• Journal of the Korean Home Economics Association
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• v.11 no.3
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• pp.314-328
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• 1973

Highly developed and Complicated modern society demands earlier development of a human intelligence. Thus the trend of ecucations nowadays has been rapid increase of efford in the field of child education. As a result experiments to find out the ways of developing child intelligence have been repeatedly carried out and various theories concerning them have been expressed. The aim of this study is to review such theories and researches. Generally, the ways how to develop child intelligence are divided into tow parts. One is by means of operating mental abilities of a child and the other is providing abundant environment to a child for the facilitation of such mental operation. A. Mental Operation The intelligence of a child is more likely to be developed by thorough and precise training of following four mental abilities. 1. Ability of classification 2. Ability of analogy 3. Ability of variation 4. Ability of inference B. Environment Child intelligence is also more likely to be developed by providing him next four environments. 1. When the parents maintaina moderate expectation and have know-ledge of the child's mental development. 2. When the parents follow the standard linguistic form and provide the child with ample opportunities for the verval expression. 3. When the parents provide tools and materials and opportunities for the cultural experiences. 4. When the parents furnish immediate rewards to the child's intellectual achievements and help him form a positive self-concept with regard to the intellectual abilities.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.355-369
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• 2009

Though there is no agreement on the definition of analogical reasoning, there is no doubt that analogical reasoning is the means of mathematical knowledge construction. Mathematicians generally have a tendency or desire to find similarities between new and existing Ideas, and new and existing representations. They construct appropriate links to new ideas or new representations by focusing on common relational structures of mathematical situations rather than on superficial details. This focus is analogical reasoning at work in the construction of mathematical knowledge. Since analogical reasoning is the means by which mathematicians do mathematics and is close]y linked to measures of intelligence, it should be considered important in mathematics education. This study investigates how mathematicians used analogical reasoning, what role did it flay when they construct new concept or problem solving strategy.

• Smart Structures and Systems
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• v.3 no.2
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• pp.147-172
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• 2007

The present paper is concerned with the design of distributed sensors and actuators. Strain type sensors and actuators are considered with their intensity continuously distributed throughout a continuous structure. The sensors measure a weighted average of the strain tensor. As a starting point for their design we introduce the concept of collocated sensors and actuators as well as the so-called natural output. Then we utilize the principle of virtual work for an auxiliary quasi-static problem to assign a mechanical interpretation to the natural output of the sensors to be designed. Therefore, we take the virtual displacements in the principle of virtual work as that part of the displacement in the original problem, which characterizes the deviation from a desired one. We introduce different kinds of distributed sensors, each of them with a mechanical interpretation other than a weighted average of the strain tensor. Additionally, we assign a mechanical interpretation to the collocated actuators as well; for that purpose we use an extended body force analogy. The sensors and actuators are applied to solve the displacement tracking problem for continuous structures; i.e., the problem of enforcing a desired displacement field. We discuss feed forward and feed back control. In the case of feed back control we show that a PD controller can stabilize the continuous system. Finally, a numerical example is presented. A desired deflection of a clamped-clamped beam is tracked by means of feed forward control, feed back control and a combination of the two.

• Journal of Korea Technology Innovation Society
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• v.1 no.3
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• pp.285-298
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• 1998

Innovation with strategic interaction is to overcome the technological uncertainty and to create co-evolution through competition among individuals or organizations for the acceleration of innovation. The concept of innovation in the past was concentrated on cooperation rather than on competition for the efficient management of limited resources. However, in order to minimize the technological uncertainty, we need an innovation on the basis of competition between organizations. Competition stimulates technological adaptability. It is on the analogy of complex system. This is to satisfy consumers' needs, to transform the resources into a technology, and to apply for the development of new products and new technologies. If the emergence of a new technology threatens present technology and develops into a new level of technology through inter-relation, it becomes a mutually supporting technologies. When theses effects are simultaneously realized, it is possible for firm to have strategical innovation and to create a mutually evolutionary development. Furthermore, when the competition among more than two individuals or two organizations continues towards the same direction, the mutual competition and cooperation can be expected to create a synergy effect. The competitive environment should be composed of R&D, production, and consumers' choice. This will lead to interaction among organizations through strategic competition and cooperation. Intra-firm competition and Inter-firm competition are required to exist together.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.30 no.11C
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• pp.1076-1082
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• 2005

Recently, there have been much efforts in the image segmentation using morphological approach. Among them, the watershed algorithm is one of powerful tools which can take advantages of both of the conventional edge-based segmentation and region-based segmentation. The concept of watershed is based on topographic analogy. But, its high sensitivity to noise yields a very large number of resulting segmented regions which leads to oversegmentation. So we suggest the restricted waterfall algorithm which reduce the oversegmentation by eliminate not only local minima but also local maxima. As a result, the restricted waterfall algorithm has a good segmented image than the other methods, and has a better binary image than the histogram thresholding method.

