• 지구물리와물리탐사
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• 제26권4호
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• pp.185-198
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• 2023

해양 탄성파 탐사 수행 시 송·수신 케이블의 구조적인 거리차에 의해서 필연적으로 발생하는 가까운 벌림(near offset)의 트레이스(trace)빠짐은 뒤따르는 탄성파 자료처리의 결과 및 영상화에 악영향을 끼치게 된다. 특히 가까운 벌림의 자료의 부재는 정확한 탄성파 영상화를 저해하는 다중반사파의 제거에 주요한 인자로 작용하므로 다중반사파의 영향력이 강해지는 천해 및 연안 탐사의 경우 빠짐을 효과적으로 해결해야 한다. 전통적으로 다양한 라돈 변환(Radon transform) 기반의 내삽 방법들이 가까운 벌림 빠짐의 해결책으로 제시되어왔으나 여러 한계점을 보여, 최근 이를 보완하기 위한 딥러닝(deep learning) 기반의 방법들이 제시되고 있다. 이 논문에서는 기존에 제시된 두 가지의 대표적인 딥러닝 기반의 접근법에 대해 면밀히 분석하여 앞으로 가까운 벌림 내삽 연구가 해결해야 하는 문제점들에 대해 깊이 있게 논의한다. 또한 기존의 딥러닝 기반의 트레이스 내삽 기술을 가까운 벌림 상황에 적용할 때 나타나는 한계점을 현장자료 실험을 통해 명확히 분석하여 향후 가까운 벌림 자료 빠짐의 문제는 내삽이 아닌 외삽으로 접근해야 한다는 것을 보여준다.

• 한국과학교육학회지
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• 제15권1호
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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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• 제55권4호
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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.