• Asia pacific journal of information systems
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• v.7 no.1
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• pp.67-83
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• 1997

The utility of learning techniques in investment analysis has been demonstrated in many areas, ranging from forecasting individual stocks to entire market indexes. To date, however, the application of artificial intelligence to financial forecasting has focused largely on short predictive horizons. Usually the forecast window is a single period ahead; if the input data involve daily observations, the forecast is for one day ahead; if monthly observations, then a month ahead; and so on. Thus far little work has been conducted on the efficacy of long-term prediction involving multiperiod forecasting. This paper examines the impact of alternative procedures for extended prediction using knowledge discovery techniques. One dimension in the study involves temporal granularity: a single jump from the present period to the end of the forecast window versus a web of short-term forecasts involving a sequence of single-period predictions. Another parameter relates to the numerosity of input variables: a technical approach involving only lagged observations of the target variable versus a fundamental approach involving multiple variables. The dual possibilities along each of the granularity and numerosity dimensions entail a total of 4 models. These models are first evaluated using neural networks, then compared against a multi-input jump model using case based reasoning. The computational models are examined in the context of forecasting the S&P 500 index.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Research in Mathematical Education
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• v.5 no.2
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• pp.107-118
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• 2001

Mathematics subject of the seventh national curriculum in Korea, which has been effective since 2000, strongly encourages the use of calculators and computers to help children gain a better understanding of basic mathematical concepts and develop creative thinking and problem-solving skills without spending too much time and effort on making mechanical computations. Despite the recommendation by the national curriculum, however, only a small segment of elementary school teachers have been using calculators because of the fear that children\\`s dependence on calculators might bring about negative consequences. As a result, little research has been conducted in this area as well. This study has been conducted on the assumption that calculators have the potential for being a useful instructional tool in certain areas of elementary school mathematics education. To investigate the usefulness of calculators, a review was made of the scanty literature in the area. The literature review indicated that calculators are effective when they are used for the following purposes: understanding concepts and properties in numbers and operations, deducing mathematical rules, and solving problems. In view of the available research finding, we will give some concrete learning and teaching models of such uses of calculators. The teaching-learning models are organized around three categories: concept formation, discovery of principles and rules, and problem solving. Such organization is intended to help teachers use the models with ease.

• Journal of the Korean Society for information Management
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• v.31 no.2
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• pp.189-209
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• 2014

This study examined librarians' perceptions of Information Commons(I.C.), user's information seeking behaviors, and new role of library in the digital ages. Interviews with 28 librarians found that the perceptions of the librarians were widely differed depending on their understandings of the nature of the space. The interview results were divided into three different categories of librarians: the librarians; 1) understanding library as a place only with academic functions, 2) library as academic place along with multi-cultural functions, and 3) library as open learning space with focus on creativity and discovery of users. The findings also indicated that all these perceptions are closely related to understanding of the role of library and its future development.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• Journal of Physiology & Pathology in Korean Medicine
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• v.35 no.5
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• pp.132-138
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• 2021

Artificial intelligence technology sheds light on new ways of innovating acupuncture research. As acupoint selection is specific to target diseases, each acupoint is generally believed to have a specific indication. However, the specificity of acupoint selection may be not always same with the specificity of acupoint indication. In this review, we propose that the specificity of acupoint indication can be inferred from clinical data using reverse inference. Using forward inference, the prescribed acupoints for each disease can be quantified for the specificity of acupoint selection. Using reverse inference, targeted diseases for each acupoint can be quantified for the specificity of acupoint indication. It is noteworthy that the selection of an acupoint for a particular disease does not imply the acupoint has specific indications for that disease. Electronic medical record includes various symptoms and chosen acupoint combinations. Data mining approach can be useful to reveal the complex relationships between diseases and acupoints from clinical data. Combining the clinical information and the bodily sensation map, the spatial patterns of acupoint indication can be further estimated. Interoperable medical data should be collected for medical knowledge discovery and clinical decision support system. In the era of artificial intelligence, machine learning can reveal the associations between diseases and prescribed acupoints from large scale clinical data warehouse.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.19-22
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• 2022

In this work, we studied consumers' attractiveness/usefulness perceptions (CAUP) of online commerce product photos when exposed to alternative dark/light user interface (UI) modes. We analyzed time-series EEG data from 31 individuals and performed neuroscience mining (NSM) to ascertain (a) how the CAUP of products differs among UI modes; and (b) which deep learning model provides the most accurate assessment of such neuroscience mining (NSM) business difficulties. The dark UI style increased the CAUP of the products displayed and was predicted with the greatest accuracy using a unique EEG power spectra separated wave brainwave 2D-ConvLSTM model. Then, using relative importance analysis, we used this model to determine the most relevant power spectra. Our findings are considered to contribute to the discovery of objective truths about online customers' reactions to various user interface modes used by various online marketplaces that cannot be uncovered through more traditional research approaches like as surveys.

