• Journal of the Korean Society for Railway
• /
• v.5 no.4
• /
• pp.209-214
• /
• 2002

Belief revision involves integrating new information with the current belief. It is a ubiquitous human activity. A critical feature of belief revision lies in its sequential nature. Railroad system can be described as organic. Engine drivers take a great role in this system. Recently, Hogarth and Einhorn(1992) have posited a belief-adjustment model for updating beliefs. Based on a sequential anchoring and adjustment strategy, the model is important for decision makers. The sequential nature of information processing is affected by some task variables. The purpose of this study is to examin factors which influnce on the Enginr Driver's belief revision process. The factors are the order, experience and task. The difference of belief revision is due to the order and experience level.

• Proceedings of the KSR Conference
• /
• 1999.11a
• /
• pp.73-80
• /
• 1999

Belief revision involves integrating new information with the current belief. It is a ubiquitous human activity. A critical feature of belief revision lies in its sequential nature. Railroad system can be described as organic. Engine drivers take a great role in this system. Recently, Hogarth and Einhorn(1992) have Posited a belief-adjustment model for updating beliefs. Based on a sequential anchoring and adjustment strategy, the model is important fro decision makers. The sequential nature of information processing is affected by some task variables. This will be mainly explained in this paper. The purpose of this study is to examine the engine drivers' belief revision process and factors which influence on the belief revision process. The factors are the order and the experience. Thereby, this will contribute to the study of engine drivers' behavior. The result of this study is summarized as follows. The order effect due to the order of presentation of the evidence exist. The difference of belief revision is due to The experience level.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 2007.11a
• /
• pp.42-53
• /
• 2007

Looking back the history of formal treatment of linguistics, we cannot disregard the contribution of possible world semantics. Intensional logic of Montague semantics, DRT (Discourse Representation Theory), mental space, and situation theory are closely related to or compared with the notion of possible world. All these theories have commonly clarified the structure of belief context or uncertain knowledge, employing hypothesized worlds. In this talk, I firstly brief the pedigree of these theories. Next, I will introduce the recent development of modal logic for the representation of (i) knowledge and belief and (ii) time, in which belief modality is precisely discussed together with the accessibility among possible worlds. I will refer to BDI (belief-desire-intention) logic, CTL (computational tree logic), and sphere-based model in belief revision. Finally, I will discuss how these theories could be applied to the further development of analyses of natural language.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 1995.02a
• /
• pp.205-214
• /
• 1995

• Research in Mathematical Education
• /
• v.8 no.3
• /
• pp.115-121
• /
• 2004

This article describes the first results gained from a problem solving test that was administered to grade 4 students in the Netherlands. The students involved are all high achievers in mathematics. The analysis of the student responses gives cause for concern. The often-heard belief that teachers do not need to worry about the better students is clearly in need of revision. It turned out that when high achievers in mathematics are challenged to take on non-typical problems, their abilities are more limited than expected. The study revealed that the students wrote down hardly anything on their scrap paper to solve certain problems. Also it was found that they were not very persistent in their looking for a solution. In this paper we illustrate these first findings by discussing the results of one of the test problems.

• The Journal of the Korea Contents Association
• /
• v.16 no.3
• /
• pp.607-616
• /
• 2016

The purpose of this study was to confirm how the students have responded to their class according to STEB (science teaching efficacy belief) of secondary science teacher in astronomy classes. Middle school teachers in charge of 'The Solar System' and 'The Exosphere and Space Development' in the 2009 Revision Science Curriculum content system is selected as an object of study through random sampling method. Twenty-nine teachers were taken STEB questionnaire and asked to make it out. Twenty-seven completed a questionnaire of them is selected for this study. In addition, the top and bottom 5% selected through frequency analysis with the total score from the questionnaire were regarded as high and low STEB teachers. For data collection, this study was used methods such as semi-structured interviews, recording, participant observation. The results were as follows: First, science teachers of high STEB had a high accessibility about excellent professional knowledge and content of the curriculum relating to astronomical field. Second, high STEB teachers were prepared by the appropriate teaching strategies adequate to student-centered learning, whereas the low STEB teachers totally have had teacher-centered learning. Third, high STEB teachers had been provided as the idea that you can take advantage of a variety of instruments, as well as scientific knowledge through the Astronomical Society. Therefore, confidence in astronomical class and teaching strategies through content of the curriculum were very important variables to predict the STEB as well as astronomy-related class activities such as astronomical observations.

