• Journal of the Korean Society of Manufacturing Process Engineers
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• v.13 no.2
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• pp.131-136
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• 2014

In this paper, a fire resistance test was carried out in accordance with the change of the insulation conditions on the exposed side and unexposed side of a coaming to obtain the optimal insulation conditions for class H-120 insulation in connection with specimen1 of the preceding paper for an evaluation of the fireproof performance of fire dampers according to hydrocarbon fire conditions. In the test results, specimen2(88 mm, $171^{\circ}C$) met the class H-120 insulation conditions, but specimen3(76mm, $181^{\circ}C$) exceeded the thermal insulation acceptance criteria at 110 minutes. Therefore, specimen2(88 mm) represents the optimal insulation conditions as a possible lightweight materialas compared to specimen1. From a comparison of the test results, we concluded that the temperature increase of the coaming insulation surface was influenced by conductive heat from the bulkhead and that the coaming surface was influenced by radiant heat from the blade and coaming.

• School Mathematics
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• v.2 no.2
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• pp.475-487
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• 2000

As a result of carrying out t-test against the learning activity that used the learning materials designed by level, significant disparity was found. Thus, it was found that hte effect of this learning activity became more visible with lapse of time. But the major cause by which there appeared small significant disparity as a result of testing is that the units of experiment were limited and that the period of using the learning materials was not long. In an analysis on the results of interest test, the experimental class also appeared to show the average score that was higher than that of the comparative class by 0.10 after converting a decimal point. The outcome of attitude test was that the experimental class showed a higher average score by 0.11, as a result of converting a decimal point, than that of the comparative class. So, a large number of students showed an improved reaction. But, there seemed some problems of the learning materials or the method of progressing the activity in changing under achievement students or students who avoided studying math. When the effect of the level-based learning activity was investigated, more than 80% of the experimental class’s students showed a positive reaction. Thus, it could be judged that students, who felt some burden at studying math, might be served more largely, not by teacher’s uniform instruction, but by an individual learning using the level-based learning materials that enabled them to do a systematic self-learning for themselves.

• Research in Mathematical Education
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• v.16 no.3
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• pp.195-206
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• 2012

We adopt a spirit of Problem based learning to the class of Multivariable Calculus in a school of scientifically talented students and observed effects of our teaching-learning method in the Spring Semester of 2010. Twelve students who enrolled in this class participated in this research. We have proceeded with classroom experiment for the half of semester after midterm exam so that the students could compare our teaching-learning method with usual traditional one in the subject of multivariable calculus. Especially, we investigated changes in the learning attitude and cognitive development of the students toward definition and theorem of mathematics. Each group of 4 students worked on a sheet of our well-designed structured problems of several steps in each class and presented how they understood the way of constructing new definition and related theorems. Instructor's role in this research was to guide students' activities as questioner so that students could attain the clear meanings of definitions and theorems by themselves. We firstly analyzed students' process of mathematization of definition through observing their discussions and presentations as well as their achievements in the quizzes and final exams. Secondly, we analyzed students' class-diaries collected at the end of each class in addition to pre/post surveys.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.189-200
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• 2000

The purpose of this thesis is that the students understand the sentence stated math problems closely related to the real life and adapted the right solving strategies try to find the solution to a problem. The following research problem were proposed. 1. How repeated thinking lessons develop the understanding of problems and influence the usage of correct problem solving strategies and extensions of problem solving. 2. There are how much differences of achievement for each type of sentence stated problems by using comparative analysis of upper class, intermediate class, and lower class for each level between the experimental and comparative classes. In order to conduct this research the classes were divided into three different level - upper class, intermediate class and lower class. Each level include an experimental class and a comparative class. The two classes (experimental class and comparative class) of the same level were tested on the basis of class division record with the experimental class repeated learning papers for two weeks were used to guide the fixed thinking algorism for each sentence stated math problems. Eight common problems were chosen from a variety of textbooks : number calculation problems, velocity-distance-time problems, the density of a mixture, benefit problems, distribution problems, problems about working, ratio problems, the length of a figure problems. After conducting this research experiment The differences in achievement level between the experimental class and comparative class, were compared and analyzed through achievement tests made from the achievement test papers with seven problems, which were worth seventy points (total score). The conclusions of this thesis are as follows: Firstly, leaning activities through the usage of repeated learning papers for each level class produce an even development of achievement level especially in the case of the upper class learners, they have particular differences (between experimental class and comparative class) compared to the intermediate level and lower classes. Secondly, according to the analysis about achievement development each problems, learners easily accept the strategies of solution through the formula setting up to the problem of velocity -distance-time, and to the density of the mixture they adapted the picture drawing strategies interestingly, However each situation requires a variety of appropriate solution strategies. Teachers will have to employ other interesting solution strategies which relate to real life.

