• The Transactions of the Korea Information Processing Society
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• v.4 no.10
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• pp.2544-2552
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• 1997

This paper presents three multiprocess models for parallel protocol implementation, that is, (1)channel communication model, (2)fork-join model, and (3)event polling model. For the specification of parallelism for each model, a parallel programming language, Par. C System, is used. to measure the performance of multiprocess models, we implemented the Internet Protocol Suite(IPS) Internet Protocol (IP) for each model by writing the parallel language on the Transputer. After decomposing the IP functions into two parts, that is, the sending side and the receiving side, the parallelism in both sides is exploited in the form of Multiple Instruction Single Data (MISD). Three models are evaluated and compared on the basis of various run-time overheads, such as an event sending via channels in the parallel channel communication model, process creating in the fork-join model and context switching in the event polling model, at the sending side and the receiving side. The event polling model has lower processing delays as about 77% and 9% in comparison with the channel communication model and the fork-join model at the sending side, respectively. At the receiving side, the fork-join model has lower processing delays as about 55% and 107% in comparison with the channel communication model and the event polling model, respectively.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.107-122
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• 2003

The present study aims at theoretically reviewing studies en the need of alignments among assessment, curriculum and instruction in order to implement the goals of mathematics education. This paper discusses about issues and models fer alignment between instruction and curriculum, and then mainly focuses on alignment of assessment with instruction and curriculum at two levels, classroom and large-scale assessment. It was pointed out that both many published standardized tests for large-scale assessment and classroom assessments failed to meet curricular goals and contents, and instructional methods. The findings imply that reform in mathematics education should not be driven by assessment, but be embedded in instructional practices.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• Journal of the Korean Institute of Telematics and Electronics B
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• v.33B no.2
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• pp.149-158
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• 1996

In this paper we describe designing and implementing a digital neural chip and a parallel neural machine for simulating large scale neural netsorks. The chip is a single-chip multiprocessor which has four digiral neural processors (DNP-II) of the same architecture. Each DNP-II has program memory and data memory, and the chip operates in MIMD (multi-instruction, multi-data) parallel processor. The DNP-II has the instruction set tailored to neural computation. Which can be sed to effectively simulate various neural network models including on-chip learning. The DNP-II facilitates four-way data-driven communication supporting the extensibility of parallel systems. The parallel neural machine consists of a host computer, processor boards, a buffer board and an interface board. Each processor board consists of 8*8 array of DNP-II(equivalently 2*2 neural chips). Each processor board acn be built including linear array, 2-D mesh and 2-D torus. This flexibility supports efficiency of mapping from neural network models into parallel strucgure. The neural system accomplishes the performance of maximum 40 GCPS(giga connection per second) with 16 processor boards.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.3152-3159
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• 2012

This paper presents the new instruction-level power model for an asynchronous processor. Until now, the various power models for estimating the power dissipation of embedded processor in SoC are proposed. Since all of them are target to the synchronous processors, the accuracy is questionable when we apply those power models to the asynchronous processor in SoC. To solve this problem, we present new power model for an asynchronous processor by reflecting the behavioral features of an asynchronous circuit. The proposed power model is verified using an implementation of asynchronous processor, A8051. The simulation results of the proposed model is compared with the measurement result of gate-level synthesized A8051. The proposed power model shows the accuracy of 90.7% and the simulation time for estimation the power consumption was reduced to 1,900 times.

• School Mathematics
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• v.5 no.2
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• pp.167-189
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• 2003

Mental arithmetic has recently gained a higher profile in primary school mathematics. The study aims to reflect didactical background of mental arithmetic in number and operations curriculum for primary school mathematics. In order to attain these purposes, the present paper describes the meaning of mathematical literacy and didactical background of mental arithmetic on which have been laid emphasis in relation to mathematical literacy in many countries. Also it shows current suggestions for mental arithmetic instruction in Everyday Mathematics Project in USA, Numeracy Number Project in Great Britain, TAL project based on Realistic Mathematics Education in the Netherlands, and mathe 2000 project in German in order to gain practical ideas for teaching mental arithmetic. Furthermore, it discusses mental strategies of students and didactical models for improving mental arithmetic instruction based on the results of many researches. Under these theoretical foundations, it is analyzed how mental arithmetic is developed in our number and operations curriculum, focused on mental strategies and didactical models. Finally, implications for improving our mental arithmetic instruction are discussed.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.3
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• pp.5-24
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• 2011

Teachers must design instruction to meet effective teaching and learning before teaching implementation. The traditional models of instructional design such as Dick and Carey, ADDIE and ASSURE have been widely applied. However, the traditional models of instructional design have limitation in that students fail in deep understanding of subject content because of break down essential goal of the unit small pieces of contents. To solve this problem, Wiggins and McTighe have suggested backward design. Backward design is a method of designing instruction by setting evaluation before choosing activities or content to teach. Therefore, this study explores the effective teaching and learning by analyzing structure of backward design and appling backward design to 'Library and Information Life' subject for information literacy education. Backward design for 'Library and Information Life' subject applies the template which Wiggins and McTighe devised for instructional design.

• Journal of Korea Society of Industrial Information Systems
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• v.29 no.3
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• pp.79-87
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• 2024

Recently, the importance of pre-trained language models (PLM) has been emphasized for natural language processing (NLP) such as text classification, sentiment analysis, and question answering. Korean PLM shows high performance in NLP in general-purpose domains, but is weak in domains such as finance, medicine, and law. The main goal of this study is to propose a language model learning process and method to build a financial-specific language model that shows good performance not only in the financial domain but also in general-purpose domains. The five steps of the financial-specific language model are (1) financial data collection and preprocessing, (2) selection of model architecture such as PLM or foundation model, (3) domain data learning and instruction tuning, (4) model verification and evaluation, and (5) model deployment and utilization. Through this, a method for constructing pre-learning data that takes advantage of the characteristics of the financial domain and an efficient LLM training method, adaptive learning and instruction tuning techniques, were presented.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.407-429
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• 2015

This study aims to find the elementary mathematics teachers' satisfaction, availability, and needs, based on the mathematics teaching models in current mathematics curriculum. The satisfaction on current mathematics teaching models is about 80%, but the frequency of usage of the models is a bit low because the models are used once a unit or a semester. Among other subjects, the teachers prefer the teaching models of social studies or science, because the models are convenient in applying models to their teaching. We proposed a few ideas to enhance the availability of mathematics teaching models including the consideration on a variety of content areas of mathematics, students' differences of their mathematics levels, and the teaching and learning methods in mathematics curriculum.