• English Language & Literature Teaching
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• v.10 no.1
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.1-22
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• 2004

The primary purpose of this study is to investigate the applicability of content and formal schemata for processing the scientific texts which encompass the human knowledge of the physical world. In general, schema theory is based on the culture-oriented background of a text. From this point of view, the problem as to whether both content and formal schemata are applicable to the comprehension of a scientific text deserves a focal attention in terms of information processing modes. The results of empirical study indicate that whereas the universality of general knowledge content about the natural world attenuates the tenets of schema theory, the rhetorical organization of scientific texts encourages the application of the schema-based approach; the reader's familiarity with the structural patterns of a text facilitates his reading comprehension.

• Korean Institute of Interior Design Journal
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• v.16 no.1 s.60
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• pp.21-30
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• 2007

Frank O. Gehry is known to be an architect whose work ranges over different realms, especially between fine arts and architecture. He himself mentioned about this interdisciplinary aspect of his own work: he was inspired by, worked together with, and sometimes directly influenced by contemporary artists. Among the artists, the most influential ones are the sculptors, especially Richard Serra of Post-Minimalism and Claes Oldenburg of Pop Art. Based on this historically known fact, although very brief, this study explores how the features of Post-Minimal sculpture were transferred into Gerhy's architecture, and how Gehry has developed them into his own language. In Post-Minimal sculpture, the main concept 'Anti-Form' was realized by emphasis on materiality, process and intuitiveness of work of in. Those features appeared vividly in Gehry's works especially in his second stage of his life, but seemed to have disappeared in the third stage. However, in the fourth stage, Gehry went beyond the influence of Post-Minimalism, and he created very unique formal language dialectically formed between Post-Minimal sculptural language and his architectural language.

• Journal of Computing Science and Engineering
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• v.7 no.4
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• pp.251-262
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• 2013

Bad smells are usually related to program source code, arising from bad design and programming practices. Refactoring activities are often motivated by the detection of bad smells. With the increasing adoption of Design-by-Contract (DBC) methodologies in formal software development, evidence of bad design practices can similarly be found in programs that combine actual production code with interface contracts. These contracts can be written in languages, such as the Java Modeling Language (JML), an extension to the Java syntax. This paper presents a catalog of bad smells that appear during DBC practice, considering JML as the language for specifying contracts. These smells are described over JML constructs, although several can appear in other DBC languages. The catalog contains 6 DBC smells. We evaluate the recurrence of DBC smells in two ways: first by describing a small study with graduate student projects, and second by counting occurrences of smells in contracts from the JML models application programming interface (API). This API contains classes with more than 1,600 lines in contracts. Along with the documented smells, suggestions are provided for minimizing the impact or even removing a bad smell. It is believed that initiatives towards the cataloging of bad smells are useful for establishing good design practices in DBC.

• International journal of advanced smart convergence
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• v.13 no.1
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• pp.99-107
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• 2024

In AI image generation tools, most general users must use an effective prompt to craft queries or statements to elicit the desired response (image, result) from the AI model. But we are software engineers who focus on software processes. At the process's early stage, we use informal and formal requirement specifications. At this time, we adapt the natural language approach into requirement engineering and toon engineering. Most Generative AI tools do not produce the same image in the same query. The reason is that the same data asset is not used for the same query. To solve this problem, we intend to use informal requirement engineering and linguistics to create a toon. Therefore, we propose a sequence diagram and image generation mechanism by analyzing and applying key objects and attributes as an informal natural language requirement analysis. Identify morpheme and semantic roles by analyzing natural language through linguistic methods. Based on the analysis results, a sequence diagram and an image are generated through the diagram. We expect consistent image generation using the same image element asset through the proposed mechanism.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• The KIPS Transactions:PartD
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• v.8D no.1
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• pp.99-104
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• 2001

As a plan to counteract solving software crisis, the technology that is called Component Based Software Engineering (CBSE or Componentware) is introsuced. Component Based Software Developement (CBSD) Processes as one of the technique among CBSE have been proposed. Component specification activities among CBSD Processed are necessary and important for generating feusable component. However, the existing CBSD processed can't ensure the correctness in requirements are reflected. In this paper, we propose that formal activities wgich specify component using formal specification language Z which is verified with the ability of analysis and logicality. The proposed activities are composed of 5 tasks and 12 subtasks. By presenting specific 19 products, it is also proposed that component specification activities which are the base of CBSD for reusing. The proposed activities are able to improve qualities of component through correctness and verification of requirements specification of users in the early step of component-based software process.

• Journal of the Korea Society of Computer and Information
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• v.24 no.12
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• pp.85-92
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• 2019

Companies can identify user groups or consumption trends by collecting and analyzing opinions of many users on special subjects or their products as well as utilize them as various purposes such as predicting some specific trends or marketing strategies. Therefore current analyzing tools of social media have come into use as a means to measure the performances of social media marketing through network's statistical analysis. However these tools require expensive computing and network resources including burden of costs for building up and operating complex software platforms and much operating know-how. Hence, small companies or private business operators have difficulty in utilizing those social media data effectively. This paper proposes a framework applied into developing analysis system of social media. The framework could be set up and operate the system to extract necessary social media's data. Also to design the system, this study suggests a meta-model of proposed framework and to guarantee completeness and consistency, a formal specification of meta-model by using Z language is suggested. Finally, we could verify the clearness of framework's design by performing Z model checking of formal specification's output through Z-EVES tool.

• Journal of Korea Multimedia Society
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• v.3 no.2
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• pp.174-183
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• 2000

Formal methods for protocol description of a system is based on the implementation id S/W. However, the importance of H/W implementation for a parts of protocol design is increasing. The combination between H/W and IP technology is needed since the implementation environment is changing from S/W to H/W for implementation of specific application protocol. H/W implementation method starting with formal description procedure is essential to guarantree correctness and reliability of the implemented H/W by characteristic of formal description language. Inthis paper, for an automated H/W implementations, ESTELLE, a formal description method, is adopted. A transformation method from specification of ESTELLE to VHDL is suggested. This is an conceptual method that comparing and analyzing similarities between basic units of protocol description such as computation and communication unit and inter processors in H/W. Then we describe transformation model, and suggest example of transformation from ESTELLE to VHDL with Inres protocol.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.