• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.608-611
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.3 no.2
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• pp.138-145
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.527-540
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• 1998

In the teacher's guide of mathematics textbook for the 1st grade of the middle school, the clear and logical reason why the multiplication of negative number to negative number makes positive number, and $a^{-m}$ with a>0 and m>0, is defined by ${\frac{1}{a^m}}$ is not given. When we define the multiplication or the power by successive addition or successive multiplication of the same number, respectively, we encounter this ambiguity, in the case that the number of successive operations is negative, In this paper, we name this number, negative counting number, and we make the following more logical and intuitive definition, which is "negatively many successive operations is defined by positively many successive inverse operations." According to this new definition, we define the multiplication by the successive addition or the successive subtraction of the same number, when the multiplier is positive or negative respectively, and the power by the successive multiplication or the power is positive or negative, respectively. In addition, using this new definition and following the E.R.S Instruction strategy which revised and complemented the Bruner's E.I.S Instruction strategy, we develope new teaching model available in the 1st grade class of middle school where the concept of integers, three operations of integers are introduced.ntroduced.

• Journal of Korea Society of Industrial Information Systems
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• v.8 no.1
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• pp.112-120
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• 2003

We propose a graphical object query language called OGPL (Odysseus Graphical Query Language) for Odysseus object databases. By employing simple graphical notations, OGQL provides a user friendly database interface for object databases. OGQL provides a simple graphical notation for advanced features of the object queries such as path expressions including cycles (cyclic queries). Cyclic queries have not been handled in the previous graphical query languages because of their complexity and ambiguity in devising appropriate graphical notations. GOQL also provides a graphical notation for inheritance hierarchy. Since OGQL has been implemented in Java and JDBC standard interface, users can access the remote databases in a web environment and the system has platform-independent architecture.

• The Mathematical Education
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• v.54 no.1
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• pp.83-98
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• 2015

By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.

• Transactions of the Korean Society of Pressure Vessels and Piping
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• v.15 no.1
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• pp.18-27
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• 2019

The Advanced Power Reactor 1400 (APR1400) Steam Generator (SG) uses alloy 690 as a tube material and SA-508 Grade 3 Class 1 as a tubesheet material to form tube-to-tubesheet joint through hydraulic expansion process. In this paper, the residual stresses in the SG tube-to-tubesheet contact area was investigated by applying Model-Based System Engineering (MBSE) methodology and the V-model. The use of MBSE transform system description into diagrams which clearly describe the logical interaction between functions hence minimizes the risk of ambiguity. A theoretical and Finite Element Methodology (FEM) was used to assess and compare the residual stresses in the tube-to-tubesheet contact area. Additionally, the axial strength of the tube to tubesheet joint based on the pull-out force against the contact joint force was evaluated and recommended optimum autofrettage pressure to minimize residual stresses in the transition zone given. A single U-tube hole and tubesheet with ligament thickness was taken as a single cylinder and plane strain condition was assumed. An iterative method was used in FEM simulation to find the limit autofrettage pressure at which pull-out force and contact force are of the same magnitude. The joint contact force was estimated to be 20 times more than the pull-out force and the limit autofrettage pressure was estimated to be 141.85MPa.

• Journal of Intelligence and Information Systems
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• v.16 no.1
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• pp.93-116
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• 2010

Ensemble approach is applied to the detection modeling of illegal cash accommodation (ICA) that is the well-known type of fraudulent usages of credit cards in far east nations and has not been addressed in the academic literatures. The performance of fraud detection model (FDM) suffers from the imbalanced data problem, which can be remedied to some extent using an ensemble of many classifiers. It is generally accepted that ensembles of classifiers produce better accuracy than a single classifier provided there is diversity in the ensemble. Furthermore, recent researches reveal that it may be better to ensemble some selected classifiers instead of all of the classifiers at hand. For the effective detection of ICA, we adopt ensemble size reduction technique that prunes the ensemble of all classifiers using accuracy and diversity measures. The diversity in ensemble manifests itself as disagreement or ambiguity among members. Data imbalance intrinsic to FDM affects our approach for ICA detection in two ways. First, we suggest the training procedure with over-sampling methods to obtain diverse training data sets. Second, we use some variants of accuracy and diversity measures that focus on fraud class. We also dynamically calculate the diversity measure-Forward Addition and Backward Elimination. In our experiments, Neural Networks, Decision Trees and Logit Regressions are the base models as the ensemble members and the performance of homogeneous ensembles are compared with that of heterogeneous ensembles. The experimental results show that the reduced size ensemble is as accurate on average over the data-sets tested as the non-pruned version, which provides benefits in terms of its application efficiency and reduced complexity of the ensemble.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.7
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• pp.175-185
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• 2019

In order for learners with different characteristics to reach meaningful learning, the curriculum - class-assessment must be integrated. In this study, we classified the integration into three aspects: content compatibility, operator convergence, and institutional connectivity, and looked at the status of unifying special classes in general schools from each perspective. As a result of the study, in terms of content suitability, adjustment of the curriculum to those subject to special education-professorial revision-assessment adjustment was not performed well except for subjects where individualization professors were conducted. From an actor's perspective, the ambiguity of the roles of general and special teachers resulted in the inability of curriculum coordinators, educators, evaluators and others to agree or even minimal consultations. In terms of institutional linkage, the authority and role of curriculum coordination, professorial revision, and assessment coordination were unclear except for subjects where individualization professors were conducted. As an alternative to discuss and remedy these problems, it proposed increasing awareness of individualized education, compulsory consultation and institutional readjustment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8416-8423
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• 2015

The purpose of this study was to find out early childhood teachers' personality and analysis on the status and awareness of character education for early childhood education by grouping according to level of personality. The results show that there was significantly difference career and age. While early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. Early childhood teachers recognize that ambiguity of personality education's aim and contents, a gap between reality and ideals and absence of teachers' personality is difficulty of personality education.

• The Journal of Art Theory & Practice
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• no.1
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• pp.7-22
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• 2003

What is 'Art Theory'? In the western sense, the term poses a vague ambiguity, and in the eastern, it is rather an abstract and metaphysical concept. As for etymology, theory is derived from theoria and theoria from theoros. It refers to an act of viewing or seeing, of course not in a metaphysical sense. Plato understood it as 'eide'. During the time of Plotinus, theoria encompassed gazing at every possible reality, and this gazing, that is theoria, is closely related to reality as aunit that theoriacan perceive. However, we tend to distinguish, as other scientists of dualism have done, studio art from theory since a pre-modern approach to art has been particularly tuned to studio practice, set apart from theory. Therefore, in studio classes, students are expected to learn the subject based on the foundational curriculum methods such as medium, genre, technique:, rather than bringing out their own interpretations and discussing theories. As a result, students have become artists, who are not able to understand their own art. Art professors who conduct class in studio are required to proceed with specific 'theories' as well as 'intellectual reflections'. In this respect, this thesis presents poiesis and an idea of 'acting out'. Although art history and aesthetic theory tend to view art as a finished product, actual art-making and related theories should not only be acknowledged as 'completion' (finition) but also be accompanied by theoretic interpretations of the act itself and process. Accordingly, it is to accept and appreciate art as finished result in view of current theory and aesthetics thus boils down to aisthesis. Likewise, poietics starts from a point where an artist is related to studio and examines the 'work process' that extends as far as to the exact end of work. Through the study of such relationship, it is possible that theory understands 'studio' and 'process', and an artist can grant an independent meaning to studio where s/he pours her/his heart out creating a work of art. Theory is a study on artistic discovery thus should be equipped with functions that can accommodate fortuity, imitation, thinking, culture, and surrounding.