• Proceedings of the Korean Society of Near Infrared Spectroscopy Conference
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• 2001.06a
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• pp.1042-1042
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• 2001

In linear discriminant analysis there are two important properties concerning the effectiveness of discriminant function modeling. The first is the separability of the discriminant function for different classes. The separability reaches its optimum by maximizing the ratio of between-class to within-class variance. The second is the stability of the discriminant function against noises present in the measurement variables. One can optimize the stability by exploring the discriminant variates in a principal variation subspace, i. e., the directions that account for a majority of the total variation of the data. An unstable discriminant function will exhibit inflated variance in the prediction of future unclassified objects, exposed to a significantly increased risk of erroneous prediction. Therefore, an ideal discriminant function should not only separate different classes with a minimum misclassification rate for the training set, but also possess a good stability such that the prediction variance for unclassified objects can be as small as possible. In other words, an optimal classifier should find a balance between the separability and the stability. This is of special significance for multivariate spectroscopy-based classification where multicollinearity always leads to discriminant directions located in low-spread subspaces. A new regularized discriminant analysis technique, the principal discriminant variate (PDV) method, has been developed for handling effectively multicollinear data commonly encountered in multivariate spectroscopy-based classification. The motivation behind this method is to seek a sequence of discriminant directions that not only optimize the separability between different classes, but also account for a maximized variation present in the data. Three different formulations for the PDV methods are suggested, and an effective computing procedure is proposed for a PDV method. Near-infrared (NIR) spectra of blood plasma samples from daily monitoring of two Japanese cows have been used to evaluate the behavior of the PDV method in comparison with principal component analysis (PCA), discriminant partial least squares (DPLS), soft independent modeling of class analogies (SIMCA) and Fisher linear discriminant analysis (FLDA). Results obtained demonstrate that the PDV method exhibits improved stability in prediction without significant loss of separability. The NIR spectra of blood plasma samples from two cows are clearly discriminated between by the PDV method. Moreover, the proposed method provides superior performance to PCA, DPLS, SIMCA md FLDA, indicating that PDV is a promising tool in discriminant analysis of spectra-characterized samples with only small compositional difference.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.37-51
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• 2011

The contents of 'Nutrition and Diet for Adolescents' in the 12 technology and home economics middle school 1st grade textbooks are analyzed based on the elaboration theory. The elaboration theory is the lecture strategy with 7 essential elements, proposed by Reigeluth. The elaboration strategies shown in 'Nutrition of Adolescents' and 'Diet for Adolescents' are all the same in 12 books, the conceptual elaboration, and the process elaboration, respectively. On the other hand, the elaboration strategies shown in 'Diet and Dietary Habit for Adolescents Nutrition Issues' and 'Proper Eating Habit and Nutrition Issues' are different depend upon the textbooks, all 3 conceptual, theoretical, and process elaborations strategies are shown. The element of pro study is presented by study objective, opening the thinking, and looking back. The summarizer is presented in all 11 but 1 textbooks by various activities and data. On the other hand, the element of analogy has the lowest implementation rate, only 3 among the 12 textbooks implement the analogy. The cognitive-strategy activator and learner control are shown in all 12 textbooks, mostly by data. Implementation of more activities and more analogies might be helpful to the students' participation and understanding the contents of 'Nutrition and Diet for Adolescents'.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.43-55
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• 2018

In this study, we investigated high school students' analogy generating processes using the think-aloud method. Twelve high school students in Seoul participated in this study. The students were asked to generate analogies on ionic bonding and were also interviewed after their activities. Their activities and interviews were recorded and videotaped. After classifying the analogy generating processes into the three stages-encoding, exploring sources, and mapping, several process components were identified. The analyses of the results indicated that they checked the target concept given and selected one for a salient attribute among many attributes of the target concept at the stage of encoding. After selecting the salient attribute, they translated the salient attribute that is a scientific term into an everyday term, which is named as 'extracting salient similarities.' At the stage of exploring sources, they chose the sources based on salient similarities and chose the final source through circular processes, which included the process components of 'evaluating the sources' and 'discarding the sources.' At the final stage, they added the attributes to analogs and mapping them to the attributes of the target concept, which is named as 'mapping shared attributes.' There were some cases that 'mapping shared attributes' appeared after they specified the situation of analogs or assumed new situation, which is named as 'specifying the situations.' Some students recognized unshared attributes in their analogs.