• Asia Marketing Journal
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• v.15 no.3
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• pp.79-95
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• 2013

New product innovation is a process of embodying new knowledge in a product and technology licensing is getting popular as a means to innovations and introduction of new product to the market in today's competitive global market environment. Incumbents often rely on technology licensing to access new product opportunities created by other firms. Prior research has examined various aspects of technology licensing agreements such as specific contract terms of licensing agreements, e.g., distribution of control rights, exclusivity of licensing agreements, cross-licensing, and the scope of licensing agreements. This study aims to provide answers to an important, but under-researched question: why do some incumbents initiate more licensing agreement for exploratory learning while others do it for exploitative learning along the innovation process? We attempt to extend our knowledge of licensing agreements from an organizational learning perspective. Technology licensing as a specific form of interfirm linkages can be initiated with different learning objectives along the process of new product innovation. The exploratory stages of the innovation process such as discovery or research stages involve extensive searches to create new knowledge or capabilities, whereas the exploitative stages of the innovation process such as application or test stages near the commercialization are more focused on developing specific applications or improving their efficiency or reliability. Thus, different stages of the innovation process generate different types of learning and the resulting technological resources. We examine when incumbents as licensees initiate more licensing agreements for exploratory learning objectives and when more for exploitative learning objectives, focusing on two factors that may influence a firm's formation of exploratory and exploitative licensing agreements: 1) its past radical and incremental innovation experience and 2) its internal investments in R&D and marketing. We develop and test our hypotheses regarding the relationship between a firm's radical and incremental new product experience, R&D investment intensity and marketing investment intensity, and the likelihood of engaging in exploratory and exploitive licensing agreements. Using data collected from various secondary sources (Recap database, Compustat database, and FDA website), we analyzed technology licensing agreements initiated in the biotechnology and pharmaceutical industries from 1988 to 2011. The results of this study show that incumbents initiate exploratory rather than exploitative licensing agreements when they have more radical innovation experience and when they invest in R&D activities more intensively; in contrast, they initiate exploitative rather than exploratory licensing agreements when they have more incremental innovation experience and when they invest in marketing activities more intensively. The findings of this study contribute to the licensing and interfirm cooperation studies. First, this study lays a foundation to understand the organizational learning aspect of technology licensing agreements. Second, this study sheds lights on how a firm's internal investments in R&D and marketing are linked to its tendency to initiate licensing agreements along the innovation process. Finally, the findings of this study provide important insight to managers regarding which technologies to gain via licensing agreements. This study suggests that firms need to consider their internal investments in R&D and marketing as well as their past innovation experiences when they initiate licensing agreements along the process of new product innovation.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.306-319
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• 2012

The purpose of this study was to investigate high school students' learning style, perception of types of laboratory instruction, and the relationship between the learning style and preferred type of laboratory instruction. The participants of this study were 19 female high school students, from Incheon in Korea, who showed outstanding science grades. Dunn et al's revised Learning Styles Inventory (1997) was used for testing students' learning style. The students were asked to choose preferred and not preferred types of experiments and describe the reason of the choices after implementation of 4 types of experiments: verification, discovery, explorator, and investigation laboratory instructions. The findings of this study were as follows: Firstly, the students had a certain common learning style irrelevant to their personal characteristics, i. e; they showed high (self, teacher, parents) motivation and structure stimuli that was common in Korean students. Second, outstanding students prefer unstructured and open laboratory instructions. And those students were highly influenced by sociological and emotional stimuli. Third, students' learning style was related to their preferred type of laboratory instruction. Students preferring unstructured and open laboratory were influenced by sociological and emotional stimuli, while those preferring structured and closed laboratory were influenced by physiological stimuli.