• 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.

• 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.

• 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.

• 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.

• 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.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.291-297
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• 2022

Modern challenges in the educational environment force scientists and practitioners to search for an adequate answer. In particular, the war in Ukraine demonstrated the importance of developing information competence as one of the main means of distinguishing true information from a whole stream of fake news. This is especially relevant in connection with the introduction of distance learning when students must find and process a large amount of information on their own. Therefore, the purpose of the article is to analyze the training of higher education students through the prism of acquiring the necessary level of informational competence in war conditions. For this, general scientific and special research methods, as well as the experimental method, were used. In the results, the peculiarities of the interpretation of information competence in the distance form of education among modern researchers are determined, the psychological components of resistance to fakes are analyzed. Based on the conducted empirical measurements, it was established that thorough work on student education gives positive skills when working independently with Internet materials, strengthens the ability to distinguish false information and propaganda from the real state of affairs. The conclusions summarize the results of the empirical research and suggest ways to improve the situation with the formation of information competence.

• 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.

• 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.

• 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.

• The Mathematical Education
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• v.59 no.2
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• pp.131-146
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• 2020

Regarding the formula for measuring the area of a circle, the Archimedes' constant is generally written in front of the square of radius length, but there were a few cases where the Archimedes' constant was written after that in Germany and France. In this study, two things are studied: First, how many students are writing the Archimedes' constant after that? Second, what do the students think about the written order of characters in the formula for measuring the area of a circle? In the online survey of 201 people aged 14 to 21 in Korea, there was a perception of more than 86% that both are possible or only after that are possible. In this study, it is suggested that there is a difference between the general written order of characters and the natural perception of students formed through school education. In addition, students aged 14 to 16 thought more that the Archimedes' constant should be written after that, and after that age, there was a greater perception that both are possible without confusion of meaning. It can be seen that the change in students' perception has emerged through school education on natural mathematical written order of characters after middle school courses. From this point of view, the most common perception can be that if there is no confusion in meaning, then both expressions are possible.