• Journal of Life Science
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• v.14 no.5
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• pp.752-760
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• 2004

The function of the [4Fe-4S] cluster containing iron (Fe-) protein in nitrogenase catalysis is to serve as the nucleotide-dependent electron donor to the MoFe protein which contains the sites for substrate binding and reduction. The ability of the Fe protein to function in this manner is dependent on its ability to adopt the appropriate conformation for productive interaction with the MoFe protein and on its ability to change redox potentials to provide the driving force required for electron transfer. The MgADP-bound (or off) conformational state of the nitrogenase Fe protein structure described reveals mechanisms for long-range communication from the nucleotide-binding sites to control affinity of association with the MoFe protein component. Two pathways, termed switches I and II, appear to be integral to this nucleotide signal transduction mechanism. In addition, the structure of the MgADP bound Fe protein provides the basis for the changes in the biophysical properties of the [4Fe-4S] observed when Fe protein binds nucleotides. The structures of the nitrogenase Fe protein with defined amino acid substitutions in the nucleotide dependent signal transduction pathways of the Switch I and Switch II have been determined by X-ray diffraction methods. These two pathways have been also implicated by site directed mutagenesis studies, structural analysis and analogies to other proteins that utilize similar nucleotide dependent signal transduction pathways. We have examined the validity of the assignment of these pathways in linking the signals generated by MgATP binding and hydrolysis to macromolecular complex formation and intermolecular electron transfer. The results provide a structural basis for the observed biophysical and biochemical properties of the Fe protein variants and interactions within the nitrogenase Fe protein-MoFe protein complex.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.383-395
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• 2006

School science is often criticized as being too remote from both learners' interests and needs and as maintaining scientist-oriented approaches rather than humanistic ones. Although science is mainly taught on the basis of textbooks inside classrooms, the learning of science can not be confined to the boundaries of curriculum and school. Firstly, this paper briefly reviews and characterizes the historical development of science education with a series of analogies, and then suggests a new analogy, a so-called 'Hearts-On' approach to science education which emphasizes the humanistic aspects and the contextual dimension of science education. Secondly, it critically examines how much traditional school science teaching, particularly in physics, is limited in terms of the context of learning (i.e. textbook, laboratory, classroom, local, and global) as well as in terms of the context of the contents (i.e. physical, personal, social, and global). Thirdly, some recent attempts initiated by the author and colleagues are explained as examples of the Hearts-On approach to science education. In particular, a series of community-based science programs led by SNU and the development of a series of books on 'Contextual Physics'(i.e. Body Physics, Wearing Physics, Dining Table Physics, and Sports Physics) are outlined. Finally, the idea of scientific humanism is explored in relation to the context-rich approaches in science education. It is hoped that this paper helps us to reconsider how we can expand the world of science education beyond the boundaries of the curriculum and school and into a more humanistic one.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.522-537
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• 2013

This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Sim-seong Yeon-gu
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• v.37 no.2
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• pp.184-254
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• 2022

