• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.99-118
• /
• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.34 no.2
• /
• pp.215-221
• /
• 2007

The aim of this study was to test whether metric measurements of crown length, root length and apex width during tooth development could be a better basis for correlation with age than the classical methods based on subjective estimations of various stages of tooth development. Panoramic radiographs of 120 children, aged 7 to 9 years, were collected from the department of the pediatric dentistry of Chonnam National University Hospital, Korea. The methods of Mornstad was used to estimate age. The structures measured were crown length root length and apex width in panoramic radiographic. The results were as follows : 1. In the boys, it showed higher correlation between lower 2nd molar crown length, lower 1st molar root length or lower 1st permolar apical width and age. In the girls, it showed higher correlation between lower 2nd premolar crown length, lower 2nd molar root length or lower 1st molar apical width and age. 2. With the aid of a multiple regression model, a linear relationship between some of these distances and age was shown. Boy(months) = 43.958 + lower 2nd molar crown length ${\times}$ 4.392 + lower 1st molar root length ${\times}$ 2.255 - lower 1st permolar apical width ${\times}$ 2.046, Girl(months) = 75.213 + lower 2nd premolar crown length ${\times}$ 3.910 lower 2nd molar root length ${\times}$ 2.280 - lower 1st molar apical width ${\times}$ 6.217 Age was estimated in boys and girls using the mathematic model ; the mean difference between chronological and estimated ages was $-2.1{\pm}6.8$ months for boys and $6.1{\pm}6.2$ months for girls. Therefore, it seems to be more accurate and easier than the earlier methods.

• Journal of the Korean Society of Fisheries and Ocean Technology
• /
• v.14 no.2
• /
• pp.97-112
• /
• 1978

The rule 15, 16 and 17 of International Regulations for Preventing collisions at Sea direct actions to avoid collision when two power-driven vessels are crossing. But these rules do not present the safety minimum approaching distances outside which a give- way vessel deeps out of the way of a stand-on vessel. In this paper, the author analyzed the ship's collision avoiding actions from a viewpoint of ship kinematics as the method to calculate this distance. The author worked out mathematic formulas for calculating the safety minimum approaching distances outside which the give-way vessel takes the actions to avoid collisions in accordance with the cross angles of the crossing vessels' courses. Figuring out actually the values of maneuvering indices of the M. S. Koan Ack San (GT: 224tons), the training ship of the National Fisheries University of Busan and the M. S. Golden Clover (GT: 101, 235tons) of the Eastern Shipping Co., Ltd. through their Z test, the author applied these values to the calculating formulas and calculated the safety minimum approaching distances. The results of calculations are as follows; 1. The greatest distance is to be kept by the give-way vessel to avoid collision when the cross angle of courses is 90$^{\circ}$ or near it. In such case the safety minimum approaching distance of a small vessel must be more than 5 times of her own length and that of a large vessel more than 11 times of her own length. 2. Collision danger is greater when crossing angle is obtuse than in an acute angle, therefore greater distance is to be kept by the give-way vessel to avoid collision in the case of the obtuse angle. 3. The actions to be taken to avoid collisions by the give-way vessel in Rule 16 and by the stand-on vessel in Rule 17(a)(ii) of International Regulations for Preventing Collisions at Sea, must be done outside the above safety minimum approaching distance. When inevitably such actions are to be taken within the safety minimum approaching distance, they should be accompanied with engine motions.

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.619-637
• /
• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Archives of design research
• /
• v.17 no.1
• /
• pp.211-220
• /
• 2004

The Chaos theory of complexity and Fractal theory which became a prominent figure as a new paradigm of natural science should be understood not as whole, and not into separate elements of nature. Fractal Dimensions are used to measure the complexity of objects. We now have ways of measuring things that were traditionally meaningless or impossible to measure. They are capable of describing many irregularly shaped objects including man and nature. It is compatible method of application to express complexity of nature in the dimension of non-fixed number by placing our point of view to lean toward non-linear, diverse, endless time, and complexity when we look at our world. Fractal Dimension allows us to measure the complexity of an object. Having a wide application of fractal geometry and Chaos theory to the art field is the territory of imagination where art and science encounter each other and yet there has not been much research in this area. The formative word has been extracted in this study by analyzing objective data to grasp formative principle and geometric characteristic of (this)distinct figures of Fractals. With this form of research, it is not so much about fractal in mathematics, but the concept of self-similarity and recursiveness, randomness, devices expressed from unspeakable space, and the formative similarity to graphic design are focused in this study. The fractal figures have characteristics in which the structure doesn't change the nature of things of the figure even in the process if repeated infinitely many times, the limit of the process produces is fractal. Almost all fractals are at least partially self-similar. This means that a part of the fractal is identical to the entire fractal itself even if there is an enlargement to infinitesimal. This means any part has all the information to recompose as whole. Based on this scene, the research is intended to examine possibility of analysis of fractals in geometric characteristics in plasticity toward forms in graphic design. As a result, a beautiful proportion appears in graphic design with calculation of mathematic. It should be an appropriate equation to express nature since the fractal dimension allows us to measure the complexity of an object and the Fractla geometry should pick out high addition in value of peculiarity and characteristics in the complex of art and science. At the stage where the necessity of accepting this demand and adapting ourselves to the change is gathering strength is very significant in this research.

