• Proceedings of the Korean Information Science Society Conference
• /
• 2000.04a
• /
• pp.319-321
• /
• 2000

현재 인터넷이 제공하는 최선의 서비스(best-effort)를 개선하기 위해서 IETF(Internet Engineering Task Force)의 DiffServ(Differentiated Service)WG에서는 현재의 인터넷 서비스를 보다 차별화된 QoS를 제공할 수 있도록 하는 방안으로서 Differentiated Service를 제안하였다. 본 논문에서는 이러한 Differentiated Service의 개념과 구조를 살펴보고 Differentiated Service에서 트래픽 포워딩을 효율적으로 제공하기 위한 하나의 방법으로서 CBQ를 이용한 패킷 전송 기법을 제안한다. 본 논문에서 제안하고 있는 이러한 방법을 통해 서비스 측면에서 어느 정도까지의 QoS를 보장할 수 있는지를 실험적으로 보이고자 한다.

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

• The Mathematical Education
• /
• v.48 no.3
• /
• pp.213-234
• /
• 2009

College students have a diverse educational background with the recent multiplicity in university admissions standards and procedures. As a result, their mathematical preparation and performance varies widely. Teaching calculus to such a diverse student group is a demanding task. Differentiated curriculum has been conducted for the university calculus course in Yonsei university for the past five years. A case study on the differentiated curriculum in Yonsei university is presented for the curriculum improvement. With its ideal purpose, the differentiated curriculum has created issues and problems in practice. As an alternative to the ideal differentiated curriculum, this study shows that a computer-based approach using a numerical software could give aids to overcoming the difficulty of inadequately prepared students in the learning process while mathematically sophisticated students could keep interested in the course. This study also presents the useful topics in calculus that can be implemented for computer-based calculus education and provides guidelines for the effective usage.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.199-216
• /
• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.183-197
• /
• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• Journal of Fisheries and Marine Sciences Education
• /
• v.16 no.1
• /
• pp.21-34
• /
• 2004

The purpose of this study was to analyze the current implementation states of the differentiated curriculum at the middle school and to propose ways to improve it. For that purpose this study conducted a survey and had the interviews with the middle school mathematics teachers. The items of survey and interviews consisted of the two main parts: current states and needs about the special supplementary courses and enriched supplementary courses. The results showed that there were discrepancies between the current states and the needs of the differentiated curriculum. This means the efforts to improve the current states are needed. The strategies for improving the implementation of the differentiated curriculum are as follows: 1. The use of various standards including the subject-achievement level and students' or parents' opinions is needed in selecting the students of special supplementary course. 2. More relevant special supplementary materials need to be developed and utilized. 3. The ability grouping is recommended for the differentiated instruction. 4. The deliberation of developing the enriched and supplementary texts is requested. 5. The study for differentiated evaluation of students is demanded.

• Journal of Electrical Engineering and Technology
• /
• v.8 no.1
• /
• pp.40-45
• /
• 2013

It is known that Reliability Differentiated Pricing (RDP) can improve the efficiency and benefits of consumers and producers. This paper examines the long-run social welfare maximization problem of the utility and presents a long-term reliability differentiated prices for firm capacity, based on customer outage costs. Then the applicability of the proposed pricing scheme is verified with a case study.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.3
• /
• pp.317-345
• /
• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• Asian Pacific Journal of Cancer Prevention
• /
• v.17 no.7
• /
• pp.3569-3573
• /
• 2016

Purpose: The aim of this study was to compare C-11 choline and F-18 FDG PET/CT, gadoxetic-enhanced 3-T MRI and contrast-enhanced CT for diagnosis of hepatocellular carcinoma (HCC). Materials and Methods: Twelve chronic hepatitis B patients suspected of having HCC by abdominal ultrasonography received all diagnostic modalities performed within a one-week timeslot. PET/CT results were analyzed visually by two independent nuclear medicine physicians and quantitatively by tumor to background ratio (T/B). Nine patients then had histopathological confirmation. Results: Six patients had well differentiated HCC, while two and one patient(s) were noted with moderately and poorly differentiated HCC, respectively. All were detected by both CT and MRI with an average tumor size of $5.7{\pm}3.8cm$. Five patients had positive C-11 choline and F-18 FDG uptake. Of the remaining four patients, three with well differentiated HCC showed negative F-FDG uptake (one of which showed negative results by both tracers) and one patient with moderately differentiated HCC demonstrated no C-11 choline uptake despite intense F-18 FDG avidity. The overall HCC detection rates with C-11 choline and F-18 FDG were 78% and 67%, respectively, while the sensitivity of F-18 FDG for non-well differentiated HCC was 100%, compared with 83% of C-11 choline. The average T/B of C-11 choline in well-differentiated HCC patients was higher than in moderately and poorly differentiated cases (p=0.5) and vice versa with statistical significance for T/B of F-18 FDG (p = 0.02). Conclusions: Our results suggested better detection rate in C-11 choline for well differentiated HCC than F-18 FDG PET. However, the overall detection rate of PET/CT with both tracers could not compare with contrast-enhanced CT and MRI.

• The Mathematical Education
• /
• v.44 no.3 s.110
• /
• pp.325-336
• /
• 2005

Curriculum is very important for the future of nation. So, continuous efforts are needed to improve the curriculum. This study looked into the issues and the problems related with the 7th differentiated mathematics curriculum, and gave the message about the methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th differentiated mathematics curriculum. 264 high school teachers are participated in this survey. In special, this study gave not only the problem but also the various concrete methods for management of the 7th differentiated mathematics curriculum. We hope that mathematics education members research and argue about the differentiated mathematics curriculum for next curriculum.