• Journal of the Korean Society for Precision Engineering
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• v.15 no.2
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• pp.75-80
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• 1998

Process information is known to have the continuous distribution in many manufacturing processes. Generalized p-chart has been developed for controlling processes by classifying the information characteristics into several groups. But it is improper to describe continuous processes with the classified process informal ion, which is based on the classical set concept. Fuzzy control chart, has been developed for the control of linguistic data, but it is also based on the dichotomous notion of classical set theory. In this paper, fuzzy sampling method is studied in order to process the uncertain data properly. The method is incorporated with the fuzzy control chart. Statistical characteristics of the fuzzy representative value are utilized to device the fuzzy-statistical control chart. The fuzzy-statistical control chart is compared with the generalized p-chart and both the sensitivity to the process information distribution change pared robustiness against the noise on the process information of the fuzzy-statistical control chart are shown to be superior.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.668-671
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• 1997

This paper describes a new process-plan selection method using a modified Fuzzy Quantification Theory(FQT). The problem for process-plan selection can be characterized by multiple attributes and used subjective, uncertain information. Fuzzy Quantification Theory is used for handling such informations because it is a useful tool when human judgment or evaluation is quantified via linguistic variables and the proposed method is concerned with the selection of a process plan by derivation of the values of categories for each attribute. In this paper, a modified Fuzzy Quantification Theory(FQT) is described and the procedure of this approach is explained and examples are illustrated.

• Journal of Institute of Control, Robotics and Systems
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• v.3 no.5
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• pp.490-496
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• 1997

This paper describes a new process-plan selection method using a modified Fuzzy Quantification Theory(FQT). The problem of process-plan selection can be characterized by multiple attributes and used subjective, uncertain information. Fuzzy Quantification Theory is used for handling such information because it is a useful tool when human judgment or evaluation is quantified via linguistic variables, and the proposed method is concerned with the selection of a process plan by derivation of the values of categories for each attribute. In this paper, a modified Fuzzy Quantification Theory(FQT) is described and the procedure of this approach is explained and examples illustrated.

• Speech Sciences
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• v.8 no.4
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• pp.185-191
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• 2001

This study was designed to determine what components of spoken language have been relatively neglected in the teaching of listening comprehension in Korea and to suggest a model of listening process. Two types of tests were undertaken using spoken and written forms of English with secondary school teachers of English and college students. Findings: Hearing power has been generally neglected in the teaching of listening comprehension. Hearing power which can be thought as an active process is defined as an ability to transfer the sequence of discrete phonetic segments without word boundary into the sequence of words in phonemic representations by using both nonlinguistic factors and linguistic factors including perception rules based on phonetics and phonology. Vocabularies, hearing-speaking power, syntactic structures and idiomatic expressions are to be taught for spoken English. A model of listening process was suggested and discussed.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.4
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• pp.227-248
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• 2017

This paper introduces an integrated model for systematically constructing a linguistic resource database that can be used by machine learning-based biomedical information extraction systems. The proposed method suggests an orderly process of collecting and constructing dictionaries and training sets for both named-entity recognition and relation extraction. Multiple heterogeneous structures for the resources which are collected from diverse sources are analyzed to derive essential items and fields for constructing the integrated database. All the collected resources are converted and refined to build an integrated linguistic resource storage. In this paper, we constructed entity dictionaries of gene, protein, disease and drug, which are considered core linguistic elements or core named entities in the biomedical domains and conducted verification tests to measure their acceptability.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.5-22
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• 2017

The purpose of this study is to analyze the teaching and learning strategies included in the inquiry tasks of elementary moral textbooks with multiple intelligences (M.I), and to propose educational information services of teacher librarians. It was found that the tasks were mainly designed by the linguistic intelligence, logical & mathematical intelligence and spatial intelligence. In terms of the information literacy process, linguistic intelligence and spatial intelligence are mainly applied to the analysis-understanding stage. Logical & mathematical intelligence is applied to the stage of comprehensive-application and linguistic intelligence is applied to expression-delivery step. In order to cultivate the insufficient M.I in inquiry activities, teacher librarians should improve room and teaching materials of their school library and provide workbooks using the graphic organizer after analyzing the linkage of the inquiry tasks between the subjects.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.4 no.1
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• pp.12-17
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• 2004

