• Journal of the Korean Society of School Health
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• v.3 no.2
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• pp.63-87
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• 1990

The purpose of this study was to investigate the performance rate of regular health instruction by school nurses and its related factors. These data were collected by questionnaire in Mar. 1990. Total 986 school nurses who have been working primary, secondary schools in Seoul were given the questionnaire, and 672 school nurses' respectively, were finally analyzed. Analysis of the data was done utilizing SPSS/PC+for percentage, frequency, mean, $X^2$-test, t-test, ANOVA, correlation, regression. The major findings of this study were as follows : 1. Thc performance rate of regular health instruction by school nurses was 77.7% of 552 respondents. 2. The school nurses in primary school(87.0%) were more likely to perform regular health instruction than the school nurses in secondary school (63.8%). 3. The teachers of regular health instruction were more likely to display favorable attitudes toward need of health instruction. The school level was not statistically significant(P>0.05). 4. The evidence from the data analysis supported the proposition that the teachers of regular health instruction had more positive attitude toward the establishment of health subject(80.3%). The school level was statistically significant(P<0.05). 5. The school principal was a highly significant factor as it affected the performance rate of regular health instruction by school nurses. The school level was statistically significant(P<0.001). 6. The length of past career, the degree of self confidence on health instruction, the need of health instruction did affect the performance rate of regular health instruction by school nurses. On the basis of the above mentioned, so as for regular health instruction of school to be activated more throughly, regular class must be introduced in the form of establishment of health subject, enhancement of quality on the part of school nurses, made and various methods for enhancing perception toward the regular health instruction on the part of school principal are to be carried out.

• Communications of Mathematical Education
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• v.22 no.3
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• pp.253-273
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• 2008

The key feature of the $7^{th}$ Education curriculum, which is applied by order by year from 2000, is represented by differentiated curriculum. In order to embody differentiated curriculum, it is extensively recommended the level-based instruction. Level-based class basically has purposes to give students matched study experiences in accordance with their abilities and to help all students to understand what they have learned through providing differentiated instruction with considering the learners' stand points. The preceding researches have reported many cases about operating methods and educational effectiveness for the level-based instruction. In the meantime, researches about students' acceptances or opinions related to the level-based instruction are not sufficient. In this research, students opinions about level-based instruction are analyzed, based on the distinction of sex and level, and improving operational methods are suggested.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.282-287
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• 2021

A multicore system must be able to take full advantage of the program's instruction and data parallelism. This study introduces the data replication technique as a support technique to maximize the program's instruction and data parallelism. Instruction level parallelism can be limited by data dependency. In this case, if data is replicated to each processor core and used, instruction level parallelism can be used to the maximum. The technique proposed in this study can maximize the performance improvement effect when applied to scientific applications such as matrix multiplication operation.

• The Mathematical Education
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• v.54 no.4
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• pp.335-350
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• 2015

The purpose of this study was to investigate the effectiveness of the differentiated instruction in mathematics by a meta-analysis. Among the studies conducted for last twenty three years, the relevant 49 research articles were selected, 80 effect sizes were calculated for the cognitive domain and 70 effect sizes for the affective domain. Effect sizes were analyzed with school levels, student level, group organization method such as homogeneous vs. heterogeneous, class transfer and adjusting class sizes for each cognitive domain and affective domain. The results are as the followings: In the cognitive domain, the overall effect size of the differentiated instruction produced a medium effect(effect size=0.68, U3=75.17%). The differentiated instruction showed the highest effect size on elementary school and middle school, mid level students, heterogeneous group, class transfer and not adjusted class size. And in the affective domain, the overall effect size of the differentiated instruction produced a low effect(effect size=0.36, U3=65.36%). The differentiated instruction showed the highest effect size on elementary school, mid level students, and heterogeneous group. Thus the differentiated instruction was proved to be effective in mathematics classes.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.3
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• pp.446-458
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• 2012

