• 한국지구물리탐사학회:학술대회논문집
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• 2007.12a
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• pp.1-14
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• 2007

This paper briefly reviews the history of the Korean geophysics and analyze the current status of geophysical researches. And the future prospects of geophysics are discussed based on social demands for the science and technology in Korea. About thirty universities offer geophysics courses in their academic curricula. Although the number of Ph.D. graduates in geophysics had been small until the year of 1990, but is rapidly increasing. In recent years about $7{\sim}8$ Ph.D's are produced every year. The major geophysical methods used in Ph.D. theses are seismic, electrical and electromagnetic methods, and earthquake waves and research themes are computational geophysics, which involve data processing, modelling, inversion and tomography, geological structures, and paleomagnetic studies in the order of numbers. The Solid Earth Geophysics is generally distinguished in two categories such as "Global Geophysics" and "Exploration Geophysics". However, they are intimately connected, and overlap in many sectors, especially in large scale research projects. The global geophysics has a more academic and general scientific meaning, and several research groups in Korean universities are carrying out the earthquake seismology and paleomagnetic studies. On the other hand the exploration geophysics focuses on practical application of geophysical concepts, and the public research institutes conduct large projects for exploration of energy and mineral resources and to cope with environmental and natural disaster problems. The geophysical studies for local geology and regional crustal structure utilize various survey methods and usually cover both academic and exploration purposes. The computational geophysics constitutes the indispensable theoretical backgrounds for all geophysical sectors. Many young Korean geophysicists, who have strong background in mathematics and physics, devote to the computational geophysics and several groups have made the internationally highest level achievements. But, Korean geophysicists have to expand their research interests to include more global-scale, high-tech researches and collaborative works with various other science groups.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.44 no.4
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• pp.113-127
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• 2021

Topic modeling has been receiving much attention in academic disciplines in recent years. Topic modeling is one of the applications in machine learning and natural language processing. It is a statistical modeling procedure to discover topics in the collection of documents. Recently, there have been many attempts to find out topics in diverse fields of academic research. Although the first Department of Industrial Engineering (I.E.) was established in Hanyang university in 1958, Korean Institute of Industrial Engineers (KIIE) which is truly the most academic society was first founded to contribute to research for I.E. and promote industrial techniques in 1974. Korean Society of Industrial and Systems Engineering (KSIE) was established four years later. However, the research topics for KSIE journal have not been deeply examined up until now. Using topic modeling algorithms, we cautiously aim to detect the research topics of KSIE journal for the first half of the society history, from 1978 to 1999. We made use of titles and abstracts in research papers to find out topics in KSIE journal by conducting four algorithms, LSA, HDP, LDA, and LDA Mallet. Topic analysis results obtained by the algorithms were compared. We tried to show the whole procedure of topic analysis in detail for further practical use in future. We employed visualization techniques by using analysis result obtained from LDA. As a result of thorough analysis of topic modeling, eight major research topics were discovered including Production/Logistics/Inventory, Reliability, Quality, Probability/Statistics, Management Engineering/Industry, Engineering Economy, Human Factor/Safety/Computer/Information Technology, and Heuristics/Optimization.

• Journal for History of Mathematics
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• v.5 no.1
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• pp.81-95
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• 1988

In Akhakkyebom, one of the greatest Korean Sources, a great mistake was found in the lengths of the pitch pipes. Whanjong from which the other eleven pitches are calculated, is nine inches by decimal system. But the rest are from 9inches by nonary system. To find out how such a contradictory combination could put into so great a book, all the sources available wereexamined. In the process of investigating the numeral change of the lengths of the pitchpipes, it was found that fixation of this contradictory combination was due to the tradiction of Confucianism, which is specialized by its adherence of the old. SongHyon couldn't understand well enough Tsai Yuan-ting's Account of the science of the pitch pipes in Lu-luhsin-shui, Neither could Yi Hye-gu who translated Akhakkwebom into Korean. The parts they misunderstood were pointed out and explained as it should be in this thesis. Several other accounts of the science of the pitch pipes like Chu Tsai-yu's and Jing Farng's are also explained. The Pitch-pipes which were said to have been made by Pak Yon were found out to be of Chu Tsai-yu's. Those which Yi Sang dok wrote were one of Pak Yon's achievements turned out to be of Tsai Yuen-ting's, And othe interesting mistakes were pointed out in thesis thesis. Most of these mistakes were made, I think, because of the lack of the study on the historical background. That's why I tried to examine all the sources available on pitch-pipes. In the lengths of the pitch-pipes preserved in Shih-chi by Ssu-ma Ch'ien, several letters were found to have been misprinted. Some chil's should be “sip” and the letter “il” in Hyopchong should be “chil”. I couldn't deal with all the lengths of the pitch-pipes in this thesis. Especially the real length of the old measure of Whangjong made by PakYon is remained still unknown. I believe a lot more study should be poured on this field to know our traditional music as it was.

