• Smart Media Journal
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• v.9 no.3
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• pp.31-40
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• 2020

Currently, black-box-based machine learning algorithms are used to analyze big data in manufacturing. This algorithm has the advantage of having high analytical consistency, but has the disadvantage that it is difficult to interpret the analysis results. However, in the manufacturing industry, it is important to verify the basis of the results and the validity of deriving the analysis algorithms through analysis based on the manufacturing process principle. To overcome the limitation of explanatory power as a result of this machine learning algorithm, we propose a manufacturing big data analysis method using genetic programming. This algorithm is one of well-known evolutionary algorithms, which repeats evolutionary operators such as selection, crossover, mutation that mimic biological evolution to find the optimal solution. Then, the solution is expressed as a relationship between variables using mathematical symbols, and the solution with the highest explanatory power is finally selected. Through this, input and output variable relations are derived to formulate the results, so it is possible to interpret the intuitive manufacturing mechanism, and it is also possible to derive manufacturing principles that cannot be interpreted based on the relationship between variables represented by formulas. The proposed technique showed equal or superior performance as a result of comparing and analyzing performance with a typical machine learning algorithm. In the future, the possibility of using various manufacturing fields was verified through the technique.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Journal of Korean Philosophical Society
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• v.139
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• pp.1-21
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• 2016

To quickly and accurately grasp the consistency and the true/false of sentence description, we may require the help of a computer. It is thus necessary to research and quickly and accurately grasp the consistency and the true/false of sentence description by computer processing techniques. This requires research and planning for the whole study, namely a plan for the necessary tables and those of processing, and development of the table of the five logic rules. In future research, it will be necessary to create and develop the table of ten basic inference rules and the eleven kinds of derived inference rules, and it will be necessary to build a DB of those tables and the computer processing of sentence logic using server programming JSP and client programming JAVA over its foundation. In this paper we present the overall research plan in referring to the logic operation table, dividing the logic and inference rules, and preparing the listed process sequentially by dividing the combination of their use. These jobs are shown as a variable table and a symbol table, and in subsequent studies, will input a processing table and will perform the utilization of server programming JSP, client programming JAVA in the construction of subject/predicate part activated DB, and will prove the true/false of a sentence. In considering the table prepared in chapter 2 as a guide, chapter 3 shows the creation and development of the table of the five logic rules, i.e, The Rule of Double Negation, De Morgan's Rule, The Commutative Rule, The Associative Rule, and The Distributive Rule. These five logic rules are used in Propositional Calculus, Sentential Logic Calculus, and Statement Logic Calculus for sentence logic.

• 유학연구
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• v.46
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• pp.1-24
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• 2019

Gocheong Seogee is a Confucian scholar in the mid-Joseon period during which Confucian philosophy is not completely established as a national discipline. He was an authentic Seon-bi who helped boost Confusion philosophy in southern and northern parts of Chungcheong area including Daejeon, Nonsan, Gongjoo, Buyeo, Hongseong, Jochiwon as well as Boryeong and Dangjin. Following Seogee, Jangsaeng Kim, who had studied under Yulgok, strived to firm up Giho Confusion philosophy there. Influenced by his teacher Geeham Lee's pragmatical school whose main principle is loyal to their country and affectionate to their people, Seogee set his heart on living up to the same path as previous holy men had gone through rather than pursuing an overly speculative school only focused on Confucian scriptures. He seems to have put the virtues of pragmatic Confusion scholars into practice in accordance with the way Confucius and Mencius devoted themselves to their study and learning. He carried Hyangyak into effect, built the first Seowon in Chungnam area called Chunghyeon Seowon emulating Zhu Xi's Baeklokdong Seowon, and paid close attention to learning with Zhu Xi's portrait enshrined. Those things attest that he eagerly strive to put Confucianism into practice. Through these efforts, he gave a significant influence on establishing Confusion philosophy in southern and northern parts of Chungcheong area and trained lots of disciples like Leechang Song, Jaemoon Min - the teacher of Choryeo Yootae Lee - and so on. As a result, he laid a big foundation stone to develop Confusion culture in Naepo region. Therefore, his position should seem to be re-evaluated in Korean Confucian history. In a rigidly hierarchical social structure, he studied and interacted alongside with Geeham Lee, Heon Jo, Ikpeel Song, Sik Jo, and others with no thought of their lower social status and without any academic prejudices. These kinds of his mind-set and attitudes seem to be a precious example of embodying real Seon-bi spirit. So, I suggest Seogee's life has a substantial significance in strengthening personality education of the young today and composing media contents of local community.

