• The Journal of Information Systems
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• v.29 no.1
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• pp.181-199
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• 2020

Purpose The purpose of this study is to analyze the current state of grounded theory methodology in Korea information systems studies and to suggest its application strategies. Design/methodology/approach After reviewing previous studies, this study reviewed 16 papers which adopted grounded theory methodology and analyzed these papers by two ways, research contents and methods adopted from grounded theory methodology: Main characteristics in grounded theory methodology are selected as main criteria in analysis such as data collection method, constant comparison, software use, coding ways, suggested model, proposition suggestion etc., while subject, theory/practice orientation, and role of prior knowledge are included in research contents. Findings Based on the review and analysis, this paper suggested four guidelines for adopting grounded theory methodology to information systems research in Korea: First, division of research methodology into stages. Second, explicit documentation of research process. Third, pursuit of diversity in research topics. Fourth, strengthening scale up and theoretical integration.

• International Journal of Concrete Structures and Materials
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• v.11 no.1
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• pp.1-16
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• 2017

The compression or tension-controlled failure mode of concrete beams prestressed with unbonded FRP tendons is governed by the relative amount of prestressing tendon to the balanced one. Explicit assessment to determine the balanced reinforcement ratio of a beam with unbonded tendons (${\rho}^U_{pfb}$) is difficult because it requires a priori knowledge of the deformed beam geometry in order to evaluate the unbonded tendon strain. In this study, a theoretical evaluation of ${\rho}^U_{pfb}$ is presented based on a concept of three equivalent rectangular curvature blocks for simply supported concrete beams internally prestressed with unbonded carbon-fiber-reinforced polymer (CFRP) tendons. The equivalent curvature blocks were iteratively refined to closely simulate beam rotations at the supports, mid-span beam deflection, and member-dependent strain of the unbonded tendon at the ultimate state. The model was verified by comparing its predictions with the test results. Parametric studies were performed to examine the effects of various parameters on ${\rho}^U_{pfb}$.

• Journal of Information Technology Applications and Management
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• v.21 no.3
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• pp.19-33
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• 2014

Crowdsourcing is a popular tool for firms to harness external knowledge and resources. One variation of crowdsourcing entails the use of corporate channels in social network services (SNS) such as Twitter to hold public idea competitions. This study examined the role of feedback interaction between participants of idea competitions. More specifically, the study examined the impact of incentives to provide feedback on other participants' ideas. We found that idea competitions where explicit incentives were introduced to elicit crowdsourced feedback in the form of qualitative comments resulted in improved idea generation performance-with more ideas generated overall, and more ideas generated through participant collaborations, through increased comment-posting activities. Based on the findings, implications for theory and practice are discussed.

• Industrial Engineering and Management Systems
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• v.14 no.2
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• pp.175-182
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• 2015

The recent manufacturing industry in Japan has found it difficult to transfer skills from trained workers to inexperienced workers because the former ages and then retires. This is a particular problem for lathe process, as this operation requires explicit and tacit knowledge, and defining the skills clearly in a manual is difficult. This study aims to develop a training system for lathe operation by using a simulator; this includes formulas that help define the relationship between the speed of tool feed and cutting sound/shape of chips which were proposed in the preceding study. The developed training system is verified the effectiveness.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• Journal of the Korean Geographical Society
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• v.44 no.3
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• pp.410-427
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• 2009

This study aims to rethink the meaning of graphicacy, discuss the possible criteria to evaluate the level of graphicacy, and show how the graphicacy differs through different grades. First, it finds that as school grades advance, implicit information processing abilities, and conceptual information processing abilities were more required comparing to explicit information processing abilities, when interpreting graphic data. Secondly, the percentage of items which examinee showed a proficient level, decreased as school grades advanced. Thirdly, the graphicacy level of sixth graders was the status of being able to derive explicit information from pictorial maps and read implicit information in simple contour map or line graphs. Ninth graders were able to infer causal relationship between geographic phenomenons by utilizing graphic materials. Tenth graders could read graphic materials by utilizing simple knowledge and experience.

• The KIPS Transactions:PartB
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• v.13B no.2 s.105
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• pp.139-148
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• 2006

In the collaborative product design environment, the communication between designers is important to capture design intents and to share a common view among the different but semantically similar terms. The Semantic Web supports integrated and uniform access to information sources and services as well as intelligent applications by the explicit representation of the semantics buried in ontology. Ontologies provide a source of shared and precisely defined terms that can be used to describe web resources and improve their accessibility to automated processes. Therefore, employing ontologies on assembly modeling makes assembly knowledge accurate and machine interpretable. In this paper, we propose a framework of semantic assembly modeling using ontologies to share design information. An assembly modeling ontology plays as a formal, explicit specification of a shared conceptualization of assembly design modeling. In this paper, implicit assembly constraints are explicitly represented using OWL (Web Ontology Language) and SWRL (Semantic Web Rule Language). The assembly ontology also captures design rationale including joint intent and spatial relationships.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.113-130
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• 2009

It can be said that the teaching and learning of mathematical problem solving has been greatly influenced by G. Polya. His heuristics shows down the explicit process of mathematical problem solving in detail. In contrast, Polanyi highlights the implicit dimension of the process. Polanyi's theory can play complementary role with Polya's theory. This study outlined the epistemology of Polanyi and his theory of problem solving. Regarding the knowledge and knowing as a work of the whole mind, Polanyi emphasizes devotion and absorption to the problem at work together with the intelligence and feeling. And the role of teachers are essential in a sense that students can learn implicit knowledge from them. However, our high school students do not seem to take enough time and effort to the problem solving. Nor do they request school teachers' help. According to Polanyi, this attitude can cause a serious problem in teaching and learning of mathematical problem solving.

• Journal of KIISE:Software and Applications
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• v.37 no.4
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• pp.282-296
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• 2010

OWL is an ontology language for the Semantic Web, and suited to modelling the knowledge of a specific domain in the real-world. Ontology also can infer new implicit knowledge from the explicit knowledge. However, the modeled knowledge cannot be complete as the whole of the common-sense of the human cannot be represented totally. Ontology do not concern handling nonmonotonic reasoning to detect incomplete modeling such as the integrity constraints and exceptions. A default rule can handle the exception about a specific class in ontology. Integrity constraint can be clear that restrictions on class define which and how many relationships the instances of that class must hold. In this paper, we propose a practical reasoning system for open and closed-world reasoning that supports a novel hybrid integration of ontology based on open world assumption (OWA) and non-monotonic rule based on closed-world assumption (CWA). The system utilizes a method to solve the problem which occurs when dealing with the incomplete knowledge under the OWA. The method uses the answer set programming (ASP) to find a solution. ASP is a logic-program, which can be seen as the computational embodiment of non-monotonic reasoning, and enables a query based on CWA to knowledge base (KB) of description logic. Our system not only finds practical cases from examples by the Protege, which require non-monotonic reasoning, but also estimates novel reasoning results for the cases based on KB which realizes a transparent integration of rules and ontologies supported by some well-known projects.