• 한국지반공학회:학술대회논문집
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• 한국지반공학회 2002년도 봄 학술발표회 논문집
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• pp.445-452
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• 2002

In the field of civil and geotechnical engineering, students conduct a variety of soil tests to fulfill undergraduate soil mechanics course requirement. There is a range of problems in soil laboratory instruction, such as, some students not getting hands on experience of conducting tests because of inadequate number of apparatus, time constraints and inability in exciting students to seriously conduit the experiments, However when these laboratory soil tests are simulated with multimedia interaction ann visualization techniques, the students conceptual understanding of soil mechanics is enhanced. The simulation program for website teaching is a computer based instructional package intended to complement, and potentially replace, some physical testing in a real soil laboratory. The overall aim of this project is to develop an experimental simulation program toward active learning and development of critical thinking skills, including data interpretation, understanding of the precesses and influential factors, and problem solving. Therefore enable students to access website to team experimental procedure at any time or place.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.281-295
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• 2006

The purpose of this study was to analyze laboratory instructions used in elementary school science lessons by utilizing an analysis instrument for science laboratory instruction(AISLI). This analysis instrument was comprised of 3 elements; the aim of the laboratory activity, the interaction generated, and the inquiry process. There were also a total of 20 sub-categories and its validity was identified at 0.89 by four science educators. For the purposes of this study, 90 laboratory instructions were video-recorded, then transcribed. Laboratory instructions were analyzed by three analyst teams, and the inter-rater reliability within teams was checked through Pearson correlation, with a score of 0.91. The results of this study were as follows: the two principle aims of laboratory activity, namely, to acquire declarative knowledge and to increase attitudes toward science, were observed to be in evidence in 98.9% and 92.2% in laboratory instructions, and the levels of categories of the interaction and inquiry processes were situated at level-1. The implications of these results are that laboratory instructions currently in use do not place sufficient demands upon students' scientific thinking and are not at all conducive to student-centered activities. Therefore in order to remedy this situation, the usefulness of current science laboratory instructions need to be re-evaluated.

• 대한치과기공학회지
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• 제14권1호
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• pp.81-90
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• 1992

1. The dental technicians are worn to a frazzle by a hard work. Therfore, the term of manufacturing denture should be prolonged as 4$\sim$5 days. 2. The dental technicians work under the harmful environments. It should be improved the working conditions for the dental technicians. 3. In case of the women dental technicians, they feel like being treated discriminality. It should be take over a portion of the work in dental laboratory as the accountant' section and the technical section. 4. It should be abolished a pressent instruction dentist system.

• 한국과학교육학회지
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• 제12권2호
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• pp.97-107
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• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• 한국방송∙미디어공학회:학술대회논문집
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• 한국방송공학회 2015년도 추계학술대회
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• pp.203-206
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• 2015

본 논문은 4K UHD 입력 영상에 대한 HEVC 고속 부호화를 위하여 대부분의 상용 CPU 및 AP 에서 사용되고 있는 SIMD (Single Instruction Mutiple Data) 명령어를 사용한 고속의 정수 화소 단위 움직임 추정 방법에 대한 연구이다. 특히, IT 기기에서의 고속 동영상 부호화를 위해 기존의 SIMD 명령어를 개량하여 동일한 CPU 실행시간에 다수의 움직임 추정을 수행할 수 있는 SIMD 명령어를 사용하여 보다 같은 실행시간에 보다 넓은 영역에 대한 움직임 벡터 탐색을 수행할 수 있도록 Search Box 기법을 새로이 개발하고 이를 토대로 기존 HEVC 에서 사용되고 있는 움직임 추정 방법에 대하여 연산시간을 줄이는 동시에 화질 열화를 최소화 시킬 수 있는 방법에 대하여 논한다.

• 한국과학교육학회지
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• 제26권7호
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• pp.790-797
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• 2006

본 연구에서는 제 7차 교육과정에서 제시한 심화 보충형 수준별 수업과 심화형 또는 보충형 획일적 수업의 효과를 비교해보고자 하였다. 연구 대상은 중학교 1학년 남녀학생 200명으로 심화 보충집단, 심화집단, 보충집단의 세 집단으로 구성하였다. 기본과정 이수 후에 치른 형성평가 점수에 따라 각 집단의 학생들을 심화수준과 보충수준으로 나누었다. 한 학기동안 심화 보충집단은 학생들의 수준에 해당하는 수준별 실험활동을 하였고, 심화집단은 모두 심화 실험활동을, 보충집단은 모두 보충 실험활동을 하였다. 수업처치에 따른 효과를 알아보기 위해 과학 학업성취도와 과학 탐구능력에 대해 사전 사후 검사를 실시하였고, 심화 보충형 수준별 수업에 대한 학생들의 의견을 조사하였다. 그 결과 과학 탐구능력 검사에서는 각 집단별로 유의미한 차이가 없는 것으로 나타났으나, 과학 학업성취도 검사에서는 유의미한 차이가 있는 것으로 나타났다. 사후비교 결과 이러한 차이는 심화 보충집단과 보충집단의 차이에 기인한 것을 알 수 있었다. 학생들의 의견 조사 결과 심화 보충집단의 심화수준 학생들은 심화활동에 대해 만족하는 학생들이 많았으며, 보충수준 학생들도 부정적인 반응을 보이는 학생들은 적었다. 그러므로 본 연구 결과에 의하면 중학교 과학 수업에서 심화 보충형 수준별 수업이 보충형 획일적 수업보다는 더 효과적이라고 할 수 있다.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2006년도 하계종합학술대회
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• pp.809-810
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• 2006