This study is designed to grope for logical methods in the decision-making process of human beings such as creation and analysis. With this in mind, the paper worked with a process where the designers of a design team gather and analyze their opinions in a design process to decide on the HVAC system of buildings. The paper introduced the fuzzy theory, or one of the methods to quantitatively describe language values with ambiguous features, suggesting a method to determine the judgement and suggestion values of the HVAC designers with the characteristics of language variables as the values of design factors greatly influencing the HVAC system. As a result, the paper tested the possibility of the fuzzy system as a logical method to gather the judgement of HVAC designers in a stage of HVAC type selection exerting a great influence on the experience and judgement of the designers and having powerful linguistic features and to determine an appropriate HVAC type which can satisfy the suggested values of related design factors.

• Archives of design research
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• v.19 no.3 s.65
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• pp.5-18
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• 2006

Digital information society shows a variety of contents of cross-categorial digital media in their inner or outer forms and concepts of the artistic aspects. In order to cope with such a complicated, unexpected trend in digital media and its industry, a new approach in the design process needs to be developed and adjusted with the new equipment of the creativity-thinking process of 'the Multi-Sensory Device (MSD),' 'the Multi-Dimensional Device (MDD),' and 'the Storytelling Device (SD)' in the Prism Effect-based Creativity-Thinking Process (PECTP). The PECTP is in principle designed to practically work with the four distinct techniques: 1) Physical Activity, 2) Linguistic Activity, 3) Visual Activity, and 4) Complex Activity. Consequently, this thesis notes that the nature of the cross-categorial design contents is necessarily non-directional since the creativity power inside the Prism Effect results in openness and diversity.

• English Language & Literature Teaching
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• no.4
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• pp.1-14
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• 1998

The present paper explores rationales for the process-oriented approach to teaching writing and their implications for EFL writing classes. The product-oriented traditional approach to writing has put too much emphasis on linguistic aspects of writing. It fails to see the enormous complexity of the act of composing. In the process-oriented paradigm, writing is regarded as a messy process leading to clarity and the writer discovers meaning instead of merely' finding an appropriate structure in which to package ideas already developed from the beginning. Based on the underlying assumptions, some suggestions are made for EFL writing classes. Firstly, practitioners should be aware that writing is a recursive activity in which the writer moves backward and forwards between drafting and revising, with stages of re-planning in between. Secondly, writing teachers should help the student writers build an awareness of themselves as a writer and encourage their sense of confidence in writing. Lastly, students should be encouraged to pay their attention to content revision at first, and delay editing changes until the last draft.

• English Language & Literature Teaching
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• no.3
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• pp.185-201
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• 1997

This study explores perspectives on responding to EFL students' compositions at the semantic level. In the last three decades, there has been a shift from product-oriented approach to process-oriented one to teaching writing. The shift has led to the criticism of the traditional view on teacher response. The traditional view has been under attack for its overemphasis upon form and ineffectiveness on improving student writing skill. It is also noted that research into students' reactions to the traditional teacher response has been inconclusive. The process-oriented approach, on the other hand, draws its attention to meaning and the logical development of thought as well as linguistic matters. In this context, the present study discusses what EFL teachers need to take into account in providing the semantic-level feedback on students' compositions. Firstly, teacher response to student writing is on-going; teacher feedback involves teacher intervention in the drafting process, the revision process, and the presentation of product. Secondly, in the writing conferences, the teacher provides students an opportunity to talk about writing, assistance and advice on the content/meaning of the written text, helping them expand and clarify thinking about audience(reader) and purpose.