• Korean Journal of Logic
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• v.15 no.3
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• pp.307-322
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• 2012

It is demonstrated that there is a simple, canonical way to show the independency of the Friedman-style miniaturization of Kruskal's theorem with respect to $(\prod_{2}^{1}-BI)_0$. This is done by a non-trivial combination of some well-known, non-trivial previous works concerning directly or indirectly the (proof-theoretic) strength of Kruskal's theorem.

• Journal of the Korean Mathematical Society
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• v.51 no.2
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• pp.383-402
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• 2014

We expose a pattern for establishing Friedman-Weiermann style independence results according to which there are thresholds of provability of some parameterized variants of well-partial-ordering. For this purpose, we investigate an ordinal notation system for ${\vartheta}{\Omega}^{\omega}$, the small Veblen ordinal, which is the proof-theoretic ordinal of the theory $({\prod}{\frac{1}{2}}-BI)_0$. We also show that it sometimes suffices to prove the independence w.r.t. PA in order to obtain the same kind of independence results w.r.t. a stronger theory such as $({\prod}{\frac{1}{2}}-BI)_0$.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.227-239
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• 2021

Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test analysis of variance and Spearman's ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.