• Journal of the Korean Society of Marine Environment & Safety
• /
• v.11 no.2 s.23
• /
• pp.41-49
• /
• 2005

In general, the criminal responsibility of seaman should always be directly assumed by the seamen, according to the principle of self-incrimination. Therefore, the only possible countermeasures for the criminal responsibility of seamen may be to reduce the responsibility by using criminal procedures (ex. the warrant substance examination system, the review system of legality for confinement as much as possible. Another possibility is to reduce the penalty through the revision of the law. In detail, concerning the problem of fine, the maximum fine for oil spill accidents by criminal negligence is KRW 30,000,000 under the current Ocean Pollution Prevention Act, and when an oil spill occurs, the maximum fine tends to be levied regardless of the amount of the spilled oil; thus, it is judged that grading the fine according to the amount of spilled oil may be worth considering. Regarding P & I's payment of fine, contrary to general belief, it is only possible to make up the loss when P & I takes up the legal responsibility or acknowledges its payment. In order to solve the problem, it is possible to consider the option of introducing new collective insurance program or mutual aid system. Also, as seamen are not specialists in legal issues, the ship owners' association or the marine afficers' association need to develop some program through which they can receive systematic assistance from legal specialists including lawyers when they encounter any legal problems (ex. free legal aid programs for farmers and fishermen). Finally, it may be possible to establish enact new laws or revise the existing Act on Special cases Concerning the Settlement of Traffic Accidents to insert a new section on marine accidents.

• Journal of Korean Academy of Nursing
• /
• v.25 no.3
• /
• pp.510-537
• /
• 1995

Human health is an integral part of experience in the process of Human Becoming. Through continual interaction with the environment human beings freely choose experience and develop as responsible beings. The process of the health experience of patient with terminal cancer is a unique. he objective of this study is to understand the lived experience of patients with terminal cancer in order to provide basic information for nursing care in the clinical setting and to develop a theoretical background for clinical practice. This study is to de-scribe and define the lived experience of patients with terminal cancer in order to provide a foundation for nursing research and education. Data collection has been done between December 1993 and November 1994. The subjects included five persons -four females and one male : one who was in her sixties, one in his fifties, two in their forties, and one who was in her thirties. The researcher has met with these patients 35 times, but at eight times the patient was in a stuporous condition and not able to participate, so these were not included in the data analysis. Parse's "Human Becoming Methodology", an existential phenomenological research methodology is used for this study. Data has been collected using he dialogical engagement process of "I and You", the participant researcher and the participant subject. Dialogical engagement was discontinued when the data was theoretically saturated. Data was analyzed using the extraction - synthesis and heuristic interpretation. The criteria of Guba and Lincoln(1985). and Sandelo wski(1986) : credibility, auditability, fitness and objectivity were used to test the validity and reliability of the data. The following is a description of the structure of the lived experience of patients with terminal cancer as defined by this study : 1. Structure : 1) Suffering through the reminiscence of past experience 2) The appearance of complex emotions related to life and connectedness 3) The increasing importance of significant people and of the Absolute Being 4) The increasing realization of the importance of health and belief 5) Desire for a return to health and a peaceful life or for acceptance of dying and a comfortable death In summary the structure of the lived experience of these patients can be said to be : suffering comes through reminiscence of past experience, and there are complex emotions related to life and connectedness. Significant people and the Absolute Being become increasingly important along with a realization of the importance of health and faith. And finally there is a desire for either a return to health and a peaceful life or for the acceptance of dying and a comfortable death. 2. Heuristic Interpretation : Using Parse's Human Becoming Methodology, the structure of the lived experience of patients with terminal cancer identified in this research is interpreted as. The lived experience of patients with terminal cancer involves the solving of past conflicts, and the experience of the healing and valuing of sorrow and pain. Through the relation of life and health, and the complex emotions that arise, the lived experience of revealing - concealing is of paradoxical emotions. The increasing importance of significant others and of the Absolute Being shows Connecting and Separating an on- going process of nearness and farness. Revision of thoughts about health and faith is interpreted as transforming and desire for restoration to health and a peaceful life or acceptance of dying and a cowfortable death, as powering. In summary, it is possible to see, in the lived experience of patients with terminal cancer, the relationship of the five concepts of Parse's theory : valuing, revealing -concealing, connecting-separating, transforming, and powering. From Parse's theory, the results of this study show that meaning is related to valuing, rhythmicity to revealing-concealing and connect-ing-separating, and cotranscendence to transforming and powering.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.235-257
• /
• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.