• Korean Journal of Logic
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• v.14 no.2
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• pp.1-38
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• 2011

Bernays has not drawn scholarly attention that he deserves. Only quite recently, the reevaluation of his philosophy, including the projects of editing, translating, and reissuing his writings, has just started. As a part of this renaissance of Bernays studies, this article tries to distinguish carefully between Hilbert's and Bernays' views regarding the axiomatic method. We shall highlight the fact that Hilbert was so proud of his own axiomatic method on textual evidence. Bernays' estimation of the place of Hilbert's achievements in the history of the axiomatic method will be scrutinized. Encouraged by the fact that there are big differences between the early middle Bernays and the later Bernays in this matter, we shall contrast them vividly. The most salient difference between Hilbert and Bernays will shown to be found in the problem of the uniformity of the axiomatic method. In the same vein, we will discuss the later Bernays' criticism of Carnap, for Carnap's project of philosophy of science in the late 1950's seems to be a continuation and an extension of Hilbert's faith in the uniformity of the axiomatic method.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.435-444
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• 2021

This paper discusses the geometrical interpretation of the Taegeuk Shapes of Kameun Temple through the geometric analysis of mathematics. Based on the literature, This paper attempted to clarify that the origin of Gameunsa's founding of the spirit of patriotism may coincide with historical records through historical literature and geometric meaning. First, the background of the founding of Kameun temple, geographical location located near the East Sea, especially the history of the ancient Chinese mathematics at the time, And that mathematical knowledge influenced all fields such as agriculture, architecture, and art. Secondly, it is related to the historical record as the space of about 60 centimeters, which is uniquely underground, was identified as the structure of the excavated space. It is thought that there is a strong correlation with the origin that the King Munmu changed into a dragon, and set up the temple to be able to stay. Based on these, the clues of the interpretation of the taegeuk and the triangular pattern were searched in the samcheon yanggi(參天兩地) of the Oriental and circumference of the Western. The taegeuk and triangular patterns represent the symbols of yin-yang harmony, which correspond to the origin of its creation. the Korean people regarded the mysterious dragon as a symbol of yinyang harmony. In conclusion the Shapes of Kameun temple's stone is consistent with the contents mentioned in the historical record.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.699-722
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• 2015

Based on Lagrange's general theory of algebraic equations, by applying the solution of the equation using the relationship between roots and coefficients to the high school 1st grade class, the purpose of this study is to recognize the significance of symmetry associated with the solution of the equation. Symmetry is the core idea of Lagrange's general theory of algebraic equations, and the relationship between roots and coefficients is an important means in the solution. Through the lesson, students recognized the significance of learning about the relationship between roots and coefficients, and understanded the idea of symmetry and were interested in new solutions. These studies gives not only the local experience of solutions of the equations dealing in school mathematics, but the systematics experience of general theory of algebraic equations by the didactical organization, and should be understood the connections between knowledges related to the solutions of the equation in a viewpoint of the mathematical history.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.1
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• pp.1-19
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• 2021

The graph-based tag recommendation algorithm FolkRank can effectively utilize the relationships between three entities, namely users, items and tags, and achieve better tag recommendation performance. However, FolkRank does not consider the internal relationships of user-user, item-item and tag-tag. This leads to the failure of FolkRank to effectively map the tagging behavior which contains user neighbors and item neighbors to a tripartite graph. For item-item relationships, we can dig out items that are very similar to the target item, even though the target item may not have a strong connection to these similar items in the user-item-tag graph of FolkRank. Hence this paper proposes an improved FolkRank algorithm named FolkRank++, which fully considers the user-user and item-item internal relationships in tag recommendation by adding the correlation information between users or items. Based on the traditional FolkRank algorithm, an initial weight is also given to target user and target item's neighbors to supply the user-user and item-item relationships. The above work is mainly completed from two aspects: (1) Finding items similar to target item according to the attribute information, and obtaining similar users of the target user according to the history behavior of the user tagging items. (2) Calculating the weighted degree of items and users to evaluate their importance, then assigning initial weights to similar items and users. Experimental results show that this method has better recommendation performance.

• Fisheries and Aquatic Sciences
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• v.25 no.11
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• pp.549-558
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• 2022

The Indonesian Archipelago has a very complex geological history, along with equatorial warm sea temperature, resulting in diverse types of coral reefs and high diversity of coral reef fish. Many livelihoods of the coastal community are dependent on coral reef fisheries. The present study aimed to determine which region and location in the Indonesian Archipelago has the most diverse and abundant coral reef fish. The archipelago was divided into four regions: the Indian Ocean, Sunda Shelf, Wallacea, and the Pacific Ocean. Data were obtained from a national coral reef monitoring program of the Indonesian Research Center for Oceanography (RCO)-the National Board for Research and Innovation (BRIN). The reef fish data were collected using the underwater visual census method, from 321 belt transects on 24 locations (districts) across the archipelago. The results show that coral reef fish diversity of the Pacific region was the highest across the archipelago for all three trophic levels, i.e., corallivore, herbivore, and carnivore fish. The Pacific Ocean region also had the highest fish abundance for the three trophic levels. Comparison among locations revealed that the best ten locations in reef fish diversity and abundance were Sabang, Mentawai, Makassar, Selayar, Buton, Luwuk, Ternate, Raja Ampat, Biak, and Wakatobi. Wakatobi reefs showed their supremacy in carnivore fish diversity and abundance, while Biak reefs were the best in herbivore fish. The abundance of corallivore fish was also considerably high in Sabang reefs, but it is still lower than in Raja Ampat, Biak, and Wakatobi reefs. These results provide empirical evidence that the coral reefs of Wakatobi and Biak are the hottest hotspots of coral reef fish diversity and abundance in the Indonesian Archipelago.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.419-434
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• 2016

Ju-Seo-Gwan-Gyeon is a mathematical book of Chosun dynasty in the early 18th century. This study is to analyze and compare the contents between Ju-Seo-Gwan-Gyeon and Gu-Jang-San-Sul. From this study, we are able to see the contents of Ju-Seo-Gwan-Gyeon that has been unknown in detail so far. In this comparative study, the following facts are found. First, many problems in Ju-Seo-Gwan-Gyeon are similar to the Gu-Jang-San-Sul on the contents and frame. Most of them are same type. But some of problems in Ju-Seo-Gwan-Gyeon have been developed. Second, there are distinct differences of description type. And Ju-Seo-Gwan-Gyeon was influenced by Gu-Jang-San-Sul but also other mathematical books. We expect that the results provide basic information for mathematics history in Korea.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.