• Proceedings of the Korean Society for Language and Information Conference
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• 1994.02a
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• pp.193-202
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• 1994

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.14 no.4
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• pp.1704-1720
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• 2020

Recognizing food from photographs presents many applications for machine learning, computer vision and dietetics, etc. Recent progress of deep learning techniques accelerates the recognition of food in a great scale. We build a hierarchical structure composed of deep CNN to recognize and classify food from photographs. We build a dataset for Korean food of 18 classes, which are further categorized in 4 major classes. Our hierarchical recognizer classifies foods into four major classes in the first step. Each food in the major classes is further classified into the exact class in the second step. We employ DenseNet structure for the baseline of our recognizer. The hierarchical structure provides higher accuracy and F1 score than those from the single-structured recognizer.

• Bulletin of the Korean Mathematical Society
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• v.54 no.1
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• pp.99-124
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• 2017

The structure theorems [3, 6, 21] for the classes of perfect ideals of grade 3 have been generalized to the structure theorems for the classes of perfect ideals linked to almost complete intersections of grade 3 by a regular sequence [15]. In this paper we obtain structure theorems for two classes of Gorenstein ideals of grade 4 expressed as the sum of a perfect ideal of grade 3 (except a Gorenstein ideal of grade 3) and an almost complete intersection of grade 3 which are geometrically linked by a regular sequence.

• Journal of the Korean Society of Costume
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• v.8
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• pp.15-27
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• 1984

A costume study is a part of the cultural history and also has the greatest relation to life's senses as a concrete culture. Korean costume that consists a double structure with Chinese one through Chosun Dynasty five hundred years, has recently changed up to the Western Form. In this respect Korean Costume has a important meaning in relation to Western costume. Traditional costume, generally speaking, has tendency to keep up by the common people than the higher classes. Then there were four classes. They are aristocratic classes common people, those who are engaged in the form, industry, trade and low classes. Merchant of them partially took charge of the cultural exchange about contacting with tradition and new one. Because it's easy to flow in one's character the new civilization. So there is an important significance to research of the merchant's costume in Gae Hwa Gi changing age of civilization in politics, economic, and social system. The records appeared about the merchant's costume in the age of civilization through literature study and natural photo at that time.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.113-137
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• 2001

English has been taught as a compulsory subject at elementary schools since 1997 starting with third graders, to sixth graders. We have seen active research on teaching methods for elementary English, but little has been done from the learners' perspective. It is very proper time for English educators to review what the elementary students think about their English classes. The purpose of the present study is as following. First, we tried to find out how the students' attitude toward and interest in English have changed over the four-year English education. Second we attempted to suggest the ways to promote the students' interests, and to increase understanding and participation in English classes. We also suggest that curriculum developers need to consider the students' lower interests and understanding in English classes as they move to higher grades, and that classroom teachers need to have a better understanding of what their students do and feel in the English classes.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.365-395
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• 2010

This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.80-87
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• 2024

The aims of this study were to introduce cultural teaching procedures and propose cultural comparison activities as a practical method of cultural learning. It also analyzed learners' attitudes toward cultural learning through the aforementioned activities and examined considerations for holding cultural classes in the future. The research involved conducting a class underlain by four stages: warm-up, a cultural item comparison activity, wrap-up, and opinion submission. Data were collected through self-opinion journals and open-ended questionnaires, after which they were qualitatively analyzed. The results showed that the learners were highly satisfied with cultural learning through cultural comparison activities (73.7%) because of the efficiency of such a learning method, opportunities for proactive learning through interaction, increased interest and motivation, and the fact that it helps them understand their own cultures. We need to develop activities that enable learners to participate in a variety of ways through the mutual exchange of opinions when planning cultural classes. Pedagogical implications for integrated language and cultural classes are provided.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.640-648
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• 2002

The purposes of this study is to examine the effects of cooperative teaming through student team-achievement division (STAD) model on high school students’ leaming achievements and scientific attitudes in the field of astronomy. It is another aim to compare effects of cooperative learning based on improvement scores with traditional teaching method done only by teachers in astronomy field. This study was conducted on two tenth grade classes in a boy’s high school in Incheon. Students had four classes a week in cooperative learning way for four weeks. During cooperative learning classes, formative evaluation was given to students every week oil Stars and Exploring the Solar System. The results show that these two approaches have great different effects on students’ astronomical knowledge and that students adopt more positive scientific attitude toward cooperative learning classes than traditional ones. In conclusion, the cooperative learning is more effective and positive than traditional one in learning astronomical knowledge and in students scientific attitude for science classes.

• Asian-Australasian Journal of Animal Sciences
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• v.6 no.4
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• pp.497-507
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• 1993

Four truncation selection schemes (SSs) were framed to predict and compare the age structures and genetic responses under the influence of various factor employing the scheme-specific algorithms. Two paths of selection, sires (bulls' sires) and dams (bulls' dams) to breed young bulls were considered. Among variable factors, four levels (0.3, 0.5, 0.7, 0.9) of precision of evaluation, five levels (0.0, 0.05, 0.10, 0.15, 0.20 genetic standard deviation) of genetic differences among age classes and 4 levels of proportions selected (for bulls' sire, 0.05, 0.10, 0.125, 0.25, and for bulls' dams 0.02, 0.04, 0.05, and 0.10) contemplated on both paths of selection. The number of age classes for bulls' dams and bulls' sires were 4 or 8 and 2 or 4, respectively. The stayability across age classes for bulls' dams was assumed to be 0.80 or 0.60. The candidates for selection for bulls' sires were equally distributed (0.5 or 0.25) across the age classes. The SS1 (selection on same proportions as candidates' distribution) revealed longest generation lengths and lowest yearly genetic responses. The average ages were youngest and yearly genetic responses were highest in SS4 (selection at each age-specific truncation point with the same average genetic superiority of selected parents across the ages) and followed by SS3 (selection at each agespecific truncation point with same predicted genetic values) and SS2 (selection at common truncation point on phenotypic values) in a population with overlapping generations. The results revealed the importance of choosing suitable selection scheme to acquire maximum yearly genetic responses especially when the genetic differences among age classes are large and the precision of evaluation is relatively low.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.581-592
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• 2013

Various data and methods are necessary to help students understand the science subject, and have interest in it. Most students like cartoons, and more easily memorize their contents. The purpose of this study was to verify the effects of science cartoon reading on the academic achiements, the levels of interests in science and scientific attitudes of elementary students The study subjects were four classes of the 6th grade of G elementary school in U city. Two classes were experimental group and the others were comparison group. The students of the experimental classes were encouraged to read science cartoon related to class contents at the beginning and ending for 5 minutes respectively in instructional time. And those of the comparison classes received general science lesson. The results of this study were as follows. First, the experimental classes encouraged to read science cartoon marked higher average score than comparison classes in post-test and the difference was meaningful (p<.05). This meant science cartoon reading treatment had the effect of improvement of the levels of interest in science of student. Second, the experimental classes marked higher average score than comparison classes in post-test but didn't show meaningful difference. This meant science cartoon reading treatment didn't have the effect of improvement of academic achievement of students in our study. Third, the experimental classes marked higher average score than comparison classes in post-test and showed the meaningful difference(p<.05). This meant science cartoon reading treatment had the effect of improvement of scientific attitudes of students. From the results thus far, we could tell that science cartoon reading had positive effects on the levels of interest in science and scientific attitudes of students in our study.