• Journal of Biomedical Engineering Research
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• v.38 no.6
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• pp.342-351
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• 2017

The neural decoding is a procedure that uses spike trains fired by neurons to estimate features of original stimulus. This is a fundamental step for understanding how neurons talk each other and, ultimately, how brains manage information. In this paper, the strategies of neural decoding are classified into three methodologies: rate decoding, temporal decoding, and population decoding, which are explained. Rate decoding is the firstly used and simplest decoding method in which the stimulus is reconstructed from the numbers of the spike at given time (e. g. spike rates). Since spike number is a discrete number, the spike rate itself is often not continuous and quantized, therefore if the stimulus is not static and simple, rate decoding may not provide good estimation for stimulus. Temporal decoding is the decoding method in which stimulus is reconstructed from the timing information when the spike fires. It can be useful even for rapidly changing stimulus, and our sensory system is believed to have temporal rather than rate decoding strategy. Since the use of large numbers of neurons is one of the operating principles of most nervous systems, population decoding has advantages such as reduction of uncertainty due to neuronal variability and the ability to represent a stimulus attributes simultaneously. Here, in this paper, three different decoding methods are introduced, how the information theory can be used in the neural decoding area is also given, and at the last machinelearning based algorithms for neural decoding are introduced.

• Korean Journal of Cognitive Science
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• v.9 no.1
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• pp.31-39
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• 1998

This paper describes an electronic performance support system called HELPS(Handler Electronic Learning Performence Support) for semiconductor testing e equipment. The purpose of this system is to improve productivity of operators by providing just-in-time, on-the-job, mutimedia-based system information for operational support, training, and knowledge-based trouble shooting and repair. HELPS is composed of a operation module and a trouble shooting module. The operation module uses multimedia and hypermedia to provide the detailed and easily accessible information about equipment to users. Multimedia incorporate multiple. media forms including still and video images. animations 'texts' graphics. and audio. Hypermedia a are provided through a hierarchical information structure which offers not only specific information which is needed to perform a task to experienced operators. but detailed system guidance and information to novice operators. The trouble shooting module is composed of an integrated mutimedia-supported expert system which assists operators in trouble shooting and equipment repair. After diagnosis through the use of the expert system. multimedia advice is presented to the user in either still images with text or motion sequences with sound HELPS is evaluated in term of training time and trouble shooting and repair time. It improved productivity by saving more than 30% of the total time used without the system. This s system has the potential to improve productivity when it is used with ICAIOntellignet Computer Aided Instruction) and virtual reality.

• The Journal of the Acoustical Society of Korea
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• v.14 no.2
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• pp.101-112
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• 1995

In order to construct a feature map-based phoneme classification system for speech recognition, two procedures are usually required. One is clustering and the other is labeling. In this paper, we present a phoneme classification system based on the Kohonen's Self-Organizing Feature Map (SOFM) for clusterer and labeler. It is known that the SOFM performs self-organizing process by which optimal local topographical mapping of the signal space and yields a reasonably high accuracy in recognition tasks. Consequently, SOFM can effectively be applied to the recognition of phonemes. Besides to improve the performance of the phoneme classification system, we propose the learning algorithm combined with the classical K-mans clustering algorithm in fine-tuning stage. In order to evaluate the performance of the proposed phoneme classification algorithm, we first use totaly 43 phonemes which construct six intra-class feature maps for six different phoneme classes. From the speaker-dependent phoneme classification tests using these six feature maps, we obtain recognition rate of $87.2\%$ and confirm that the proposed algorithm is an efficient method for improvement of recognition performance and convergence speed.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.1-11
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• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.

• Journal of the Korean Institute of Intelligent Systems
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• v.26 no.3
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• pp.182-189
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• 2016

For high accuracy of forecast using numerical weather prediction models, we need to get weather observation data that are large and high dense. Korea Meteorological Administration (KMA) mantains Automatic Weather Stations (AWSs) to get weather observation data, but their installation and maintenance costs are high. Mini-AWS is a very compact automatic weather station that can measure and record temperature, humidity, and pressure. In contrast to AWS, costs of Mini-AWS's installation and maintenance are low. It also has a little space restraints for installing. So it is easier than AWS to install mini-AWS on places where we want to get weather observation data. But we cannot use the data observed from Mini-AWSs directly, because it can be affected by surrounding. In this paper, we suggest a correcting method for using pressure data observed from Mini-AWS as weather observation data. We carried out preconditioning process on pressure data from Mini-AWS. Then they were corrected by using machine learning methods with the aim of adjusting to pressure data of the AWS closest to them. Our experimental results showed that corrected pressure data are in regulation and our correcting method using SVR showed very good performance.