This research aims to analyze on the instruction effectiveness of ability grouping based on 'setting' and the result is as following. Superior group had a positive effect from the aspect of self-conception, satisfaction on class, and learning attitude while average and inferior group had a negative effect from the aspect of self-conception, satisfaction on class, and learning attitude. Therefore, the point seems to be that ability-grouping class based on 'setting' only helps the students in the superior group. Therefore, it is necessary to reconsider the educational policy of variable curriculum classroom by achievement Level implemented by current ability-grouping. A method should be prepared to help all the students in superior, average, and inferior level.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.437-453
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• 2007

In this thesis, look around about problems of the present mathematics education, and then it devised the alternative plan to improvement of educational spot that mathematics instruction which considers an individual differences it applied the portfolio. To minimize the level deepening of knowledge, we choose the instruction which classified by level in the classroom. Above all things, we lay emphasis on searching the method to student for oneself can feedback about studying contents. We also carry out this method to students in Sang Dong middle school from 2002 to 2005. Therefore, we develop the instruction it applied the portfolio, to effectual studying participation of the students. Go through this process, we settle down the instruction which classified by level it applied the portfolio in the classroom at 2005 and produce a result that the instruction have an positive effect on the students' cognitive and sentimental filed.

• Proceedings of the IEEK Conference
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• 2000.06b
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• pp.161-164
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• 2000

The architecture of microprocessor for a embedded system should be one that can perform more tasks with fewer instruction codes. The machine codes that high-level language compiler produces are mainly composed of specific ones, and codes that have small size are more frequently used. Extended Instruction Set Architecture (EISC) was proposed for that reason. We have designed pipe-line system for 64 bit EISC microprocessor. function level simulator was made for verification of design and instruction set architecture was also verified by that simulator. The behavioral function of synthesized logic was verified by comparison with the results of cycle-based simulator.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• Journal of KIISE:Computer Systems and Theory
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• v.27 no.8
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• pp.741-751
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• 2000

To achieve high performance by exploiting instruction level parallelism aggressively in superscalar processors, it is necessary to overcome the limitation imposed by control dependences and data dependences which prevent instructions from executing parallel. Value prediction is a technique that breaks data dependences by predicting the outcome of an instruction and executes speculatively its data dependent instruction based on the predicted outcome. In this paper, a hybrid value prediction scheme with dynamic classification mechanism is proposed. We design a hybrid predictor by combining the last predictor, a stride predictor and a two-level predictor. The choice of a predictor for each instruction is determined by a dynamic classification mechanism. This makes each predictor utilized more efficiently than the hybrid predictor without dynamic classification mechanism. To show performance improvements of our scheme, we simulate the SPECint95 benchmark set by using execution-driven simulator. The results show that our scheme effect reduce of 45% hardware cost and 16% prediction accuracy improvements comparing with the conventional hybrid prediction scheme and two-level value prediction scheme.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.261-273
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• 1989

The study attempted to determine if the effectiveness of bibliographic 'instruction would be different among student groups, divided by grade levels, major areas of study, and the level of library skills posessed before the instruction. The focal point of the investigation was the degree of improvement demonstrated by the changes in mean score of each group after taking bibliographic instruction. Sangmyong Women's University students who have taken the bibliographic instruction course for credit were the subjects of the study. Students' library skills were measured prior to the bibliographic instruction and post-test was followed. And the measured was based on the 'Library skills Test' developed by the Illinois Association of College and Research Libraries. Three hypotheses in the study were tested statistically by ANOVA. The followings are the results of the analysis: (1) There were no significant differences in bibliographic instruction effectiveness among student groups divided by grade levels; (2) There were significant differences (p<.01) in bibliographic instruction effectiveness among student groups divided by major areas of study. Bibliographic instruction was more effective for humanities or social sciences majors than for performing arts or physical education majors; (3) There were significant differences (p<.001) in bibliographic instruction effectiveness among student groups divided by the initial library skills. Obviously, bibliographic instruction was more effective for the students in bottom quartile than those in top quartile or middle quartiles. Finally, limitations of the study, recommendations based on the results and area for future research are briefly examined.