• Journal of the Korean Institute of Telematics and Electronics
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• v.25 no.8
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• pp.937-949
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• 1988

This paper proposes a code optimization algorithm for dealing with hazards which are occurred in pipelined architecture due to resource dependence between executed instructions. This algorithm solves timing hazard which results from resource conflict between concurrently executing instructions, and sequencing hazard due to the delay time for branch target decision by reconstructing of instruction sequence without pipeline interlock. The reconstructed codes can be generated efficiently by considering timing hazard and sequencing hazard simultaneously. And dynamic execution time of program is improved by considering structral hazard which can be existed when pipeline is controlled dynamically.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.

• Research in Mathematical Education
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• v.25 no.3
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• pp.227-244
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• 2022

The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.43 no.10 s.352
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• pp.54-60
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• 2006

In order to test the board with IEEE 1149.1 boundary scan design, the test sequence must be applied as the bit stream However it is very tedious job to generate the test bit sequence since it requires the complete hlowledge about the 1149.1. This fuper introduces a convenient PCI/USB interface controller, named as Test-Ready PCI (TRPCI) ard Test-Ready USB (TRUSB). Test Bus Controller has been developed by TI and Lucent aiming to generate the test bit stream as an instruction level, thus even the novice test engineer can easily generate the test sequence.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.379-398
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• 2011

In learning environment at mathematics education, prove and refute are essential abilities to demonstrate whether and why a statement is true or false. Learning proofs and counter examples within the domain of limit of sequence is important because preservice teacher encounter limit of sequence in many mathematics courses. Recently, a number of studies have showed evidence that pre service and students have problem with mathematical proofs but many research studies have focused on abilities to produce proofs and counter examples in domain of limit of sequence. The aim of this study is to contribute to research on preservice teachers' productions of proofs and counter examples, as participants showed difficulty in writing these proposition. More importantly, the analysis provides insight and understanding into the design of curriculum and instruction that may improve preservice teachers' learning in mathematics courses.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.51-54
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• 2009

In or automotive engineering education is introduced. Main objective of the system is teaching disassemble/assemble procedure of automatic transmission of a vehicle to students, who study automotive engineering. System includes vehicle transmission, set of tools and mechanical facilities, two video cameras, computer with developed software, HMD glasses and two LCD screens. Developed software gives instructions on assembling and disassembling processes of real vehicle transmission with the help of augmenting virtual reality objects on the video stream. Overlaying of 3D instructions on the technological workspace can be used as an interactive educational material. In disassembling process, mechanical parts which should be disassembled are augmented on video stream from video cameras. Same is done for assembling process. Animation and other visual effects are applied for better indication of the current assembling/disassembling instruction. During learning and training, student can see what parts of vehicle transmission and in which order should be assembled or disassembled. Required tools and technological operations are displayed to a student with the help of augmented reality, as well. As a result, the system guides a student step-by-step through an assembly/disassembly sequence. During educational process a student has an opportunity to return back to any previous instruction if it is necessary. Developed augmented reality system makes educational process more interesting and intuitive. Using of augmented reality system for engineering education in automotive technology makes learning process easier and financially more effective.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.107-118
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• 2004

This study aims to design and implement individual complete learning system based on IPI(Individually Prescribed Instruction) model. Most of current web based learning systems do not consider individual students' ability and just follow the sequence of instructing contents $\rightarrow$ providing problems $\rightarrow$ presenting the result of evaluating. However, this system focuses on individual ability prior to studying subjects. In individual complete learning system, it is acknowledged that a period and a pace to complete each task will differ from students to students, therefore until they complete the whole unit, they are not allowed to move onto the next unit. After completing each unit, there will be a process of evaluating students' performance. It is necessary to show the correct completion of 80% of the evaluation to move onto next step; for those who are evaluated as inadequate to move on, an individual supplementary instruction will be provided. Therefore, this study intends to supplement the deficit of prior learning and provide feedback dependent on individual's learning ability so that the goal of Individual Whole Complete Learning could be accomplished.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.16 no.6
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• pp.81-93
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• 2006

A file system is an evidence resource of cyber crime in computer forensics. Therefore the methods of recovering the file system and searching important information have been offered. However, the methods for finding a malicious fie in free blocks or slack spaces have not been suggested. In this paper, we propose an investigation method to find a maliciously executable fragmented file. After estimating if a file is executable with a machine code rate, we conclude it could be malicious by comparing a similarity of instruction sequences. To examine instruction sequences, we also propose a method of profiling malicious files using file and a method of comparing the continued scores. As the results, we could exactly pick out the malicious execution files, such as buffer overflow attack program, at fitting threshold level.

• Journal of Periodontal and Implant Science
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• v.41 no.3
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• pp.131-134
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• 2011

Purpose: To test the plaque-removal efficacy of a single-tufted toothbrush on the posterior molars compared with a flat-trimmed toothbrush. Methods: Forty-nine subjects were selected. Professional instruction and written brushing instructions were given. After thorough supra-gingival scaling and polishing, all subjects were asked to abstain from oral hygiene procedures for 24 hours prior to the first experiment. The subjects were randomized to a treatment sequence. The modified Quigley and Hein plaque index was recorded pre- and post-tooth brushing, at 6 surfaces of the posterior molars. After a wash-out period, all the remaining plaque was removed professionally. Twenty-four hours of brushing abstinence was again performed. The plaque index was recorded pre- and post-tooth brushing after the subjects were given the second toothbrush in the cross-over sequence. Results: The percentage reductions in plaque scores achieved with the single-tufted brushes were significantly higher than those of the flat-trimmed brush at the maxillary buccal interproximal, marginal and mandibular lingual interproximal site. The other locations showed no significant difference. Conclusions: The results of the present study implied that the single-tufted brush could be an effective tool for the removal of plaque at some, but not all, sites of the posterior molars.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.35-42
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• 1986

Recent studies on the learning of the science concepts indicate that most students have misconceptions of the science concepts. The misconceptions have their roots in the various aspects of teaching and learning situations. The textbooks used in schools have been substantiated as one of the sources of the misconceptions. Genetics has been recognized as one of the most difficult areas for high school students to learn. Therefore, this study had its objective to identify the misconceptions of genetics held by high school students and analyze the high school biology textbook as the source of the misconceptions. In order to indentify the misconceptions of the genetic concepts, the volunteer students were interviewed and genetic content and its sequence in the high school biology textbooks were analyzed. The misconceptions identified in this study are as follow: gamete formation, mitosis, trait expression, and allele and gene behavior in meiosis. This study found that the high school biology textbooks might be the source of those misconceptions. Based on the misconceptions identified, this study proposed direction for efficient instruction of genetics in high schools.