• Journal of Agricultural Extension & Community Development
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• v.8 no.1
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• pp.107-119
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• 2001

As the information gap between rural and urban area, and between men and women has been widening, the Rural Development Administration(RDA) has initiated the women farmers information project from 2000. The aims of this project are; 1) to facilitate women farmers' computer and information application in agriculture and income generating activities, and 2) to make them to be leaders to popularize computer application in rural area and agricultural sector. For these, RDA has provided not only PC, software, computer training but also the post support of extension educator to target group. This paper focused on evaluating the effect of the project, clarifying the related variables with the effect, and providing suggestions to enhance the effect. The data were gathered from 310 target women farmers and 166 extension educators in charge of the project all over the country by mailing survey with questionnaire. The main findings of this study were as follows; 1) The level of computer application of the target group was improved drastically, 2) As their self-assessment, they could improve psychological fear on the computer, recognition about information, and attitude to seek information, 3) This project was helpful for them in terms of information gathering and farm(or income generating activities) management, 4) They tried to disseminate the benefit of computer application to neighbors, so that the neighbors' interest in computer and attendance of computer training were improved, 5) Variables such as the computer training hours, the number of interaction with extension educator, formal schooling and farming history were significantly related to the project's effect. To enhance the project's effect the following strategies should be carried out; 1) The period of the computer training course should be standardized and the subjects should attend to the computer training course for the standardized period. 2) Through continuous interaction with the subjects, the extension educator should support them to use computer well and to overcome some difficulties as a beginner. 3) In selecting the subjects, the priority should be given to the person who graduated high school at least. 4) The subjects should focus on using management software, gathering useful information for their business, and selling their products directly to the consumer. 5) So as to enhance the abilities mentioned above, RDA should strengthen learning opportunities through on-line training and providing educational software, besides of existing off-line training.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.622-634
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• 1999

We have investigated the 6th middle school science curriculum and its implementation based upon the results of middle school science teachers' and professors' ratings and self-reportings. The national-wide survey was administrated to obtain the data from 213 teachers of 112 middle schools and 43 professors of colleges of education. The survey items correspond to four stages of science curriculum. In the stage of the planned science curriculum, 'goals', 'framework of contents' and 'contents' are relevant to the basic guideline for curriculum revision, 'the more emphasis on inquiry activities'. However, the amount of contents is not appropriate, and 'methods' are difficult to attain. In the stage of the written science curriculum, 'goals', 'framework of contents', 'contents', 'methods' and 'evaluations' are not useful for teachers to teach science. In the stage of the implemented science curriculum, a small number of teachers use the issues of local community, organize the different group activities, develop assessment tools cooperatively, and conduct a lesson and a program considering students' diversities. This is partially because of the large amount of learning contents, the lack of materials and the weakness of supporting system. Finally, in the stage of the attained science curriculum, the students' achievements under the 6th curriculum is not higher than those under the other curricula.

• Archives of design research
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• v.14 no.2
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• pp.163-174
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• 2001

William Morris(1834-1896) was the most versatile and talented of all British nineteenth century polymaths. Since his death over one hundred years ago his achievements as an artist, designer, manufacturer, shop-keeper, poet, author, publisher, printer, collector, teacher, conservationist, political activist and environmentalist have influenced the lives and work of people throughout the world. Moris is now best known for his attractive and colorful patterns. The decorating firm of Morris, Marshall, Fault & Company(Morris & Company after 1875) was established in 1861. Over the years it produced works, ranging from stained·glass windows and furniture to tapestries, carpets and printed and woven fabrics, that had great influence on the course of British design. His earliest experiments with the craft were amateurishly worked embroideries made for his own use. Before long, Morris began to produce textiles on a more commercial basis. In order to control production properly, Morris set about learning the various textiles techniques, first dyeing and blockprinting, hand-loom jacquard and eventually, carpet and tapestry weaving. This extraordinary involvement with the practical side of manufacture separated Morris from all other designers of his time and contributed in no small way to his success. Morris's designs for textiles, embroidery, dyeing, woven, carpet and tapestry were commercially produced, that are most universally admired and frequently copied today. These have a timeless quality arising from the designers respect for and knowledge of the technique. Of equal importance was his love of nature, evidence of which can be seen in even the smallest details of each of his patterns.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.53-68
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• 2012

This paper investigated the conceptual schemes four children constructed as they related division number sentences to various types of fraction: Proper fractions, improper fractions, and mixed numbers in both contextual and abstract symbolic forms. Methods followed those of the constructivist teaching experiment. Four fifth-grade students from an inner city school in the southwest United States were interviewed eight times: Pre-test clinical interview, six teaching / semi-structured interviews, and a final post-test clinical interview. Results showed that for equal sharing situations, children conceptualized division in two ways: For mixed numbers, division generated a whole number portion of quotient and a fractional portion of quotient. This provided the conceptual basis to see improper fractions as quotients. For proper fractions, they tended to see the quotient as an instance of the multiplicative structure: $a{\times}b=c$ ; $a{\div}c=\frac{1}{b}$ ; $b{\div}c=\frac{1}{a}$. Results suggest that first, facility in recall of multiplication and division fact families and understanding the multiplicative structure must be emphasized before learning fraction division. Second, to facilitate understanding of the multiplicative structure children must be fluent in representing division in the form of number sentences for equal sharing word problems. If not, their reliance on long division hampers their use of syntax and their understanding of divisor and dividend and their relation to the concepts of numerator and denominator.