• Journal of Institute of Control, Robotics and Systems
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• v.14 no.10
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• pp.1081-1087
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• 2008

This paper describes limitations and solutions of the existing processor-monitoring concept for a military supersonics aircraft Flight Control Computer (FLCC) equipped with modern architecture processor to perform the system integration test. Safecritical FLCC integration test, which requires automatic test for thousands of test cases and real-time input/output test condition generation, depends on the processor-monitoring device called Processor Interface (PI). The PI, which relies upon on the FLCC processor's external address and data-bus data, has some limitations due to multi-fetching capability of the modern sophisticated military processors, like C6000's VLIW (Very-Long Instruction Word) architecture and PowerPC's Superscalar architecture. Several techniques for limitations were developed and proper monitoring approach was presented for modem processor-adopted FLCC system integration test.

• 대한공업교육학회지
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• v.33 no.1
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• pp.149-168
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• 2008

The purpose of this study is to verify the effect of PSpice instruction on academic achievement in 'Combination logic circuit' unit of 'Digital Logic Circuit' in industrial high school. Three kinds of null hypotheses were formulated. Two classes of the third grade of C technical high school in Gyeong-buk were divided into experimental group and control group in order to verify null hypotheses. In the experimental design, 'Non-equivalent control group pretest-posttest' model was utilized. This experiment was conducted for six classes, the experimental group was applied to PSpice instruction method before the circuit traning while the control group was applied to traditional lecture oriented method before the circuit traning. Window SPSS 10.0 korean language version program was used for the data analysis and independent sample t-test was used to identify the average of each group. Significance level was set to .05 level. The results obtained in this study were as follows; First, PSpice instruction had not an effect on academic achievement according to a group type. However, these instruction had an effect on the following sub-domains; the psychomotor domain. Second, PSpice instruction had not an effect on academic achievement according to a studies level. However, these instruction for middle and low level students had an effect on the cognitive and psychomotor domain, and for middle level students had an effect on the affective domain. Third, PSpice instruction had not an effect on shortening of a training requirement. However, this instruction for low level students had an effect on shortening of a training requirement. The study results of simulation instruction was chiefly efficient in the psychomotor domain. We could know that simulation instruction is efficient as went to a low level students than an upper level students. Thus, We may make the study effectiveness in various instruction method.

• Journal of East-West Nursing Research
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• v.11 no.2
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• pp.137-145
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• 2005

Purpose: This study has been attempted as one of the Quality Improvement activities in order to provide with intravenous injection control and to confirm the evaluation from the patients and their guardians, and also from nurses themselves. Method: The subject of this intravenous injection control was a control group of 239 patients and 176 nurses, a comparison group of 128 patients and 146 nurses. The tool consisted of hospitality (towards patients), explanation, and infection prevention activities. The collected data were analysed using SPSS Windows 11.0 program for percentage, $X^2$-test and t-test. Result: 1) The nurses who were instructed in standardised intravenous injection control received more satisfactory evaluation from the patients(t=-2.89, p=.004) than the nurses who were not. However, in the subdivisions, the explanation field was the only one to receive a more satisfactory evaluation(t=-1.14, p=.255). 2) The nurses who were instructed in standardised intravenous injection control showed higher performances in intravenous injection control (t=-4.21, p=.000) than the nurses who were not. In the subdivisions, hospitality, explanation, and infection prevention activities all showed effectiveness ($t=-2.35{\sim}3.90$, $p=.020{\sim}.000$). Conclusion: From the results stated above, it can be concluded that standardised intravenous injection control instruction for nurses brought out better evaluation, i.e. satisfaction, from the patients and their guardians, and the nurses who received the instruction showed better performances in intravenous injection control.

• Journal of the Korean Institute of Intelligent Systems
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• v.12 no.6
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• pp.517-523
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• 2002

In this paper, we propose system that apply VIBL method to add speech recognition to LIBL method based on human s studying method to use natural language to steering system of ship, MERCS and winch appliances and use VIBL method to alternate process that linguistic instruction such as officer s steering instruction is achieved via ableman and control steering gear, MERCS and winch appliances. By specific method of study, ableman s suitable steering manufacturing model embodies intelligent steering gear controlling system that embody and language direction base studying method to present proper meaning element and evaluation rule to steering system of ship apply and respond more efficiently on voice instruction of commander using fuzzy inference rule. Also we embody system that recognize voice direction of commander and control MERCS and winch appliances. We embodied steering manufacturing model based on ableman s experience and presented rudder angle for intelligent steering system, compass bearing arrival time, evaluation rule to propose meaning element of stationary state and correct steerman manufacturing model rule using technique to recognize voice instruction of commander and change to text and fuzzy inference. Also we apply VIBL method to speech recognition ship control simulator and confirmed the effectiveness.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.135-146
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• 2003

This study examines the relationship between instruction using ICT and the students' moral judgement and academic achievement in ethics course in a middle school, and analyses the difference of learning effects according to gender. For the purpose of this study, the two hypotheses are established. One is that there would be a significant difference in learning effect between ICT instruction groups and teacher-centered instruction groups. The other is that there would be a significant difference in learning effect between male groups and female groups. This study sampled 144 students of four classes from the first graders of a middle school in Taejon. For experimental treatment, this study designed two instructional programs: ICT-using instruction and teacher-centered instruction. ICT-using instruction program was applied to two classes(72 students), and teacher-centered instruction program to the other two classes(72 students). The experimental design of the study was the pretest-posttest control group design. As a result of this study, the ICT-using instruction program influenced positively the students' moral judgement and its improvement. Concerning the degree of academic achievement, there was no significant difference between the ICT-using groups and the teacher-centered groups. The sex distinction among ICT-using groups does not make any significant difference in the moral judgement and academic achievement.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.1
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• pp.66-75
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• 2002

The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows ; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex-tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.721-727
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• 2005

This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.337-345
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• 1998

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.1-10
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• 2012

The flow of computer education in modern knowledge and information society contains the computer science courses to cultivate the higher-level thinking abilities such as logical thinking skills, creativity, and problem-solving ability of learners. The purpose of this study is to recognize the need to promote the algorithmic thinking power to improve the problem solving ability of learners, to design the algorithm class based on the anchored instruction strategy for elementary school students and to verify the effectiveness. Anchored instruction model and cases are added to the class. Elementary school students were subjects and divided into a control group in which the traditional algorithm teaching method was conducted and an experimental group in which algorithm class was conducted applying anchored instruction. As results, an experimental group has shown improvements on problem solving compared to a control group.