• Journal of Information Science Theory and Practice
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• v.1 no.1
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• pp.10-26
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• 2013

Domain transfer is a widely recognized problem for machine learning algorithms because models built upon one data domain generally do not perform well in another data domain. This is especially a challenge for tasks such as opinion classification, which often has to deal with insufficient quantities of labeled data. This study investigates the feasibility of self-training in dealing with the domain transfer problem in opinion classification via leveraging labeled data in non-target data domain(s) and unlabeled data in the target-domain. Specifically, self-training is evaluated for effectiveness in sparse data situations and feasibility for domain adaptation in opinion classification. Three types of Web content are tested: edited news articles, semi-structured movie reviews, and the informal and unstructured content of the blogosphere. Findings of this study suggest that, when there are limited labeled data, self-training is a promising approach for opinion classification, although the contributions vary across data domains. Significant improvement was demonstrated for the most challenging data domain-the blogosphere-when a domain transfer-based self-training strategy was implemented.

• Journal of Science Education
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• v.41 no.3
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• pp.462-479
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• 2017

This study classified the visualization's materials presented in two types of middle school science textbooks to data visualization and infographics, thereafter characteristics of infographics according to science content's domains were analyzed using an analytical framework for infopraphics. The results of this study are as follows : First, visualization materials in middle school science textbooks had more data visualization (23.2%) than infographics (76.8%). Second, there were many differences in information content's category among the science subject's domains. The relationship type of information content in the domain of energy and matter, the function type in life domain, and the location type in the earth domain were prominent. In visual representation's category, the illustration type and comparative analysis type were the most dominant in the all science domains. The horizontal type in layout category occupied the largest proportion in all science domains. Therefore, it is necessary to present the visualization materials with the infographics conveying many informations than the data visualization in middle school science textbooks. And the infographics need to be developed and distributed in various formats in each science domain.

• Kyungpook Mathematical Journal
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• v.45 no.1
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• pp.131-135
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• 2005

Let an integral domain R be locally polynomial over an integral domain D and let R be a content module over D. We show that if D is a PVMD, then $$Cl_t(R){\sim_=}Cl_t(D)$$. This generalizes the polynomial case. We also show that R is a PVMD if and only if D is a PVMD if and only if $R_{N_v}$ is a PVMD.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.346-354
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• 2015

The purpose of this study was to be a help with designing science curriculum and developing science programs for the science gifted students by comparing their preferences about science class forms and class environments between science gifted students and normal students. For this study, 2 classes of science gifted students and 5 classes of normal students in 4th, 5th grade joined in this survey and their preferences about science class forms and class environments were checked using questionnaire. As a result, the following findings were obtained. First, in the area of class form, from comparing their preferences about teaching content domain, science gifted students showed meaningful higher preferences in all factors such as clarification, structuralization, thinking of high level and diversification. In comparing their preferences about teaching process domain, science gifted students also showed meaningful higher preferences in all factors such as diversification and self directed learning. Second, in the area of class environment, from comparing their preferences about classroom domain, science gifted students showed meaningful higher preferences in all factors such as teacher's support and rule and organization. In comparing their preferences about mentality domain, science gifted students also showed meaningful higher preferences in all factors such as influence of friends and parents. Third, in science gifted students, from comparing their preferences by gender about science class forms and class environments, female students showed meaningful higher preferences in factors of clarification. And in other factors females showed similar preference tendency with male students. In normal students' comparing, female students showed meaningful higher preferences in factors of teacher's support. And male students showed meaningful higher preferences in factors of high level thinking and influence of friend and influence of parents.

• Journal of Internet Computing and Services
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• v.17 no.3
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• pp.107-113
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• 2016

