• KSII Transactions on Internet and Information Systems (TIIS)
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• 제17권4호
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• pp.1258-1275
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• 2023

Cloud computing is a new technology that has adapted to the traditional way of service providing. Service providers are responsible for managing the allocation of resources. Selecting suitable containers and bandwidth for job scheduling has been a challenging task for the service providers. There are several existing systems that have introduced many algorithms for resource allocation. To overcome these challenges, the proposed system introduces an Optimized Task Scheduling Algorithm with Deep Learning (OTS-DL). When a job is assigned to a Cloud Service Provider (CSP), the containers are allocated automatically. The article segregates the containers as' Long-Term Container (LTC)' and 'Short-Term Container (STC)' for resource allocation. The system leverages an 'Optimized Task Scheduling Algorithm' to maximize the resource utilisation that initially inquires for micro-task and macro-task dependencies. The bottleneck task is chosen and acted upon accordingly. Further, the system initializes a 'Deep Learning' (DL) for implementing all the progressive steps of job scheduling in the cloud. Further, to overcome container attacks and errors, the system formulates a Container Convergence (Fault Tolerance) theory with high-level security. The results demonstrate that the used optimization algorithm is more effective for implementing a complete resource allocation and solving the large-scale optimization problem of resource allocation and security issues.

• 대한가정학회지
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• 제41권5호
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• pp.41-58
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• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.

• Transactions on Control, Automation and Systems Engineering
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• 제3권3호
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• pp.170-175
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• 2001

Q-learning is a kind of reinforcement learning where the agent solves the given task based on rewards received from the environment. Most research done in the field of Q-learning has focused on discrete domains, although the environment with which the agent must interact is generally continuous. Thus we need to devise some methods that enable Q-learning to be applicable to the continuous problem domain. In this paper, an extended fuzzy rule is proposed so that it can incorporate Q-learning. The interpolation technique, which is widely used in memory-based learning, is adopted to represent the appropriate Q value for current state and action pair in each extended fuzzy rule. The resulting structure based on the fuzzy inference system has the capability of solving the continuous state about the environment. The effectiveness of the proposed structure is shown through simulation on the cart-pole system.

• 아동학회지
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• 제20권4호
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• pp.75-89
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• 1999

Mother-Child Interactions during Problem Solving were analyzed in relation to the child's attachment security and temperament. Subjects were fifty-three 44-to 57-month-old children and their mothers. Attachment security was assessed by Attachment Q set (Waters, 1987); mother-child interactions were observed at home, and maternal ratings of child temperament were collected by questionnaire (Chun 1993). Attachment security scores were positively related to mother's cognitive assistance and positively interactions with the child and to the child's positive affect toward mother. The child's activity perceived by mother was negatively related to mother's efficient interactions and positively to the child's "reliance on mother." The child's behavior toward the mother in the task session and the child's temperament added variance above attachment in accounting for the mother's behavior.

• 산업공학
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• 제9권3호
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• pp.257-268
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• 1996

This paper illustrates the process of developing and configuring the prototype Computer Analysis System for Controlling Occupational WORKload (CAS-COWORK). The software interface between the database and expert system was attempted. The database is used for storing and retrieving series of data entered by general users and the expert system is used for identifying and solving occupational problem areas. Two theories were applied in developing the algorithm base of CAS-COWORK that were used to calculate overall workload stress level. The fuzzy set theory was introduced to capture the subject‘s workload stress perception. The Analytic Hierarchy Process (AHP) was introduced to estimate the importance of the task and workplace variables. The purpose of the system development is for future prediction and problem solving which would be highly valuable to the industrial engineer.

• 한국컴퓨터정보학회논문지
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• 제21권9호
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• pp.165-176
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• 2016

This study developed the learning ability-based smart education program. The effectiveness of the developed materials was investigated using the quantitative-qualitative mixed method, and the process and results of the investigation are as follows. The quantitative investigation was conducted using the non-equivalent pretest-posttest design, in which the smart education method was applied to the experimental group, while the conventional education method was applied to the control group to analyze students' creative problem-solving potential, task concentration, and the variables required for the learning activity. The results showed significantly higher performance in the experimental group over the control group. Regarding data collection in the qualitative investigation, an analysis of the class from the instructor and class consultation logs from the class analyst were collected; the comments on the experience of each class period were collected from students. The results of the analysis of the data suggest that the perception of smart education improved for the instructor, class analyst, and learners as the course progressed.

