers' on the spot feedback mathematics instruction in schools, it was found that most of teachers who engaged in feedback mathematics instruction were going over the most frequently missed problems. I proposed that we should bring up the point at issue and grasp its tendency of a class and entire group's results by means of a relative comparative analysis method, and thereupon establish a fixed category and choose substantial feedback scholarship according to that category. From this basis, the sub-sequent research topics include the substantial feedback effects of the selected problems that should be given priority, a group analysed and classified by means of comparison of tendency as well as feedback outline depended on students' characteristic, and the determining factors of tendency(a condition of professors, a level of students, geographical difference(s), and gender difference(s), etc...).

• Communications for Statistical Applications and Methods
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• v.31 no.4
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• pp.427-440
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• 2024

The problem addressed is that of sequentially estimating the difference between the means of two populations with respect to the squared error loss, where each population distribution is a member of the one-parameter exponential family. A Bayesian approach is adopted in which the population means are estimated by the posterior means at each stage of the sampling process and the prior distributions are not specified but have twice continuously differentiable density functions. The main result determines an asymptotic second-order lower bound, as t → ∞, for the Bayes risk of a sequential procedure that takes M observations from the first population and t - M from the second population, where M is determined according to a sequential design, and t denotes the total number of observations sampled from both populations.

• Educational Technology International
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• v.15 no.2
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• pp.49-69
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• 2014

The purpose of this study was to investigate the effect of co-regulated learning on the improvement of self-regulated learning skills in collaborative learning environments. One group pretest-posttest design was used in this study. The subjects were 49 undergraduate students who enrolled in 'Educational Evaluation' course. To facilitate students' co-regulated learning activities, group worksheets were developed. Students performed collaborative tasks in group by using the group worksheets over the 6 weeks. The results showed that the difference between means of the pretest and posttest was no statistically significant. It indicates that co-regulated learning activities did not have a significant effect on the improvement of self-regulated learning skills in collaborative learning environments. However, the results of additional analysis revealed that the difference between means of the pretest and posttest in case of 19 students with low self-regulated learning level was statistically significant. On the other hand, there was no statistically significant difference between means of the pretest and posttest in case of 19 students with high self-regulated learning level. It is interpreted that co-regulated learning activities positively affected the improvement of self-regulated learning skills of students with low self-regulated learning level.