• Korean Journal of Environmental Biology
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• v.19 no.1
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• pp.49-58
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• 2001

This study aims to compare and analyze the environment of natural parks and Ulleung island using the plant taxa classified by five degrees based on their distributional ranges. The scores differentially given based on the importance of each degree; taxa belonging to the fifth degree are given to 20 scores each, fourth 10, third 5, second 3.3, and first 2.5, respectively. The total assessed scores were ranked as Mt. Halla, Seorak, Jiri, Deokyu, Is. Ulleung, Mt. Sobaek, Odae, Palgong, Chink, Taebaek, Songni, Juwang, Gaya, Duryun, Gaeryong, Bukhan, Naebyeon, Worak, Naejang, Cheongryang, Naeyeon, Myeongii, Jokye, Mudeung, Wolchul, Geumo, Juheul, Biseul, Hwangmae, Jangan, Seonun, Moak, Seonam, Chilgap, and Gibaek, in order, respectively. It is suggested that the natural environments assessing more than 1,000 of total scores such as Mt. Halla and Mt. Deokyu are regarded as the most excellent ones, and those between 700 to 1,000 of total scores such as Is. Ulleung and Mt. Odae are regarded as relatively excellent ones. Natural parks scored between 500 to 700 such as Mt. Palgong and Mt. Gaya are regarded as good ones and parks scored between 300 to 500 such as Mt. Duryun and Mt. Mudeung are regarded as normal ones. The area assessed less than 300 of total scores such as Mt. Wolchul and Mt. Gibaek are regarded as the most inferior ones. The total scores of the national parks are generally higher than those of the provincial and county parks. In addition, Ulleung island has a total of 882.9 scores. Therefore, according to the IUCN the Ulleung island should be included in the criterion of the preservative model of natural ecosystem, suggested by Ministry of Environment. At the same time, Ulleung island should be included to the superior model of natural scenery resources by its uniqueness of topography, geography and natural environments. Ulleung island is assessed as having relatively excellent natural environments as compared with other national parks, suggesting that the island should be designated as a new national park.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Food Science of Animal Resources
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• v.25 no.4
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• pp.365-372
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• 2005

This study was carried out to investigate the Physiochemical Properties of loin and rump in the native horse meat from Jeju. In the analysis of chemical composition of loin and rump, the result showed $72.2\%\;and\;73.8\%$ in moisture content $20.1\%\;and\;21.2\%$ in crude protein, $2.42\%\;and\;3.08\%$ in crude Int and $0.13\%\;and\;0.14\%$ in crude ash respectively. Glutamic acid was 3,275mg/100g and 3,577mg/100g in loin and rump each and it had highest result in amino acid analysis. K content was 388.0mg/100g which showed highest result in mineral analysis and next contents were P>Na>Mg>Ca. Oleic acid had highest result in fatty acid composition which were $62.64\%\;and\;63.77\%$ in loin and rump respectively. Cholesterol content of loin and rump were 43.25 and 43.57 mg/100g but showed no significant differences to the part. pH of loin and rump were 5.60 and 5.75 which had no significant differences. Loin had Higher result than that of rump with no significant differences in WHC and springiness of texture analysis. Redness of rump was higher than that of loin. In the sensory evaluation, there were significant differences in the color and odor. Loin had higher result than that of rump in the overall palatability but showed no significant differences. With the result of this experiment native horse meat from Jeju could be understood as good meat resources.