• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.386-394
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• 2019

This research will describe algorithm for class diagram extraction from problem statements. Class diagram notation consist of class name, attributes, and operations. Class diagram can be extracted from the problem statement automatically by using Natural Language Processing (NLP). The extraction results heavily depends on the algorithm and preprocessing stage. The algorithm obtained from various sources with additional rules that are obtained in the implementation phase. The evaluation features using five problem statement with different domains. The application will capture the problem statement and draw the class diagram automatically by using Windows Presentation Foundation(WPF). The classification accuracy of 100% was achieved. The final algorithm achieved 92 % of average precision score.

• Journal of Korea Multimedia Society
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• v.22 no.6
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• pp.706-715
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• 2019

This research implemented grammatical rules for relationship extraction from class diagram candidate. The problem statement is generated by our algorithm to yield class diagram and candidate relationship candidates. The relationships of class diagrams are extracted automatically from the problem statement by using Natural Language Processing (NLP). The extraction used the grammatical rules that obtained from various sources and translated into our algorithm. The performance evaluation of the extraction algorithm used ATM problem statements. The application captures the problem statement and draws automatically the relations of class diagrams using Forced-Directionality Graph algorithm. The performance evaluations show refining methods for class diagram and relationships extraction improve recall score.

• Journal of applied mathematics & informatics
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• v.5 no.1
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• pp.73-90
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• 1998

In this paper we introduce and study a number of new classes of quasi variational inequalities. using essentially the projection technique and its variant forms we prove that the gen-eralized set-valued mixed quasivariational inequalities are equivalent to the fixed point problem and the Wiener-Hopf equations(normal maps). This equivalence enables us to suggest a number of iterative algorithms solving the generalized variational inequalities. As a special case of the generalized set-valued mixed quasi variational in-equalities we obtain a class of quasi variational inequalities studied by Siddiqi Husain and Kazmi [35] but there are several inaccuracies in their formulation of the problem the statement and the proofs of the problem the statement and the proofs of their results. We have removed these inaccuracies. The correct formulation of thir results can be obtained as special cases from our main results.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.529-552
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• 2014

Recently, mathematical reasoning has been considered as one of the most important mathematical thinking abilities to be established in school mathematics. This study is to investigate the mathematical problems on the content of 'Set and Statement' and 'Sequences' in high school according to the four types of reasoning, namely Making Conjectures, Investigating Conjectures, Developing Arguments, and Evaluating Arguments. Those types of reasoning were reconstructed based on Johnson's six types of reasoning suggested in 2010. The content is dealt with in 'Mathematics II' textbook developed and published according to the mathematics curriculum revised in 2009. The subject of this study is nine types of textbooks and mathematical problems in the textbook are consisted of as two parts of 'general problem' and 'evaluation problem'. Finally, the results of this study can be summarized as follow: First, it is stated that students be establishing a logical justification activity, the highest reasoning activity through dealing with the 'Developing Arguments' type of problems affluently in both 'Set and Statement' and 'Sequence' chapters of Mathematics II textbook. Second, it is mentioned that students have an chance to investigate conjectures and develop logical arguments in 'Set and Statement' chapter of Mathematics II textbook. In particular, whereas they have an chance to investigate conjectures and also develop arguments in 'Statement', the 'Set' chapter is given only an opportunity of developing arguments. Third, students are offered on an opportunity of reasoning that can make conjectures and develop logical arguments in 'Sequences' chapter of Mathematics II textbook. Fourth, Mathematics II textbook are geared to do activities that could evaluate arguments while dealing with the problems relevant to 'mathematical process' included in 'general problem'.

• Magazine of the Korea Concrete Institute
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• v.12 no.6
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• pp.53-62
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• 2000

• MALSORI
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• no.51
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• pp.57-69
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• 2004

Comprehension monitoring is a process of message evaluation and a very important skill of communication. Comprehension monitoring is a necessary language skill in classroom, as it is important for children to assess their own understanding of task instructions and teaching content. The present study investigated comprehension monitoring skill of children with Specific Language Impairment(SLI) compared to age-matched children and language-matched children. 18 vignettes and 6 displays were constructed. Children were asked to choose one object or 'DK' card from a display after the children listened to the vignettes. The results showed that children with SLI didn't have problem in comprehending unambiguous utterance and using prior statement. However, they had problem in monitoring comprehending ambiguous utterance compared age-matched children. Their performance were similar to language matched younger children. With respect to their performance, several possible explanations were discussed.

• Journal of the Korea Institute of Military Science and Technology
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• v.7 no.2 s.17
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• pp.57-64
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• 2004

A Requirement statement validation process is suggested which was established and applied to the rolling stock development project of the Korean Railway Research Institute. The validation process includes team organization, selection of validation criteria, development of validation template, education of team members, validation, construction of database and management of requirement change. Many defects in the specification of requirement were found to be associated with the problem of non-uniqueness, describing solution instead of problem, ambiguity and redundancy. This paper described detailed activities at each step of the validation process and lessons learned from these activities.

• Bulletin of the Korean Mathematical Society
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• v.35 no.2
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• pp.325-338
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• 1998

Some nonlocal boundary value problems which arise from a feedback control problem are considered. We give a precise statement of the mathematical problems and then prove the existence and uniqueness of the solutions. We consider the Dirichlet type boundary value problem and the Neumann type boundary value problem with nonlinear boundary conditions. We also provide a regularity results for the solutions.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of the Korean Society for information Management
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• v.28 no.3
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• pp.65-82
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• 2011

Statement of responsibility in bibliographical records plays a key role in clarifying intellectual responsibility of the work, and it also plays a role in making up access points. However, cataloging rules for the statement of responsibility mostly deal with the distinction between the principal role and minor roles. This becomes a problem because the responsibility type itself is more important than the order of the types. For this reason, in this paper I will explore improvements of the description methods of statement of responsibility by organizing the role indicators. Namely, using the role indicators more effectively than the current description methods do, we can collocate the dispersed statements of responsibilities. The role indicators can also be used for an author facet in information retrieval and can provide additional information for authority control.