Trust-Aware Probabilistic Matrix Factorization for Venue Recommendation

MasterWith the advent of mobile web services, location-based social network services (LBS) became very popular and venue recommendation became an important issue. Many researches have been conducted on using social networks for recommendation, however, the social networks dealt with have only one social object. The most famous LBS, Foursquare, has a social network with multiple social objects. Advancing previous work, we explore each social object’s behaviors to better reflect the real-world recommendation process. In this research, we present trust metrics for users and venues, and propose trust-aware probabilistic matrix factorization technique. For the experiment, we crawl the dataset of the Foursquare and prove that our algorithm outperforms existing methods

Brand-centric recommendation with inter-brand similarities

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Multilevel analysis of the effects of student and course characteristics on student satisfaction

학위논문(석사)--서울대학교 대학원 :교육학과 교육학전공,2007.Maste

교사 전문성에 대한 교사·학생·학부모의 인식 연구

학위논문(석사)--서울대학교 대학원 :교육학과 교육행정전공,2006.Maste

A Theoretical Inquiry on the Construct for Teaching Competence in Secondary School

이 연구는 중등학교 교사의 교수역량(敎授力量, teaching competence) 측정도구를 개발하기 위한 사전 연구의 일환으로, 중등학교 교사의 교수역량 구성요인(construct)에 대해 이론적으로 고찰한 것이다. 이를 위해 먼저 관련 연구들을 종합적으로 검토하여 교수역량의 개념을 교과교육을 성공적으로 수행하기 위해 필요한 이론적 교수역량과 실천적 교수역량의 총체로 정의하고, 이론적 교수역량과 실천적 교수역량의 특성을 비교하여 자세히 논의하였다. 그 다음으로 관련되는 선행연구들을 검토하고 현직 교사들 및 전문가들과의 면담 결과 등에 근거하여, 이론적 교수역량과 실천적 교수역량의 하위 구성요인을 각각 5가지로 제안하였다. 이론적 교수역량의 5가지 하위 구성요인으로 ① 교과 지식(contents), ② 학습자와 학습(learner and learning), ③ 교수 설계 및 개발(instructional design and development), ④ 교수․학습 환경(teaching and learning environment), ⑤ 평가(evaluation)를 제안하였다. 그리고 실천적 교수역량의 5가지 하위 구성요인으로 ① 계획과 조직(planning and organization), ② 의사소통(communication), ③ 상호작용(interaction), ④ 조정(coordination), ⑤ 성의와 열의(sincerity and enthusiasm)를 제안하였다. The purpose of this study is to inquire theoretically into the construct of teaching competence for teachers in secondary school. Based on literature reviews, the concept of teaching competence is defined as an integrated set of theoretical teaching competence and practical teaching competence in order to implement subject-matter instruction successfully. Through literature reviews and interviews, it is also suggested that the construct of theoretical teaching competence for teachers in secondary school might be composed of five sub-constructs: ① contents, ② learner and learning, ③ instructional design and development, ④ teaching and learning environment, ⑤ evaluation. And practical teaching competence might be composed of five sub-constructs: ① planning and organization, ② communication, ③ interaction, ④ coordination, ⑤ sincerity and enthusiasm. This study can be helpful to develop a measurement tool for teaching competence in secondary school in order to evaluate and improve teacher's teaching competence in the future

Electricity-introduced cultivation of Synechocystis sp. PCC 6803

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