• The KIPS Transactions:PartD
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• v.10D no.7
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• pp.1085-1092
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• 2003

The rapid growth of high speed multimedia services demands the large capacity of the server's storage that maintains the multimedia contents. Among the server's devices, the low I/O speed and physical or logical failure of storage device decrease the total performance of system. The continuous increase of multimedia contents require the flexibility of storage capacity. In order to solve the these problems, we propose the uses of software RAID and LVM techniques that provide the performance improvement and reliability of storage device and the flexibility of storage device respectively. In the LINUX 2.4 kernel, we implemented the reliable and flexible storage device and evaluated the performance of it.

• The Mathematical Education
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• v.48 no.2
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• pp.149-167
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• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.16 no.1
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• pp.139-147
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• 1998

The national topographic basedata should meet a variety of user requirements. To generate, maintain and handle the national topographic basedata in economic and effective way, the nationally supported research works on data model, structure and feature classification system should be intensively undertaken by government agency, research institute and university. This paper presents the technical definitions of conceptual and logical model for proposed data model representing digital map data. The key aspects of the proposed data model are flexibility for accommodating user requirements as well as step-by-step approach for modification as necessary m recent future. Conclusively, the proposed data model is a transitional data model between simple graphical model and object oriented data model.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.527-540
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• 1998

In the teacher's guide of mathematics textbook for the 1st grade of the middle school, the clear and logical reason why the multiplication of negative number to negative number makes positive number, and $a^{-m}$ with a>0 and m>0, is defined by ${\frac{1}{a^m}}$ is not given. When we define the multiplication or the power by successive addition or successive multiplication of the same number, respectively, we encounter this ambiguity, in the case that the number of successive operations is negative, In this paper, we name this number, negative counting number, and we make the following more logical and intuitive definition, which is "negatively many successive operations is defined by positively many successive inverse operations." According to this new definition, we define the multiplication by the successive addition or the successive subtraction of the same number, when the multiplier is positive or negative respectively, and the power by the successive multiplication or the power is positive or negative, respectively. In addition, using this new definition and following the E.R.S Instruction strategy which revised and complemented the Bruner's E.I.S Instruction strategy, we develope new teaching model available in the 1st grade class of middle school where the concept of integers, three operations of integers are introduced.ntroduced.

• Language and Information
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• v.2 no.2
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• pp.155-183
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• 1998

The purpose of this paper is to explore the syntactic criteria for determining a secondary predicates as a predicate modifier or a conjunction, and to formalize the semantic aspects of the [-ke] structure as a predicate in Korean. Syntactically, the [-ke] structure is considered to be a secondary predicate when the shared arguments appear in both the [-ke] structure and the main verb structure. On the other hand, if they do not appear in both structures, the [-ke] structure is considered to be a connective element. Semantically the [-ke] structure has numerous aspects such as depictives, resultatives, objectivity, and emphasis. The depictives of the secondary predicate can be formalize as $p{\wedge}q$ where p represents a propositional expression of the secondary predicate and q is a propositional expression of the main verb. Resultatives have the logical form $q{\rightarrow}{\Box}p$, because the consequence has to always be true. However, objectivity has the logical form $q{\rightarrow}{\diamondsuit}p$, because the consequence can be either true or false. Emphasis is represented as $q{\rightarrow}p{\uparrow}$ because the secondary predicate represents the polarity of the event.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.245-261
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• 1999

Proof is an essential characteristic of mathematics and as such should be a key component in mathematics education. But, teaching proof in school mathematics have been unsuccessful for many students. The traditional approach to proofs stresses formal logic and rigorous proof. Thus, most students have difficulties of the concept of proof and students' experiences with proof do not seem meaningful to them. However, different views of proof were asserted in the reassessment of the foundations of mathematics and the nature of mathematical truth. These different views of justification need to be reflected in demonstrative geometry classes. The purpose of this study is to characterize the types of students' justification in demonstrative geometry classes taught using dynamic software. The types of justification can be organized into three categories : empirical justification, deductive justification, and authoritarian justification. Empirical justification are based on evidence from examples, whereas deductive justification are based logical reasoning. If we assume that a strong understanding of demonstrative geometry is shown when empirical justification and deductive justification coexist and benefit from each other, then students' justification should not only some empirical basis but also use chains of deductive reasoning. Thus, interaction between empirical and deductive justification is important. Dynamic geometry software can be used to design the approach to justification that can be successful in moving students toward meaningful justification of ideas. Interactive geometry software can connect visual and empirical justification to higher levels of geometric justification with logical arguments in formal proof.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.923-943
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• 2002

The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.260-273
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• 2013

This study aims to reflect experts' opinions in analyzing a design thinking as foundation of multidisciplinary education. For this purpose, a delphi survey was conducted with 20 experts in three sessions from May 1 to June 25, 2012. To analyze the collected data, descriptive statistics, including frequency, percentage, the mean, and standard deviation were implemented, and internal reliability test on the survey instrument was carried out for statistical processing. The main results are as follows : First, the delphi analysis on intuitive thinking of design thinking suggested 7 items(to pursue the possibility of outside, to pursue the possibility of applying new forms of technology, content planning, facing a complex real-world phenomena etc.). Second, the delphi analysis on logical thinking of design thinking suggested 7 items(executed repeatedly, reasoning and verification, artificial intelligence, a decision support system etc.) Third, the delphi analysis on subjective thinking of design thinking suggested 9 items(user experience measuring, user satisfaction ratings, user requirements analysis, user interface design, behavioral responses of the human etc.). Fourth, the delphi analysis on objective information of design thinking suggested 8 items(information management system, simulation, production process, information exchange and sharing etc.). According to the results of the delphi analysis, design thinking can be seen as the foundation of multidisciplinary education. Suggestions were made for discussion about the main results and further researches.

• Journal of the Korea Society of Computer and Information
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• v.11 no.1 s.39
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• pp.11-18
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• 2006

The logical analysis of data(LAD) is a Boolean-logic based data mining tool. A critical step in analyzing data by LAD is the pattern generation stage where useful knowledge and hidden structural information in data is discovered in the form of patterns. A conventional method for pattern generation in LAD is based on term enumeration that renders the generation of higher degree patterns practically impossible. In this paper, we present a novel optimization-based pattern generation methodology and propose two mathematical programming models, a mixed 0-1 integer and linear programming (MILP) formulation and a well-studied set covering problem (SCP) formulation for the generation of optimal and heuristic patterns, respectively. With benchmark datasets, we demonstrate the effectiveness of our models by automatically generating with ease patterns of high complexity that cannot be generated with the conventional approach.