Through this thesis, the psychological meaning of the Korean folktale 'the servant who ruined the master's house' was examined. The opposition between the master and the servant is a universal matter of the human psychology. It can be seen as a conflict between the hardened existing collective consciousness and the new consciousness to compensate for and renew it. From different angles, it has become the opposition between man's spiritual and instinctive aspects, between the conscious and the unconscious, or between the ego and the shadow. In the folktale, the master tries several times to get rid of the youngest servant, but the servant uses tricks and wits to steal food, a horse, the youngest sister, and all money from the master, and finally, take his life. It ends with the marriage of the youngest sister and the servant. Enantiodromia, in which the master dies, and the servant becomes the new master, can be seen that the old collective consciousness is destroyed, and the new consciousness that has risen from the collective unconscious takes the dominant position. In an individual's psychological situation, it can be seen that the existing attitude of the ego is dissolved and transformed into a new attitude. In the middle of the story, the servant marries the youngest sister by exploiting naive people to rewrite the back letter written by the master to kill him. This aspect can be understood negatively in the moral concept of collective consciousness, but it can also be seen as a process of integrating mental elements that have been ignored in the collective consciousness of the Joseon Dynasty, symbolized by a woman, a honey seller, and a hungry Buddhist monk. The new consciousness, represented by the servant, has the characteristics of a trickster that is not bound by the existing frame, so it can encompass the psychological elements that have been ignored in the collective consciousness. Such element may represent compensation or an alternative to the collective consciousness in the late Joseon Dynasty. The master puts the servant in a leather bag and hangs it on a tree to kill the servant. However, the servant deceives a blind man; he opened his eyes while hanged. Instead of the servant, the blind man dies, and the servant is freed. As the problem of the conflict between master and servant is finally entrusted to the whole spirit (Self) symbolized by a tree, the blind man gets removed. It can be understood as an intention of the Self to distinguish and purify the elements of recklessness, stupidity, and greed included in the trickster. Through these processes, the servant, which symbolizes a new change in collective consciousness or a new attitude of ego, solves the existing problems and takes the place of the master. While listening to the cunning servant's performance, the audience feels a sense of joy and liberation. At the same time, in the part where the blind man and the master's family die instead and the servant becomes the master, they experience feelings of fear and concern about the danger and uncontrollability of the servant. The tricksters appearing in foreign analogies are also thoroughly selfish and make innocent beings deceive or die in order to satisfy their desires and escape from danger. Efforts to punish or reform these tricksters are futile and they run away. Therefore, this folktale can also be seen as having a purpose and meaning to let us know that this archetypal shadow is very dangerous and that consciousness cannot control or assimilate it, but only awe and contemplate it. Trickster is an irrational manifestation of revivifying natural energy that rises from the unconscious as a compensation for hardened existing structure and order. The phenomenon may be destructive and immoral from the standpoint of the existing collective mind, but it should be seen as a function of the collective unconscious, a more fundamental psychic function that cannot be morally defined. The servant, a figure of the trickster archetype, is a being that brings transformation and has the duality and contradiction of destructiveness and creativity. The endings of this folktale's analogies are diverse, reflecting the diversified response of the audience's mind due to the ambivalence of the trickster, and also suggesting various responses toward the problem of the trickster from the unconscious. It also shows that the trickster is a problem of inconclusive and controversial contradictions that cannot be controlled with a conscious rational attitude, and that we can only seriously contemplate the trickster archetype within us.

• The Korean Journal of Air & Space Law and Policy
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• v.24 no.2
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• pp.187-210
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• 2009

Space law(or outer space law) and the law of the sea are branches of international law dealing with activities in geographical ares which do not or do only in part come under national sovereignty. Legal rules pertaining to the outer space and sea began to develop once activities emerged in those areas: amongst others, activities dealing with transportation, research, exploration, defense and exploitation. Naturally the law of the sea developed first, followed, early in the twentieth century, by air law, and later in the century by space law. Obviously the law of the sea, of the air and of outer space influence each other. Ideas have been borrowed from one field and applied to another. This article examines some analogies and differences between the outer space law and the law of the sea, especially from the perspective of the legal status, the exploration and exploitation of the natural resources and environment. As far as the comparisons of the legal status between the outer space and high seas are concerned the two areas are res extra commercium. The latter is res extra commercium based on both the customary international law and treaty, however, the former is different respectively according to the customary law and treaty. Under international customary law, whilst outer space constitutes res extra commercium, celestial bodies are res nullius. However as among contracting States of the 1967 Outer Space Treaty, both outer space and celestial bodies are declared res extra commercium. As for the comparisons of the exploration and exploitation of natural resources between the Moon including other celestial bodies in 1979 Moon Agreement and the deep sea bed in the 1982 United Nations Convention on the Law of the Sea, the both areas are the common heritage of mankind. The latter gives us very systematic models such as International Sea-bed Authority, however, the international regime for the former will be established as the exploitation of the natural resources of the celestial bodies other than the Earth is about to become feasible. Thus Moon Agreement could not impose a moratorium, but would merely permit orderly attempts to establish that such exploitation was in fact feasible and practicable, by allowing experimental beginnings and thereafter pilot operations. As Professor Carl Christol said until the parties of the Moon Agreement were able to put into operation the legal regime for the equitable sharing of benefits, they would remain free to disregard the Common Heritage of Mankind principle. Parties to one or both of the agreements would retain jurisdiction over national space activities. In so far as the comparisons of the protection of the environment between the outer space and sea is concerned the legal instruments for the latter are more systematically developed than the former. In the case of the former there are growing tendencies of concerning the environmental threats arising from space activities these days. There is no separate legal instrument to deal with those problems.