• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• Human Ecology Research
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• v.56 no.3
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• pp.301-315
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• 2018

This study explores the critical reflection process experienced by home economics preservice teachers during practicum. Data were collected in a critical analysis of class, practicum review, and journals written by sixteen preservice teachers. Text material were composed of 188 transcripts on A4 paper and 36 page of mini-notes. The collected data were analyzed by a thematic coding method in qualitative research and proceeded in the order of three steps of transference, coding, and subject discovery. The emerging themes were: 1) Observing class 2) Practicing class 3) Growth of class practice 4) Reflecting class. First, the observing class was an exploration process through the viewing of daily classes that involved the process of recognizing the classroom situation and various classroom contexts. Second, the practicing class was to strengthen the consideration of the class to form a relationship that could lead to learning in educational situations. Third, the growth of class practice was intended to recognize the orientation of the subject matter with pedagogical content knowledge. Four, the reflecting class was the process of experiencing practice with a continuous understanding of the class, class reflection, and changing the perspective from the current status. There is a part where critical reflection is difficult to be promoted deeply during 4 weeks; however, there was a possibility of a reflection practice that could promote achievement through the experience of a practicing class.

• Journal of the Institute of Electronics Engineers of Korea TC
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• v.43 no.5 s.347
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• pp.94-103
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• 2006

Ethernet passive optical network (EPON) has drawn many attention as a promising access network technology for FTTH because it can provide a high bandwidth with a low cost. Since the uplink bandwidth in the EPON system is shared by many users, it is necessary for an EPON system to have an efficient bandwidth allocation mechanism. To support QoS in EPON, the previous bandwidth allocation schemes employ strict priority queueing (SPQ). Since SPQ gives unlimited priority to higher service class, the QoS of lower service classes gets worse. In this paper, we propose Class Gated DBA (Dynamic Bandwidth Allocation) algorithm in which the bandwidth is requested / granted in a service class basis. To avoid the monopoly in bandwidth usage by higher classes the maximum bandwidth that is allocate to each service class is limited (fairness between services classes). In addition, to avoid the monopoly in bandwidth usage by some particular users, each ONU runs fairness bandwidth allocation algorithm within each service classes. Through computer simulations, it is verified that the proposed algorithm achieves a good level of QoS, and at the same time maintains a good level of fairness between both service classes and users.

• Journal of Internet Computing and Services
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• v.7 no.5
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• pp.123-134
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• 2006

In this research paper, We have proposed an interpretation structure concerned with context-awareness which is essential to provide intelligent service. The proposed model has an interpretation structure that integrated information of both external and internal context, and been designed to keep independency between context information and application service. To verify the interpretation structure that proposed, we established a test bed (Ubi-Class) in which the concept of context awareness has been introduced to the existing class room, and constituted a scenario, and tested whether intelligent service is performed according to context interpretation.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.31-39
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• 2016

In recent university classes, consistent effort to improve co-operative interaction and communication between student and professor utilizing SNS(Social Network Service) is being made. This research conducted survey study with 137 pre-teachers in Daejeon & Chungnam area in order to find the relationship between pre-teachers' ego resilience, level of social support and awareness of the instructional outcome in classes that incorporate SNS. According to the result, it has been found that male's class satisfaction is higher than female's class satisfaction, while significant correlations have been found between ego resilience-social support, social support-class satisfaction, social support-semester satisfaction, and class satisfaction-semester satisfaction. Also, ego resilience and social support have significant effect on awareness of the instructional outcome. From these results, a rather close attention towards students' characteristics and their adaptation in class is needed in order to successfully carry out classes that incorporate various new media.

• Proceedings of the Korea Information Assurance Society Conference
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• 2004.05a
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• pp.43-50
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• 2004

Diffserv Network DSCP(Differentiated Service Code Point)는 8bit로 구성되어 있고, 그 중 6bit만 사용되고, 나머지 2bit는 비워져 있는 상태로 있다. 이 2bit를 사용하여, DF(Default Forwarding), EF(Expedited Forwarding), AF(Assured Forwarding)의 DSCP 에 각각의 Service Class Code Point를 부여해서 사용자의 패킷을 구분하여 서비스하는 DiffServ 같은 경우 상용화가 되었을 때, DiffServ를 서비스하는 망에서 동일한 DiffServ 정책을 설정해서 사용할 수 있는 기법을 제안한다.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2006.10a
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• pp.625-626
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• 2006

• Journal of KIISE:Computing Practices and Letters
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• v.10 no.4
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• pp.293-298
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• 2004

To satisfy the requirements for QoS and acceptance ratio of the users using multimedia content service, it is required to control mechanism for QoS assurance and allocation of the stream server' resources based on CoS(Class of Service). To compare performance of the algorithm, we have classified the user by two classes (super class, base class) and control the acceptance ratio of user's requests by user's class information. We have experimented the test of network resources and test of processing time under server/client environment and agent environment. MA-URFA based on agent increases the acceptance ratio of super class and utilization ratio of network resources.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

• Journal of Science Education
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• v.37 no.2
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• pp.261-277
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• 2013

This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.