• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.6
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• pp.1317-1328
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• 2009

As a study on how the Neurofeedback training effects on young children's brain function and intelligence, first, this paper aims to verity the effect Neurofeedback training brings to the function of young children's brain. Second, through K-WPPSI IQ test, analyses how Neurofeedback training influences on the development of young children's intelligence. The subjects of this study were the 60 five-year children attenging J kindergarten in Cheon-an, experimnet treatment was performed according to Neurofeedback training guidance from Aprile 21 to December 12, 2008. It analyzes the states of brain waves before and after the Neurofeedback training, and performed the statistical analysis through t-test, using SPSS for Window(V.13.0) package. As a result of analysis, it was shown that firstly Neurofeedback training was very effective on the d!evelopment of infan's brain intelligence, since the quotient to evaluate the entire brain function appeared to have a meaningful influence. Secondly, it was proved that Neurofeedback training had much influence on the object assembly-area, the maze-area, and picture completion-area, and that it had the same influence on the performance intelligence quotient too. So, such results as these one make us realize that Neurofeedback training is a very effective method to the development of performance intelligence quotient. Thirdly, they indicate that Neurofeedback training hasn't a meaningful influence on verbal intelligence quotient, since it affects only on the similarities area among verbal intelligence quotient, the total evaluative quotient.

• Spatial Information Research
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• v.7 no.2
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• pp.159-173
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• 1999

GIS has been regarded as one of important tools or methodologies for various geoscience applications. Recently, spatial data integration schemes for site-specific or field-specific thematic mapping are newly developed and utilized. However, these kinds of approaches are somewhat insufficient quantitative assessment of integrated layers towards known targets in-detailed . Moreover, GIS analysis scheme is rarely extended to scientific approaches. In this study, simple approach of Multi-Buffer Zone Analysis , related to GIS analystical aspect, is addressed and an actual application for predicting or favorable mapping of mineral occurrences, one of GIS-based geoscientific approaches, is performed, As for geo-processing in GIS itself, this scheme can be regarded as extension or adaptiation of cell-based buffering or proximity analysis to geoscientific data interpretation. This study is based on rationale that surface geological pattern around primitives such as a point, a line, or a polygon in GIS, representing significant geological features, can be efficiently utilized to delineate complex geological behaviors or events, especially handling multiple dta sets originated from multiple sources such as airborne geophysical/radiometric exploration, field survey, and even a classified image of remote sensing. Conclusively, this methodology associated wit GIS is though to be helpful to analyze the spatial pattern of multiple data, pointing given sources, and is expected to effectively utilize for exploratory analysis of cell-based resultant layer integrated with complex or different data sources.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.111-120
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• 2024

Cloud coverage is a key factor in determining whether to proceed with observations. In the past, human judgment played an important role in weather evaluation for observations. However, the development of remote and robotic observation has diminished the role of human judgment. Moreover, it is not easy to evaluate weather conditions automatically because of the diverse cloud shapes and their rapid movement. In this paper, we present the development of a cloud monitoring program by applying a machine learning-based Python module "cloudynight" on all-sky camera images obtained at Miryang Arirang Astronomical Observatory (MAAO). The machine learning model was built by training 39,996 subregions divided from 1,212 images with altitude/azimuth angles and extracting 16 feature spaces. For our training model, the F1-score from the validation samples was 0.97, indicating good performance in identifying clouds in the all-sky image. As a result, this program calculates "Cloudiness" as the ratio of the number of total subregions to the number of subregions predicted to be covered by clouds. In the robotic observation, we set a policy that allows the telescope system to halt the observation when the "Cloudiness" exceeds 0.6 during the last 30 minutes. Following this policy, we found that there were no improper halts in the telescope system due to incorrect program decisions. We expect that robotic observation with the 0.7 m telescope at MAAO can be successfully operated using the cloud monitoring program.

