• Proceedings of the Korean Statistical Society Conference
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• 2004.11a
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• pp.195-198
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• 2004

One Important problem in a cancer microarray study is to identify a set of genes from which a molecular prognostic indicator can be developed. In parallel with this problem is to validate the chosen set of genes. We develop in this note a K-fold cross validation procedure by combining a 'pre-validation' technique and a bootstrap resampling procedure in the Cox regression . The pre-validation technique predicts the microarray predictor of a case without having seen the true class level of the case. It was suggested by Tibshirani and Efron (2002) to avoid the possible over-fitting in the regression in which a microarray based predictor is employed. The bootstrap resampling procedure for the Cox regression was proposed by Sauerbrei and Schumacher (1992) as a means of overcoming the instability of a stepwise selection procedure. We apply this K-fold cross validation to the microarray data of 92 gastric cancers of which the experiment was conducted at Cancer Metastasis Research Center, Yonsei University. We also share some of our experience on the 'false positive' result due to the information leak.

• Journal of Science Education
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• v.38 no.1
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• pp.78-95
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• 2014

Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

• Communications of the Korean Mathematical Society
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• v.27 no.3
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• pp.557-564
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• 2012

This study concerns the existence of positive solution for the following nonlinear system $$\{-div(|x|^{-ap}|{\nabla}u|^{p-2}{\nabla}u)=|x|^{-(a+1)p+c_1}({\alpha}_1f(v)+{\beta}_1h(u)),x{\in}{\Omega},\\-div(|x|^{-bq}|{\nabla}v|q^{-2}{\nabla}v)=|x|^{-(b+1)q+c_2}({\alpha}_2g(u)+{\beta}_2k(v)),x{\in}{\Omega},\\u=v=0,x{\in}{\partial}{\Omega}$$, where ${\Omega}$ is a bounded smooth domain of $\mathbb{R}^N$ with $0{\in}{\Omega}$, 1 < $p,q$ < N, $0{{\leq}}a<\frac{N-p}{p}$, $0{{\leq}}b<\frac{N-q}{q}$ and $c_1$, $c_2$, ${\alpha}_1$, ${\alpha}_2$, ${\beta}_1$, ${\beta}_2$ are positive parameters. Here $f,g,h,k$ : $[0,{\infty}){\rightarrow}[0,{\infty})$ are nondecresing continuous functions and $$\lim_{s{\rightarrow}{\infty}}\frac{f(Ag(s)^{\frac{1}{q-1}})}{s^{p-1}}=0$$ for every A > 0. We discuss the existence of positive solution when $f,g,h$ and $k$ satisfy certain additional conditions. We use the method of sub-super solutions to establish our results.

• Bulletin of the Korean Mathematical Society
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• v.52 no.3
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• pp.935-946
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• 2015

The purpose of this paper is to introduce a new class of rings that is closely related to the classes of pseudo valuation rings (PVRs) and pseudo-almost valuation domains (PAVDs). A commutative ring R is said to be ${\phi}$-ring if its nilradical Nil(R) is both prime and comparable with each principal ideal. The name is derived from the natural map ${\phi}$ from the total quotient ring T(R) to R localized at Nil(R). A prime ideal P of a ${\phi}$-ring R is said to be a ${\phi}$-pseudo-strongly prime ideal if, whenever $x,y{\in}R_{Nil(R)}$ and $(xy){\phi}(P){\subseteq}{\phi}(P)$, then there exists an integer $m{\geqslant}1$ such that either $x^m{\in}{\phi}(R)$ or $y^m{\phi}(P){\subseteq}{\phi}(P)$. If each prime ideal of R is a ${\phi}$-pseudo strongly prime ideal, then we say that R is a ${\phi}$-pseudo-almost valuation ring (${\phi}$-PAVR). Among the properties of ${\phi}$-PAVRs, we show that a quasilocal ${\phi}$-ring R with regular maximal ideal M is a ${\phi}$-PAVR if and only if V = (M : M) is a ${\phi}$-almost chained ring with maximal ideal $\sqrt{MV}$. We also investigate the overrings of a ${\phi}$-PAVR.

• The Journal of Sustainable Design and Educational Environment Research
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• v.10 no.2
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• pp.61-72
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• 2011

The purpose of this study is to carry out the research of the satisfaction level of consumers (students and teachers) and managerial characteristics for model classes of the subject classroom system and to draw the effective plan of the system. The conclusions are as follows First, the biggest advantage of the system is to fulfill the educational goal according to an individual level and ability of each student while the biggest disadvantage is the inconvenience of students to change their classrooms for each specific class. Second, it is necessary to rearrange the classrooms according to the applied subjects from the aspect of curriculum management since the time frame is not convenient for recess. English and mathematics are required preferentially as applied subjects, however Korean (as a national language) and science are needed to be taught with level-differentiated classes, too. The ideal size of classes is most likely 20-25 students according to the result of research. Lastly, the space of environment is another requirement to secure smooth flow of students' movements and extra space for technical devices used for information research. The above analysis indicates the necessity of supplementation in space planning for further implementation of subject classroom system in secondary school.