• Journal of the Korean Statistical Society
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• v.21 no.1
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• pp.80-86
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• 1992

The concept of Balanced Factorial Experiment (BFE) was introduced by Shah (1958). The conditions for BFE were set up by Kurkjian and Zelen (1963) and Kshirsagar (1966). Generalized Cyclic Factorial Experiment (GCFE), which is more wide class of designs than BFE, do not satisfy the condition of BFE. So all contrasts belonging to the same interaction are not estimated with equal variance. The main purpose of this paper is to show that GCFE have orthogonal factorial structure and the scheme of the size of variances for all normalized contrasts in GCFE is similar to the original intra-block association scheme.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.537-543
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• 2016

This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

• Journal of KIISE:Computing Practices and Letters
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• v.16 no.4
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• pp.492-496
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• 2010

Wikipedia as an open encyclopedia contains immense human knowledge written by thousands of volunteer editors and its reliability is also high. In this paper, we propose to automatically construct a Korean named entity dictionary using the several features of the Wikipedia. Firstly, we generate class hierarchies using the class information from each article of Wikipedia. Secondly, the titles of each article are mapped to our class hierarchies, and then we calculate the entropy value of the root node in each class hierarchy. Finally, we construct named entity dictionary with high performance by removing the class hierarchies which have a higher entropy value than threshold. Our experiment results achieved overall F1-measure of 81.12% (precision : 83.94%, recall : 78.48%).

• Journal of KIISE:Software and Applications
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• v.32 no.12
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• pp.1260-1270
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• 2005

Support Vector Machines (SVM) is well known for a representative learner as one of the kernel methods. SVM which is based on the statistical learning theory shows good generalization performance and has been applied to various pattern recognition problems. However, SVM is basically to deal with a two-class classification problem, so we cannot solve directly a multi-class problem with a binary SVM. One-Per-Class (OPC) and All-Pairs have been applied to solve the face recognition problem, which is one of the multi-class problems, with SVM. The two methods above are ones of the output coding methods, a general approach for solving multi-class problem with multiple binary classifiers, which decomposes a complex multi-class problem into a set of binary problems and then reconstructs the outputs of binary classifiers for each binary problem. In this paper, we introduce the output coding methods as an approach for extending binary SVM to multi-class SVM and propose new output coding schemes based on the Error-Correcting Output Codes (ECOC) which is a dominant theoretical foundation of the output coding methods. From the experiment on the face recognition, we give empirical results on the properties of output coding methods including our proposed ones.

• Research in Mathematical Education
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• v.19 no.3
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• pp.155-174
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• 2015

The goal of this study was to examine the three components of a laboratory class cycle that empowered teachers to change their teaching practices. Six teachers and their administrator in an elementary school in the southeastern United States participated in the study. All the teachers were interviewed, and their mathematics lessons were observed at the end of each cycle of laboratory classes. The study revealed how planning, observing, and critiquing mathematics lessons as a team assisted the teachers' learning and teaching. We identified opportunities for the teachers to experiment with different teaching approaches, and we found that support from the team and from the school were key factors for the laboratory class cycle to function effectively.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.58 no.7
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• pp.1424-1434
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• 2009

DNA computing-inspired pattern classification based on the hypernetwork model is a novel approach to pattern classification problems. The hypernetwork model has been shown to be a powerful tool for multi-class data analysis. However, the ordinary hypernetwork model has limitations, such as operating sequentially only. In this paper, we propose a efficient implementing method of DNA computing-inspired pattern classifier using GPU. We show simulation results of multi-class pattern classification from hand-written digit data, DNA microarray data and 8 category scene data for performance evaluation. and we also compare of operation time of the proposed DNA computing-inspired pattern classifier on each operating environments such as CPU and GPU. Experiment results show competitive diagnosis results over other conventional machine learning algorithms. We could confirm the proposed DNA computing-inspired pattern classifier, designed on GPU using CUDA platform, which is suitable for multi-class data classification. And its operating speed is fast enough to comply point-of-care diagnostic purpose and real-time scene categorization and hand-written digit data classification.