• The Transactions of the Korean Institute of Electrical Engineers A
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• v.48 no.12
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• pp.1564-1574
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• 1999

In order to improve the efficiency of optimizing compilers, integration of register allocation and instruction scheduling has been extensively studied. One of the promising integration techniques is register allocation based on register-reuse chains. However, the generation of register-reuse chains in the previous approach was not completely systematic and consequently it creates unnecessarily dependencies that restrict instruction scheduling. This paper proposes a new register allocation technique based on a systematic generation of register-reuse chains. The first phase of the proposed technique is to generate register-reuse chains that are optimal in the sense that no additional dependencies are created. Thus, register allocation can be done without restricting instruction scheduling. For the case when the optimal register-reuse chains require more than available registers, the second phase reduces the number of required registers by merging the register-reuse chains. Chain merging always generates additional dependencies and consequently enforces the execution order of instructions. A heuristic is developed for the second phase in order to reduce additional dependencies created by merging chains. For matrix multiplication program, the number of registers resulting from the first phase is small enough to fit into available registers for most basic blocks. In addition, it is shown that the restriction to instruction scheduling is reduced by the proposed merging heuristic of the second phase.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.635-650
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• 1998

The purpose of this study is to develope a web site of statistics closely related to real life in the information society and to analyze the achievement and the response of the students about WBI between the web based instructiongroup and the traditional instruction group after applied the developed web site. The conclusions drawn from the results of this study are as follows: First, as compared the web based instructionclass with the traditional instruction class there was a significant difference in the high class but not in the low class. And there was a higher level of the achievement in the web based instruction classes than the traditional classes. Therefore, it is certain that the achievement will not fall through the web based instruction is applied. Second, the results of the investigated response using the paper sheets in order to see the response of the students about the web based instruction is that there was a more effect related to the interest and understand of studying in the web based instruction than in the traditional instruction. As synthesizing these study results, there will be a positive effect on the mathematical achievement as well as the interest of students about mathematics if the web based instruction is properly used.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1436-1446
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• 2015

This study aims to understand how scuba diving instructors' expertise, instructor reliability and instruction efficiency are related to each other. In order to achieve the research goal, the study used a multi-stage stratified cluster sampling method and collected valid samples from 400 individuals at age of 20 and older who were scuba diving in scuba diving clubs in Busan, Gyeongnam, Gyeongbuk, Jeonnam and Jeonbuk. The 400 valid samples were applied to the data analysis. The study used SPSS 21.0 for processing the gathered data via a frequency analysis, a reliability analysis and a correlation analysis and in order to verify the hypotheses, the study applied AMOS 21.0 and conducted a confirmatory factor analysis and a structure equation model analysis. Findings that the study had extracted are summarized as follows. First, the study confirmed that the scuba diving instructors' expertise has a positive effect on the instructor reliability. Second, the scuba diving instructors' expertise was reported to positively influence the instruction efficiency. Third, the results revealed that the scuba diving club members' reliability in the instructors has a positive influence on the instruction efficiency.

• The KIPS Transactions:PartA
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• v.19A no.1
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• pp.45-50
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• 2012

The demand for faster execution time and lower energy consumption has compelled architects of embedded processors to customize it to the needs of their target applications. These processors consequently provide a rich set of specialized instructions in order to enable programmers to access these features. Such an instruction is typically a $multi$-$output$ $instruction$ (MOI), which outputs multiple results parallely in order to exploit inherent underlying hardware parallelism. Earlier study has exhibited that MOIs help to enhance performance in aspect of instruction counts and code size. However the earlier algorithm does not consider the register pressure. So, some selected MOIs introduce register spill/reload code that increases the code size and instruction count. To attack this problem, we introduce a novel iterated instruction selection algorithm based on the register pressure of each selected MOIs. The experimental results show the suggested algorithm achieves 3% code-size reduction and 2.7% speed-up on average.

• Journal of the Korean Institute of Educational Facilities
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• v.1 no.2
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• pp.33-46
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• 1994

This paper inquires into the most desirable measures which can diversify instruction-learning methodsand take advantage of educational facilities in order to carry out both education for the whole man and individualized instruction in a smallscale class primary school. For this purpose, this paper makes investigation into thirty primary schools at Pochon district(including one branch school) and analyzes the contents of investigation into as follows: 1) the general present status of primary schools at Pochon district educational facilities, 2) the educational environment and educational facilities, 3) the instructional systems design and instructional media, 4) the educational facilities for the scale of applying instructional media. And then, on the side of educational facilities, This paper makes proposal for eight accessible alternatives which diversify instruction learning methods and enforce individualized instruction (=open education) without expanding or reconstructing on alarge scale a building of the existing small-scaleprimary schools.

• The Korean Society of Law and Medicine
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• v.14 no.2
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• pp.143-172
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• 2013

In order to achieve the purpose of treatment for patients by a doctor, the instruction explanation obligation, which means that he should give patients the description in more details to prepare for postoperative sequelae or complications, is common with the advice explanation obligation as a doctor should ex-plain some information to patients. Since the advice explanation obligation is the benefit and protection of the law for self determination right, but the instruction explanation obligation is one for the integrity of body and life, one can be distinct from the other. Judgments giving the instruction on the concept of instruction explanation obligation, specific methods of implementation and a range of compensation for damage are recently being made by courts at all levels including the Supreme Court. It is the time to systematize them. The contents which have been mainly discussed so far include the essence of above mentioned instruction explanation obligation. However, when the tendency of practice is considered, the efforts are required to admit the organic relevance between instruction explanation obligation and advice explanation obligation and to explain the relationship without any contradiction. For whereabouts of li-ability of proof, patients theoretically demonstrate the failure to implement it. However, when the theoretical consistency is maintained, it is likely to fail the intent to recognize the instruction explanation obligation and it may ask patients to prove something impossible to be proven. Thus, these things should be considered. Moreover, as the instruction explanation obligation is associated with medicine instruction obligation of a pharmacist and the coverage is being extended, it is the time to require the systematic study on the theoretical limit.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• Educational Technology International
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• v.14 no.1
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• pp.1-26
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• 2013

This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.298-305
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• 2018

The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.