• The Mathematical Education
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• v.51 no.1
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• pp.47-61
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• 2012

Students can infer mathematical principles in a very natural way by connecting mutual relations between mathematical fields. These process can be revealed by taking tasks that can derive mathematical connections. The task of this study is to make expression and design it and derive mathematical principles from the design. This study classifies the mathematical field of expression for design and analyzes mathematical thinking process by connecting mathematical fields. To complete this study, 40 gifted students from 5 to 8 grade were divided into two classes and given 4 hours of instruction. This study analyzes their personal worksheets and e-mail interview. The students make expressions using a functional formula, remainder and figure. While investing mathematical principles, they generalized design by mathematical guesses, generalized principles by inference and accurized concept and design rules. This study proposes the class that can give the chance to infer mathematical principles by connecting mathematical fields by designing.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.159-162
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• 2011

이 연구는 인지기제를 활용한 문제기반학습이 학습자의 학업성취도와 수학적 태도에 미치는 효과를 분석하였다. 우선 초등학교 수학과 학습에서 학습자들의 인지과정을 안내할 수 있는 문제기반학습 설계를 위해 문제기반학습 모형에 란다(N. Landa)의 인지기제 교수학습설계이론을 적용하여 인지기제 활용 문제기반학습 모형을 도출하였다. 그리고 초등학교 수학과 4학년 2학기 4개 단원의 8차시를 추출하여 문제를 개발하고 서울시 소재 'ㅈ' 초등학교 4학년 학생들 중 동질집단으로 확인된 2개 학급에 이 모형을 적용하였다. 연구 결과 인지기제 활용 문제기반학습을 적용한 실험집단과 적용하지 않은 통제집단 간 학업성취도 효과에 있어서 통계적으로 유의한 차이가 있었다. 또한 수학적 태도와 관련해서는 하위영역 중 수학에 대한 자아개념과 수학에 대한 태도 영역에서는 유의한 차이가 있었으나 수학에 대한 학습습관 영역에서는 유의한 차이를 보이지 않았다. 특히 세부영역별로 자신감, 흥미, 우월감, 주의집중, 목적의식, 자율학습에 있어서 유의한 차이를 보였으며, 학습기술 적용과 성취동기에 대해서는 유의한 차이가 없었다.

• Communications of the Korean Mathematical Society
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• v.25 no.4
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• pp.497-510
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• 2010

Let R be a ring and n a fixed non-negative integer. $\cal{TI}_n$ (resp. $\cal{TF}_n$) denotes the class of all right R-modules of FGT-injective dimensions at most n (resp. all left R-modules of FGT-flat dimensions at most n). We prove that, if R is a right $\prod$-coherent ring, then every right R-module has a $\cal{TI}_n$-cover and every left R-module has a $\cal{TF}_n$-preenvelope. A right R-module M is called n-TI-injective in case $Ext^1$(N,M) = 0 for any $N\;{\in}\;\cal{TI}_n$. A left R-module F is said to be n-TI-flat if $Tor_1$(N, F) = 0 for any $N\;{\in}\;\cal{TI}_n$. Some properties of n-TI-injective and n-TI-flat modules and their relations with $\cal{TI}_n$-(pre)covers and $\cal{TF}_n$-preenvelopes are also studied.

• Communications of the Korean Mathematical Society
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• v.33 no.4
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• pp.1341-1356
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• 2018

The author devotes this paper to defining a new class of generalized soft open sets, namely soft somewhere dense sets and to investigating its main features. With the help of examples, we illustrate the relationships between soft somewhere dense sets and some celebrated generalizations of soft open sets, and point out that the soft somewhere dense subsets of a soft hyperconnected space coincide with the non-null soft ${\beta}$-open sets. Also, we give an equivalent condition for the soft csdense sets and verify that every soft set is soft somewhere dense or soft cs-dense. We show that a collection of all soft somewhere dense subsets of a strongly soft hyperconnected space forms a soft filter on the universe set, and this collection with a non-null soft set form a soft topology on the universe set as well. Moreover, we derive some important results such as the property of being a soft somewhere dense set is a soft topological property and the finite product of soft somewhere dense sets is soft somewhere dense. In the end, we point out that the number of soft somewhere dense subsets of infinite soft topological space is infinite, and we present some results which associate soft somewhere dense sets with some soft topological concepts such as soft compact spaces and soft subspaces.

• The Mathematical Education
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• v.47 no.2
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• pp.169-180
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• 2008

The purpose of this study was to analyze the elementary students' mathematical thinking, which is found during mathematical problem solving processes based on mathematical knowledge, heuristics, control, and mathematical disposition. The participants were 8 fifth grade elementary students in Seoul. A qualitative case study was used for investigating the students' mathematical thinking. The data were coded according to the four components of the students' mathematical thinking. The results of the analyses concerning mathematical thinking of the elementary students were as follows: First, in terms of mathematical knowledge, the elementary students frequently used conceptual knowledge, procedural knowledge and informal knowledge during problem solving processes. Second, students tended not to find new heuristics or apply new one, but they only used the heuristics acquired from the experiences of the class and prior experiences. Third, control was found while students were solving problems. Last, mathematical disposition influenced on the mathematical problem solving processes. Teachers need to in-depth observations on the problem solving processes of students, which leads to teachers'effective assistance on facilitating students' problem solving skills.