• Journal of Korean Society for Geospatial Information Science
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• v.15 no.3
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• pp.33-39
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• 2007

Hyperspectral remote sensing data contain plenty of information about objects, which makes object classification more precise. In this paper, we proposed a new spectral similarity measure, called Spectral Mutual Information (SMI) for hyperspectral image classification problem. It is derived from the concept of mutual information arising in information theory and can be used to measure the statistical dependency between spectra. SMI views each pixel spectrum as a random variable and classifies image by measuring the similarity between two spectra form analogy mutual information. The proposed SMI was tested to evaluate its effectiveness. The evaluation was done by comparing the results of preexisting classification method (SAM, SSV). The evaluation results showed the proposed approach has a good potential in the classification of hyperspectral images.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.305-314
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• 2011

In this study, the analogies on saturated solution generated by elementary school teachers were analyzed in their numbers, materials, and types aspects. The results were also compared with those of general and science-gifted elementary students. A test on the self-generating analogies on the target concept was administered to 111 elementary school teachers, 60 fifth graders at four science-gifted education institutes and 91 fifth graders at three elementary schools. The results revealed that the teachers made more analogies than the general and science-gifted students. In general, both the teachers and the students tended to make the analogies using the materials in family, riding, digestive, and school situations. However, there were a little difference between the teachers and the students in the cases of the analogies using other situations including body/physical activity. Similarly to the cases of the students, the teachers made more functional analogies than structural or structural/functional ones and did more concrete ones than abstract ones. However, they made more verbal, artificial, and enriched analogies than the students. They also made more highly systematic analogies than the general students, and did less ones than the science-gifted students. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.629-637
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• 2004

제7차 교육과정에 따른 중등 과학 교과서 중 화학 영역에 사용된 비유를 분석하였다. 전체 35권의 교과서에서 비유 사용 빈도는 325회로 13쪽마다 평균 1회 사용되었고, 단 한 번만 사용된 비유가 많았다. 유형별로는 기능적 비유, 언어와 그림을 모두 사용한 비유, 추상적 목표물을 구체적 비유물로 설명한 비유, 단순 비유와 부연 비유, 교사 중심 비유, 체계성이 낮은 비유가 많았고, 일상 비유와 작위적 비유가 비슷하게 사용되었다. 교과서 본문 중에 '비유‘라는 용어를 사용한 경우는 적었으며, 제한점에 대한 언급은 거의 없었다. 제6차 교육과정에 따른 과학 교과서에 비하여 쪽 당 비유의 수는 증가하였으나, 표현 방식, 작위성, 학습자 참여성을 제외한 모든 유형에서 비슷한 경향을 나타내었다. 이 결과들에 대한 교육적 시사점을 논의하였다.

• International conference on construction engineering and project management
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• 2013.01a
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• pp.459-466
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• 2013

Risk exists in all construction projects and resides among the collection of subcontractors and their array of individual activities. Wherever risk resides, the interrelation of participants to one another becomes paramount for the way in which risk is measured. Inherent risk becomes recognizable and quantifiable within network schedules in the form of consuming float - the flexibility to absorb delays. Allocating, owning, valuing, and expending such float in network schedules has been debated since the inception of the critical path method itself. This research investigates the foundational element of a three-part approach that examines how float can be traded as a commodity, a concept whose promise remains unfulfilled for lack of a holistic approach. The Capital Asset Pricing Model (CAPM) of financial portfolio theory, which describes the relationship between risk and expected return of individual stocks, is explored as an analogy to quantify the inherent risk of the participants in construction projects. The inherent relationship between them and their impact on overall schedule performance, defined as schedule risk -the likelihood of failing to meet schedule plans and the effect of such failure, is matched with the use of CAPM's beta component - the risk correlation measure of an individual stock to that of the entire market - to determine parallels with respect to the inner workings and risks represented by each entity or activity within a schedule. This correlation is the initial theoretical extension that is required to identify where risk resides within construction projects, allocate and commoditize it, and achieve actual tradability.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.