• Applied Microscopy
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• v.30 no.4
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• pp.337-345
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• 2000

Introduction of the buffer layer and the nitridation of a sapphire substrate were one of the most general methods employed for the reduction of lattice defects in GaN thin films Brown on sapphire by MOCVD. In an effort to improve the initial nucleation and growth condition of the GaN, reactive ion beam (RIB) of nitrogen treatment of the sapphire surface has been attempted. The 10 nm thick, amorphous $AlO_xN_y$ layer was formed by RIB and was partially crystallized alter the main growth of GaN at high temperature, leaving isolated amorphous regions at the interface. The beneficial effect of amorphous layer at interface in relieving the thermal stress between substrate and GaN film was examined by measuring the lattice strain value of the GaN film grown with and without the RIB treatment. Higher order Laue zone pattern (HOLZ) of $[\bar{2}201]$ zone axis was compared with simulated patterns and lattice strain was estimated It was confirmed that the great reduction of thermal strain was achieved by RIB process and the amount of thermal stress was 6 times higher in the GaN film grown by conventional method without the RIB treatment.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.37-53
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• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.527-548
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• 2019

For Deleuze, the frame is a closed system with numerous subsets of information. the frame can be defined by mathematics and physics. it is a geometric system of equilibrium and harmony with variables or coordinates. like paintings, Linear perspective represents a three-dimensional depth in a two-dimensional plane through vanishing points, horizontal lines in the frame. Linear perspective makes it possible to assume the infinity towards the vanishing point and the infinity towards the outside of the frame, the opposite of the vanishing point. Not only figures and lines in the drawing paper, but also the space between the figures and lines in the drawing paper was recognized. that is space, the 3rd dimension. with the centripetal force and centrifugal force of the frame, frame follow the physical rules of power and movement. de framing is against the dominant linear perspective and central tendency of the frame. The film contains four-dimensional time while reproducing three-dimensional space in two dimensions. It may be that the outside of the frame, or outside the field of view, contains thought, the fifth dimension.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Journal of the Korean Society of Radiology
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• v.6 no.3
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• pp.173-182
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• 2012

It was well known that working memory highly related with academic achievement. The aim of this study was to investigate the differences of brain activation which visually evoked working memory(encoding and retrieval) through functional Magnetic Resonance Imaging(fMRI) in Higher Academic Achievement Group(HAAG) and Lower Academic Achievement Group(LAAG) of college students. 20 assigned college students participated in fMRI studies. They underwent totally 210 seconds repeated paradigm. Stimulation paradigm composed with resting time and encoding and retrieval seeing the figures from the mirror with head coil. The brain activation maps and their quantification were analyzed by the statistical parametric mapping(SPM99) program from level of significance 95%. HAAG was more significantly higher than LAAG in bilateral prefrontal lobe(brodmann 46) associated with working memory, inferior parietal lobe associated with attention, and visual association area in encoding figures test. Right dosoprefrontal lobe(BA 44), right fusiform gyrus associated with decision of figure and, lingual gyrus were more activated in retrieval test with HAAG. On the other hand, LAAG was more significantly higher than HAAG in cingulate gyrus during encoding test. Thalamus, basal ganglia, cerebellum were more activated in retrieval test. Consequently, We could guess from these results HAAG more effectively executed than LAAG in visual working memory test.

• Journal of radiological science and technology
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• v.37 no.4
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• pp.295-305
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• 2014

This study is to provide accurate information as medical imaging equipment to check for the presence of body disease US equipment. We investigated the status of medical US equipment performance in Daegu and criteria US phantom (ATS-539) for US equipment performance measurements. The results in this study, 1. US phantom measurement results: The test passed rate were 88.6% and the failed rate were 11.4%. 2. The difference between the group of mean and the pass/failed groups were statistically significant. Focal zone and 4 mm functional resolution in the two items that are not present the passing standard. 3. The difference was statistically significant number of years and used equipment and pass the failed equipment (4.13 vs 7.25 years). We investigated the performance status of US equipment used in the clinical area in Daegu. The basis for the two items are not present this proposed passing standard. Equipment performance was associated with the number of years of using US equipment. It is necessary to maintain the best performance of the equipment phantom measurements for performance testing of US equipment.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.431-448
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• 2015

Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.