An H.264 algorithm is commonly used for video compression applications. This algorithm requires a large number of data computations, for example, the sum of absolute difference (SAD) operation. We analyzed H.264 reference encoding workloads. The H.264 encoding program has 8.78% SAD operation. The SAD operation is to sum up 16 difference-values in H.264 $4{\times}4$ sub-blocks. In order to accelerate SAD operations, we implemented an application specific instruction-set processor (ASIP) that can execute SAD and data transfer instructions. The proposed coprocessor has an absolute value generator and a carry save adder (CSA) unit to sum up 8 difference-values per one clock cycle. We completed SAD operation in 2 clock cycles. Experimental results show that the performance is improved by 34% of total execution time.

• 아동학회지
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• 제10권1호
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• pp.1-10
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• 1989

This study compared the effects of open and directed teaching styles on creativity and mathematical achievement. The subjects were 32 three- and four-year-old children enrolled in the Home Economics Laboratory Nursery School at the University of Arkansas during the fall semester of 1987. In this study, the open teaching style was a child-oriented method of teaching with the help or guidance rather than the actual instruction of teacher, while the directed teaching style was a teacher-oriented method of teaching with actual instruction of the teacher. Forty-eight activities and materials relevant to mathematical concepts appropriately designed for the subjects were used. The nursery school children were divided into morning and afternoon groups. Utilizing a Latin square design, the children in the morning group were taught by the directed teaching style for four weeks followed by a three week period of no planned mathematical activities, then taught by the open teaching style for four weeks. The children in the afternoon group followed the same schedule except the open teaching style was first. At the end of the two four-week sessions of mathematics experiences Thinking Creatively in Action and Movement and selected items of Tests of Basic Experiences 2: Mathematics were administered. The scores of each of the two tests were analyzed using a t-test of dependent measures for the two teaching styles, the sex, and the age of the children. Children taught using the directed teaching style showed a significantly higher originality and mathematical achievement scores than those taught using the open teaching style. Differences for sex and age revealed that the directed teaching style was a significantly better method of instruction to foster the originality for boys and the mathematical achievement for four-year-old children.

• ETRI Journal
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• 제34권6호
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• pp.827-837
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• 2012

We propose a flow admission control (FAC) for setting up a wire-speed connection for new flows based on their negotiated bandwidth. It also terminates a flow that does not have a packet transmitted within a certain period determined by the users. The FAC can be used to provide a reliable transmission of user datagram and transmission control protocol applications. If the period of flows can be set to a short time period, we can monitor active flows that carry a packet over networks during the flow period. Such powerful flow management can also be applied to security systems to detect a denial-of-service attack. We implement a network processor called a flow management network processor (FMNP), which is the second generation of the device that supports FAC. It has forty reduced instruction set computer core processors optimized for packet processing. It is fabricated in 65-nm CMOS technology and has a 40-Gbps process performance. We prove that a flow router equipped with an FMNP is better than legacy systems in terms of throughput and packet loss.

• 한국과학교육학회지
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• 제23권4호
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• pp.375-385
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• 2003

In an effort to provide information about the effect of Microcomputer-Based Laboratory (MBL) use in science teaching and learning on student achievement and attitudes, a review of research analyzed studies was done between 1981 and 2001, using a meta-analysis procedure. Thirty-seven published and unpublished studies were reviewed. Use of MBL was shown to be potentially effective in the following condition of class; two students, physics teaching, more than one topic, or at the college level. Appropriate research design strategies, financial support (including hardware and software), and the use of more than one instrument for assessing the effect of the MBL instruction are crucial factors for more informative research studies. While helpful in many respects, the prior research revealed a number of problems related to the use of MBL in school science teaching and learning. The prior research does not support the desired intention described in the theory-based outcomes and reveals so little about how teachers and students use MBL, how it influences their teaching and learning, and how effectively it fits into the existing science curriculum. In order to know if the integration of MBL in the existing school science is worth it or not, more careful research design and comprehensive research should be done.