• Journal of Aerospace System Engineering
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• v.15 no.3
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• pp.20-29
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• 2021

As the feasibility of urban air mobility (UAM) service using electric vertical take-off and landing (eVTOL) aircraft increases due to aircraft electrification, distributed propulsion, and artificial intelligence technologies, the U.S. and European aeronautical societies have been improving their certification system and regulations for the type certification of eVTOL. The improved certification system is expected to be ready in the near future, after the European Union Aviation Safety Agency (EASA) proposed the VTOL Special Condition, SC-VTOL in 2019. However, the current domestic certification system is still insufficient to properly respond to eVTOL. This study investigated the development trends of foreign eVTOL and certification systems, identified considerations to improve the domestic certification system, and proposed the measures for type certificates and type certificates validation of eVTOL based on the comparison between SC-VTOL and Korea airworthiness standards (KAS).

• Journal for History of Mathematics
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• v.24 no.3
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• pp.37-58
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• 2011

The development of recent Mathematical Logic is mostly originated in Hilbert's Proof Theory. The purpose of the plan so called Hilbert's Program lies in the formalization of mathematics by formal axiomatic method, rescuing classical mathematics by means of verifying completeness and consistency of the formal system and solidifying the foundations of mathematics. In 1931, the completeness encounters crisis by the existence of undecidable proposition through the 1st Theorem of G?del, and the establishment of consistency faces a risk of invalidation by the 2nd Theorem. However, relative of partial realization of Hilbert's Program still exists as a fruitful research program. We have tried to bring into relief through Curry-Howard Correspondence the fact that Hilbert's program serves as source of power for the growth of mathematical constructivism today. That proof in natural deduction is in truth equivalent to computer program has allowed the formalization of mathematics to be seen in new light. In other words, Hilbert's program conforms best to the concept of algorithm, the central idea in computer science.

• School Mathematics
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• v.14 no.3
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• pp.297-313
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• 2012

The purpose of this paper is to discuss the potential and to examine the effect of narrative, as an alternative approach to teach formal proof in more easier and comprehensible way. Identifying the key elements of narrative in proof, we constructed a narrative that derives the equation of function translation. We examined the effect of teaching through the narrative, in comparison with teaching the corresponding proof, on low-achieving students' instrumental understanding and relational understanding of function translation. Since we found no statistically significant differences between the experimental and the comparison group, this study could not conclude that teaching through the narrative was more effective than teaching the corresponding proof. But there were some qualitative differences in the relational understanding responses and the evaluation of the teaching between two groups. These findings suggested some potential of narratives that complement the formal proof.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.101-116
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• 2005

The purpose of this study is to survey mathematics teacher's cognition of proof along with their proof forms of expression and proof ability, and to explore the relationship between their proof scheme and teaching practice. This study shows that mathematics teachers tend to regard proof as a deduction from assumption to conclusion and that they prefer formal proof with mathematical symbols. Mathematics teachers also recognize that prof is an important area in school mathematics but they reveal poor understanding of teaching methods of proof. Teachers tend to depend on the proof style employed in mathematics textbooks. This study demonstrates that a proof scheme is a major factor of determining the teaching method of proof.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.191-205
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• 2017

The purpose of this study is to investigate the types and characteristics of the Seventh Graders' proofs. Harel, & Sowder's proof schemes were used to analyze the subjects' responses. As a result of the study, there was a difference in the type of proof schemes used by the students depending on the academic achievement level. While the proportion of students using a transformative proof scheme decreased from the top to the bottom, the proportion of students using inductive (measure) proof scheme increased. In addition, features of each type of proof schemes were shown, such as using informal codes in the proof process, and dividing a given picture into a specific ratio in the problem. Based on this, we extracted four meaningful conclusions and discussed implications for proof teaching and learning.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.35-48
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• 2022

In this study, it propose a proof theory method for expressing and reasoning knowledge in a multiagent environment. Since this method determines logical results in a mechanical way, it has developed as a core field from early AI research. However, since the proposition cannot always be proved in any set of closed sentences, in order for the logical result to be determinable, the range of expression is limited to the sentence in the form of a clause. In addition, the resolution principle, a simple and strong reasoning rule applicable only to clause-type sentences, is applied. Also, since the proof theory can be expressed as a meta predicate, it can be extended to the metalogic of the proof theory. Metalogic can be superior in terms of practicality and efficiency based on improved expressive power over epistemic logic of model theory. To prove this, the semantic method of epistemic logic and the metalogic method of proof theory are applied to the Muddy Children problem, respectively. As a result, it prove that the method of expressing and reasoning knowledge and common knowledge using metalogic in a cooperative multiagent environment is more efficient.

• Proceedings of the Korean Society for Information Management Conference
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• 1999.08a
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• pp.123-128
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• 1999

최근 급속히 발달한 인터넷을 통해 단순한 전자우편뿐만 아니라 학술 논문, 저작물 및 보고서, 계약서 등 실제 물리적인 문서를 표현하는 전자문서의 교환이 빈번하게 이루어지고 있다. 본 연구에서는 현재 사용되고 있는 전자문서 형식들인 가지고 있는 특성과 장단점을 비교 연구하였다. 우선 문서교환을 목적으로 하는 전자문서 형식이 가져야 할 특성으로 범용성, 신속성, 장치 독립성, 간결성, 확장성 등을 제시하고 이를 기준으로 현재 사용되거나 제안되고 있는 전자문서 형식들을 평가하였다. 특히 DVI, HTML, XML, SGML. PDF, Postscript 등의 문서 형식들을 대상으로 조사하고 평가하였다. 그 결과 연군개발정보센터에서 사용 중인 DVI 문서 형식이 한글 문서를 인터넷 상에 구현하는 가장 효율적인 방법 가운데 하나임이 증명되었다.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.5 no.1
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• pp.17-30
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• 1997

FIight Test procedures are studied from FAR 23, AC 23-8, and Order 8110.7. We have been studied the main procedures for the type certification of light airplane from the experiences of Chang Gong 91. This study is intended as a reference for small airplane manufacturers, engineers, flight test engineers, and engineering flight test pilots, including government personnel. This study covers flight test items of interest during type certification. These methods and procedures are promulgated, in the interest of standardization, for use during normal category airplane flight test certification activities.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.359-374
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• 2014

Students' difficulties and errors in relation to mathematical proofs are worth while to say one of the dilemmas in mathematics education. The potential elements of their difficulty are scattered over the process of proving in geometry as well as algebra. This study aims to investigate whether middle school students understand the context of algebraic proof including literal expressions. We applied 24 third-grade middle school students a test item which shows a proof including a literal expression and missing the conclusion. Over the half of them responded wrong answers based on only the literal expression without considering its context. Three of them were interviewed individually to show their thinking. As a result, we could find some characteristics of their thinking including the perspective on proof as checking the validity of algebraic expression and the gap between proving and understanding of proof etc. From these, we also discussed about several didactical implications.

• The Mathematical Education
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• v.43 no.4
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• pp.381-390
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• 2004

In this study, we conceptualized the ‘preformal proof’, which is a transitive level of proof from the experimental and inductive justification to the formalized mathematical proof. We investigated concrete features of the preformal proof in the historico-genetic and the didactical situations. The preformal proof can get the generality of the contents of proof, which makes a distinction from the experimental proof. And we can draw a distinction between the preformal and formal proof, in point that the preformal proof heads for the reality-oriented objects and does not use the formal language.