• Geophysics and Geophysical Exploration
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• v.26 no.4
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• pp.185-198
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• 2023

In marine seismic surveys, the inevitable occurrence of trace gaps in the near offset resulting from geometrical differences between sources and receivers adversely affects subsequent seismic data processing and imaging. The absence of data in the near-offset region hinders accurate seismic imaging. Therefore, reconstructing the missing near-offset information is crucial for mitigating the influence of seismic multiples, particularly in the case of offshore surveys where the impact of multiple reflections is relatively more pronounced. Conventionally, various interpolation methods based on the Radon transform have been proposed to address the issue of the nearoffset data gap. However, these methods have several limitations, leading to the recent emergence of deep-learning (DL)-based approaches as alternatives. In this study, we conducted an in-depth analysis of two representative DL-based studies to scrutinize the challenges that future studies on near-offset interpolation must address. Furthermore, through field data experiments, we precisely analyze the limitations encountered when applying previous DL-based trace interpolation techniques to near-offset situations. Consequently, we suggest that near-offset data gaps must be approached by extrapolation rather than interpolation.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.92-103
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• 1995

Since the late of 1960,s, the improvement of science inquiry skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop a valid and reliable instrument for evaluating science inquiry skills. The purpose of this study is to develop a valid and reliable instrument for evaluating science inquiry skills for high school students. The instrument is developed through R & D procedure, which includes two field trials of the instrument. This study has formed a clear definition of the elements of science inquiry skills (formulating a hypothesis, controlling variables, designing an experiment, numeric calculation, graphing experimental data, inference, determining relationship, determining causalities, predicting experimental results , drawing a conclusion, formulating a generalization or model), and established the goals of assessment and developed the items of assessment. The instrument, Test of Earth Science Inquiry Skills, consists of 33 items which measure 11 science inquiry skills. There are content-free items for each science inquiry skills. This study has selected 11 science inquiry skills which are considered appropriate for being evaluated by paper-and-pencil test with SIEI (Hur,1984). The content validity of items, objectivity of the scoring keys and clarity of the items were checked by six experienced specialists in science education. At the same time, the two field trials has been executed and produced the reliability of the instrument, item difficulty index, and the effectiveness of distracters. The first field trial was performed using a sample of 304 high school students, and the second one using a sample of 872 high school students. Because the content validity is 84 % and the reliability (K-R 20) is 0.84, the developed instrument in this study is considered valid and reliable. The difficulty index is 49.4 %, answer ratio 59.1 %, the discrimination index 0.47 and the effectiveness of distracters evenly distributed, which also suffice the criteria of good instrument. The developed instrument in this study can diagnosis the well-developed science inquiry skills and the ill-developed science inquiry skills of the students, and trace the degree of the improvement of science inquiry skills.

• Journal of Nutrition and Health
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• v.55 no.4
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• pp.441-449
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• 2022

This review is focused on analyzing the limits and shortage of zinc (Zn) for the 2020 Dietary Reference Intakes for Koreans (KDRIs), and provides suggestions for the future establishment of the 2025 KDRIs for Zn. The 2020 KDRIs for Zn have been established to estimate the adequate requirement (EAR), recommended nutrient intakes (RNI), adequate intake (for only 0-5 mon) and tolerable upper intake level (UL). EAR was estimated in 2-stages: the first stage was to construct of the frame of analysis for Zn requirement and the second stage involved a factorial approach by considering the various factors which affect Zn requirement, such as intestinal and urine Zn loss, Zn requirement for growth and development, and Zn absorption rate. For a more precise and accurate establishment of the Zn requirement, we suggest for the following to be considered: 1) considering that Zn is present in minuscule amounts as a trace element in our body, the present values for Zn EAR (as 6-9 mg/d) should be expressed as a decimal point for more accurate DRIs; 2) the frame of analysis for Zn requirement has to be more specifically and should includes the factors which affect Zn requirement; 3) both, the factorial approach and extrapolation method need to be well reviewed and thoroughly understood for establishing precise Zn requirement; 4) currently, human clinical study and balance study (Zn intake, excretion and absorption rate) are limited and more human Zn subject studies are required. All these suggestions are provided to better establish the Zn requirement in the 2025 KDRIs.