• 영재교육연구
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• 제7권1호
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• pp.77-116
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• 1997

The paper-and-pencil multiplce choise test has been widely used to identify gifted and talented student in Korea. Such test have several drawbacks; such~a s not being able to assess creative problem solving abilities and high level thinking abilities which are important characteristics of gifted students. The Korean Educational Development Institute (KEDI) developed a performance assessment which challenged traditional methods of identification. The 5-day summer camp was held to select gifted students for the Korean Minjok Leadership Academy. 211 students were evaluated in the aspects of creative problem solving abilities, high level thinking abilities, task commitments, and cooperativeness with various performance tasks, such as essay tests, conversations, oral examinations, computer simulations, puzzles, experiments, group discussions, debates, research reports, and games. As a result, it was found that there were several limitations of the performance assessment in terms of low reliability, requiring high costs and many professionals, and taking long times and large spaces. Expanding and continuing research should follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student. follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student.

• Asia pacific journal of information systems
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• 제15권3호
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• pp.41-64
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• 2005

The effects of information quality and the importance of information have been reported in the information Systems(IS) literature. However, little has been learned about the impact of data quality(DQ) on decision performance. Recognizing with this problem, this study explores the effects of contextual DQ on decision performance. To examine them, a laboratory experiment was conducted. Based on two levels of contextual DQ and two levels of task complexity, this study had a $2{\times}2$ factorial design. The dependent variables used to measure the outcomes of decision performance were problem-solving accuracy and time. The results demonstrated that the effects of contextual DQ on decision performance were significant. The findings suggest that decision makers can expect to improve their decision performance by enhancing contextual DQ. This research not only extends a body of research examining the effects of factors that can be tied to human decision-making performance, but also provides empirical evidence to validate and extend DeLone and McLean's IS success model.

• 영어어문교육
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• 제12권4호
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• 한국학교수학회논문집
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• 제22권3호
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• pp.329-350
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• 2019

Productive struggle(생산적인 애씀)이란 쉽게 풀리지는 않지만 호기심과 과제 집착을 가져올 수 있는 도전적인 문제에 대하여 해결 전략을 궁리하며 문제의 기저를 이루는 수학적 개념의 이해와 문제 해결을 향해가는 학생의 노력 과정이다. 즉, 수학적 개념을 깊게 이해하거나 문제를 해결하기 위해 끈질기게 궁리하고 스스로 해결책을 찾기 위해 노력하는 것을 의미한다. Productive struggle이 학생들의 개념이해를 바탕으로 한 수학 학습의 핵심요소로 떠오르면서, 효과적인 수학 교수를 위한 NCTM(2014)의 행동 원리 중 하나로 제시되었다. 그러나 선행연구의 대부분이 학생의 productive struggle에 집중되어 있어, 본 연구에서는 예비 수학 교사들이 비정형적 수학 문제를 해결하는 과정에서 겪는 productive struggle에 초점을 맞추었다. Polya의 문제해결 4단계를 분석틀로 사용하여 문제를 해결하는 동안 각 단계별로 예비 수학 교사가 어떤 productive struggle을 보이는지 분석하였다. 분석 결과, 새로운 유형의 문제를 접했을 때, 예비 수학 교사들의 제한된 선행지식이 문제의 이해부터 계획수립 및 실행 단계까지 productive struggle을 야기하며 문제해결 과정에 큰 영향을 미친다는 것을 발견했다. 또한, 예비 수학 교사들이 productive struggle을 겪으며 문제를 해결해봄으로써 고군분투 끝에 얻게 되는 학습의 즐거움을 느끼게 되고, 이러한 경험은 미래의 학생들에게 효과적인 수학 학습을 위해 productive struggle을 지원할 수 있도록 격려하는 역할을 하였다. 따라서 productive struggle를 통해 수학 학습에 몰두해보는 기회를 가짐으로써 예비 수학 교사들이 미래의 수학교육전문가로서의 직업적 전문성을 키우는데 도움이 될 것으로 기대된다.