• Proceedings of the Korean Society of Near Infrared Spectroscopy Conference
• /
• 2001.06a
• /
• pp.4107-4107
• /
• 2001

Previous works have shown the viability of NIRS technology for the prediction of fatty acids in Iberian pig fat, but although the resulting equations showed high precision, in the predictions of new samples important fluctuations were detected, greater with the time passed from calibration development to NIRS analysis. This fact makes the use of NIRS calibrations in routine analysis difficult. Moreover, this problem only appears in products like fat, that show spectrums with very defined absorption peaks at some wavelengths. This circumstance causes a high sensibility to small changes of the instrument, which are not perceived with the normal checks. To avoid these inconveniences, the software WinISI 1.04 has a mathematic algorithm that consist of create a “Repeatability File”. This file is used during calibration development to minimize the variation sources that can affect the NIRS predictions. The objective of the current work is the evaluation of the use of a repeatability file in quantitative NIRS analysis of Iberian pig fat. A total of 188 samples of Iberian pig fat, produced by COVAP, were used. NIR data were recorded using a FOSS NIRSystems 6500 I spectrophotometer equipped with a spinning module. Samples were analysed by folded transmission, using two sample cells of 0.1mm pathlength and gold surface. High accuracy calibration equations were obtained, without and with repeatability file, to determine the content of six fatty acids: miristic (SECV$\sub$without/=0.07% r$^2$$\sub$without/=0.76 and SECV$\sub$with/=0.08% r$^2$$\sub$with/=0.65), Palmitic (SECV$\sub$without/=0.28 r$^2$$\sub$without/=0.97 and SECV$\sub$with/=0.24% r$^2$$\sub$with/=0.98), palmitoleic (SECV$\sub$without/=0.08 r$^2$$\sub$without/=0.94 and SECV$\sub$with/=0.09% r$^2$$\sub$with/=0.92), Stearic (SECV$\sub$without/=0.27 r$^2$$\sub$without/=0.97 and SECV$\sub$with/=0.29% r$^2$$\sub$with/=0.96), oleic (SECV$\sub$without/=0.20 r$^2$$\sub$without/=0.99 and SECV$\sub$with/=0.20% r$^2$$\sub$with/=0.99) and linoleic (SECV$\sub$without/=0.16 r$^2$$\sub$without/=0.98 and SECV$\sub$with/=0.16% r$^2$$\sub$with/=0.98). The use of a repeatability file like a tool to reduce the variation sources that can disturbed the prediction accuracy was very effective. Although in calibration results the differences are negligible, the effect caused by the repeatability file is appreciated mainly when are predicted new samples that are not in the calibration set and whose spectrum were recorded a long time after the equation development. In this case, bias values corresponding to fatty acids predictions were lower when the repeatability file was used: miristic (bias$\sub$without/=-0.05 and bias$\sub$with/=-0.04), Palmitic (bias$\sub$without/=-0.42 and bias$\sub$with/=-0.11), Palmitoleic (bias$\sub$without/=-0.03 and bias$\sub$with/=0.03), Stearic (bias$\sub$without/=0.47 and bias$\sub$with/=0.28), oleic (bias$\sub$without/=0.14 and bias$\sub$with/=-0.04) and linoleic (bias$\sub$without/=0.25 and bias$\sub$with/=-0.20).

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.581-587
• /
• 2022

The water god, Venerable Bhadra, Indian Tammola (Tamla as the 'mol' and 'ju' characters were eliminated) came to Tamla with 900 Arahants(The highest Buddhist monks) around 563-483 BC. It is the propagation of Buddhism through the world's most sacred water (Heiligkeit). The traces of the three surnames of Goyangbu are the first samsunghyeol and the dwelling of the den of Jonjaam(cave of venerable Bhadra) in Yeongsil, giving a glimpse into the era of living in caves. The second is a link that is in line with 3, the basic number in the decomposition of 900 (=3^*3^*100) disciples of Bhadra, considering that 3 and 3 of the three surnames in Goyangbu are three times 9. At this time, 3 is the person of heaven and earth, religiously, marriage, hope, or complete number, and Jeju culture is resting everywhere. For example, 3 of the samsunghyeol, 3 of the 1, 2, 3 Dodong, 3 of the 3 Dado, 3 of the 3 Mudo, 3 of the 3 disasters, 3 of the Goyangbu 3-surnames, 3 of the house Olle Jeongnang and, among 900 (=3^*3^*100) disciples of Venerable Bhadra, the common factor is 3. It is the 'island of 3'. These papers consist of 1 and 2 parts. In Part 1, the name of Tamla came from Tammola, India, and 900 Indian Buddhist Arahants estimated that the three surnames in Goyangbu were the ancestors. Part 2 highlights how the basic principle of jeonganag derived from Indian customs has evolved and is being used in modern mobile communication and DNA gene life science.