Following the recent advancement in the use of social networks, a vast amount of different online reviews is created. These variable online reviews which provide feedback data of contents' are being used as sources of valuable information to both contents' users and providers. With the increasing importance of online reviews, studies on opinion mining which analyzes online reviews to extract opinions or evaluations, attitudes and emotions of the writer have been on the increase. However, previous sentiment analysis techniques of opinion-mining focus only on the classification of reviews into positive or negative classes but does not include detailed information analysis of the user's satisfaction or sentiment grounds. Also, previous designs of the sentiment analysis technique only applied to one content domain that is, either product or movie, and could not be applied to other contents from a different domain. This paper suggests a sentiment analysis technique that can analyze detailed satisfaction of online reviews and extract detailed information of the satisfaction level. The proposed technique can analyze not only one domain of contents but also a variety of contents that are not from the same domain. In addition, we design a system based on Hadoop to process vast amounts of data quickly and efficiently. Through our proposed system, both users and contents' providers will be able to receive feedback information more clearly and in detail. Consequently, potential users who will use the content can make effective decisions and contents' providers can quickly apply the users' responses when developing marketing strategy as opposed to the old methods of using surveys. Moreover, the system is expected to be used practically in various fields that require user comments.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.491-509
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• 2014

The purpose of this study was to compare and analyze the elementary science curriculum of Finland, which ranked at the first place in the science domain of Programme for International Student Assessment (PISA), a comparative study on the academic achievements of OECD member nations, for three consecutive years and recorded a high national competitiveness index, and that of South Korea, thus providing information needed to develop curriculums and textbooks in the middle of occasional curriculum revisions and giving useful implications for the implementation of curriculum in the field of education in South Korea. The research findings were as follows: First, as for the science content areas based on the ratio of large area items according to the evaluation and analysis framework of TIMSS 2007, South Korea's ratio of life, chemistry, physics, and earth hardly showed fitness for TIMSS 2007 and exhibited equal distribution among the areas. In Finland, the ratio of life, chemistry, physical, and earth was similar to the fourth grade level of TIMSS 2007. The country showed differential distribution with life accounting for the highest percentage. Second, as for the cognitive domains, South Korea showed a high percentage in "Uses and Procedures of Tools" of "1. Knowing" and "Making Connections," "Comparison/Contrast/Classification," and "Uses of Models" of "2. Application." Finland recorded a high percentage in "Information Interpretation" of "2. Application." While South Korea focused on the uses and methods of scientific instruments during scientific activities, Finland made an approach with a focus on problems related to daily life such as the interpretation of information including reports and graphs from an interpretative perspective.

• Proceedings of the KIEE Conference
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• 2004.07c
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• pp.1661-1663
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• 2004

The effect of the triblock copolymer poly[styrene-b-(ethylene-co-butylene)-b-styrene](SEBS) on the formation of space charge of immiscible low density polyethylene/polystyrene(LDPE/PS) blends was investigated. The amount of charge accumulated in the 70/30(wt%) LDPE/PS blends decreased when the SEBS content increased up to 10 wt%. For compatibilzed and uncompatibilized blend, morphological observation showed that the addition of SEBS results in the domain size reduction of the dispersed PS phase and a better interfacial adhesion between LDPE and PS phases. The location of SEBS at a domain interface enables charges to migrate from one phase to the other via domain interface and therefore, results in a significant decrease in the amount of space charge for the LDPE/PS blends with SEBS.

• Journal of Korean Academy of Nursing
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• v.37 no.3
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• pp.391-400
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• 2007

Purpose: The purpose of this study was to identify the nursing images appearing in elementary school textbooks. Method: This study targeted 130 textbooks of 13 subjects under the 7th national curriculum for elementary schools as of December 2005. Nursing-related texts, photographs, and illustrations in the textbooks were analyzed by using a content analysis method. As for the textbook analysis, two coders thoroughly read the textbooks to record nursing-related content per coding paper, respectively. Result: The total number of nursing-related content appearing in 130 textbooks of 13 subjects was 70. More nursing-related content was exhibited in the photograph and illustration domain(N=57, 81.4%) than in the text domain(N=13, 18.6%). Nursing-related content(N=70) appeared in the order of nursing activities with 56(80.0%), nursing as a job with 10(14.3%), and others with 4(5.7%). As for the nursing image of nursing-related content, positive images weremost with 30(42.9%), followed by negative images with 21(30.0%), and neutral images with 19(27.1%). Conclusion: Nursing-related content was dealt with too little, and dependent nursing activities such as medication, and assisting roles for doctor's examinations and treatments mainly appeared. Also, the main activity place was a hospital. To introduce proper and adequate nursing activities to the students, various types of nursing-related data and material should be distributed to front line schools, teachers, main authors, and publishing companies.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.231-241
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• 2014

This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea's STEAM and the U.K. and the U.S.' STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea's STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.