• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.139-156
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• 1995

The purpose of the study is to examine the effects of Gifted Education Isnstitute of Korea (GEIK) programs for gifted children especially in the areas of reasoning skills and creativity, thereby proving the effectiveness of the program. The subjects are 136 (103 boys and 33 girls) fourth, fifth, and sixth grade gifted children, who have participated in GEIK programs for more than six moths. They were stratified by the length of participation in GEIK programs. Ninety four children have participated for more than one year. Forty-two children have participated for less than one year. Both groups are rather homogeneous in IQ scores and school achievement levels at the time of enterance into GEIK programs. Both a Group Assessment of Logical Thinking (GAIT) and a Creativity test were used for the study on reasoning skills and creativity. GALT, developed by V. Roadranka, R. H. Yeany and M. J. Padilla in 1983, consists of 12 questions. It is classified into six subscales: conservation, proportional reasoning, controlling variables, provability reasoning, correlational reasoning, and combinatorial reasoning. The reliability of this test is .85. This test recommends to classify the stages of child development as follows according to the total test score. 0-4 point: Concrete Stage, 5-7 points: Transitional Stage, and 8 and above points: Formal stage. The Creativity Test was developed by Y. Lee and W. Chung (1971). It consists of four components: fluency, flexibility, originality, and openness. Only both fluency and openness were used in this study. In order to analyze data, T-Test, Intercorrelational Analyses, ANOVA, and Nultiple Regression were used. Followings are the results deduced from the above analoyses of the data. First, 43.48% of the subjects were on Concrete Stage, 36.78% were on the Transitional Stage, and 19.86% were on the Formal Stage in the developmental level classified by Piaget. Second, the students who have participated in GEIK programs more than one year acquired significantly higher score in GALT than the students who have participated in GEIK programs less than one year. Third, boys showed higher score in GALT than girls did. Fourth, there were statistically significant intercorrelations between six subscales of GALT. Fifth, the students who have participated in GEIK programs more than one year acquired significantly higher score in openness of creativity test than the students who have participated in GEIK programs less than one year. There were no significant differences in openness of creativity test between boys and girls. Sixth, the students who have participated in GEIK programs more than one year acquired significantly higher score in fluency of creativity test than the students who have participated in GEIK programs less than one year. Girls showed higher score in fluency of creativity test than boys did. Seventh, the students who acquired higher score in GALT showed higher score in both openness and fluency of creativity test. Followings are the conclusions deduced form the above results. First, the developmental level of reasoning skills of the fourth grade students participationg in GEIK programs is the same as that of 7th grade of normal Korean students and the same as those of 10th grade of U.S.A. and Philipoine students. Second, the GEIK programs are effective in improving reasoning skills. Third, the GEIK programs are effective in improving creativity. Fouth, reasoning skills and creativity can be improved by well planned programs. In conclusion, this study suggests that beyond reasoning skills and creativity, other areas such as areas in science skills, mathmatical skills, or verbal skills, etc., should be studied in the future.

• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.273-288
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• 2019

This study focuses on understanding proportionality, in particular, what constitutes relational understanding of a:b=c:d, which is called proportional expression. The meanings of a:b=c:d are analyzed and some suggestions are offered for improving the teaching and learning of it. The equation a:b=c:d has three different meanings. First, it represents two different structures in one proportional situation. Second, it represents a common structure in two different proportional situations. Finally, it represents a number or a quantity underlying in different proportional situations. It is important to choose and use a unit flexibly to understand the first and the second meanings of a:b=c:d, Double strip diagram and double number line are useful to visualize the meanings of a:b=c:d. In addition, what a number or a quantity in the third meaning of a:b=c:d refers to in proportional situations should be emphasized in teaching and learning of a:b=c:d.

• 제어로봇시스템학회:학술대회논문집
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• 2000.10a
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• pp.68-68
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• 2000

This paper presents a fuzzy modified PID controller that uses linear fuzzy inference method. In this structure, the proportional and derivative gains vary with the output of the system under control. 2-input PD type fuzzy controller is designed to obtain the varying gains. The proposed fuzzy PID structure maintains the same performance as the general-purpose linear PID controller, and enhances the tracking performance over a wide range of input. Numerical simulations and experimental results show the effectiveness of the fuzzy PID controller in comparison with the conventional PID controller.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.453-473
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• 2018

In this study, we analyzed the contents of speed concept presented in Korean, Japanese, Singapore, and American elementary mathematics textbooks, and drew implications for the teaching of speed concept in elementary schools. We developed a textbook analysis framework by theoretical discussions on the characteristics of the speed concept based on the proportional relationship and the previous researches on the speed in elementary mathematics. We analyzed the textbooks of four countries and drew some suggestions for improving the teaching of speed concept in Korean elementary schools.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.19-37
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• 1989

The purpose of this study was to investigate the development of logical thinking and scientific reasoning pattern of Korean high school students. To carry out this study subjects were selected about 2,000 Junior high school students, and about 4,100 senior high school students throughout the nation. They were identified as concrete, transitional or formal operational stage with the use of TOLT(the Test of Logical Thinking) by Tobin and Capie(1980), and TOSR(the Test of Scientific Reasoning) by W.A Farmer(1986). This study turned out that more than 76% of Junior high school students were classified as the concrete operational stage and about 44% of senior high school students were classified as the formal operational stage, while about 26% of them were still in the concrete operational level. This study showed that the main factor of the intellectual development of students is learning by the gradual advancement of their grades and especially entrance into the senior high school rather than by the physical growth. This study also showed that there are the take-off stage of the development of logical thinking between fourteen and fifteen years of their ages. Less than 25% of junior high school students were in the formal operational stages which are capable of control of variables, probabilistic, correlation and combinational logic in problem-solving situation, while 33-54% of senior high school students were in the formal operational levels. 38% of junior high school students were in the formal operational stage which is capable of proportional logic, while about 55% of senior high school students were in the formal operational stage. Less than 20% of senior high school students were classified as group of highly capable of scientific reasoning, while more than 23% of them were classified as group of poor capability. It also turned out that there are differences or no differences between male and female students of each school in problem-solving situation regarding each logic approach. These differences were proved to be fluctuating depending on the situations and their grades. The other results of this study is similar to those of other researches such as Tomlinson-Keasey 1972, Coleman 1973, Lawson 1973, Lawson and Renner 1974, Neimark 1975, Han 1982, and Kim 1989.

• Proceedings of the KIEE Conference
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• 1999.07b
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• pp.897-899
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• 1999

This paper presents a scaling factor tuning method to improve the performance of fuzzy logic controller. Tuning rules and reasoning are utilized off-line to determine the scaling factors based on absolute value of the error and its difference. In this paper We proposed a new method to generate fuzzy logic controllers throught genetic algorithm. The developed approach is subsequently applied to the design of proportional plus integral type fuzzy controller for a dc-servo motor control system. The performance of this control system is demonstrated higher than a conventional fuzzy logic controller(FLC).

• Journal of Institute of Control, Robotics and Systems
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• v.7 no.7
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• pp.622-631
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• 2001

This paper presents a fuzzy modified PID controller that uses linear fuzzy inference method. In this structure, the proportional and derivative gains vary with the output of the system under control. 2-input PD type fuzzy controller is designed to obtain the varying gains. The proposed fuzzy PID structure maintains the same performance as the same performance as the general-purpose linear PID controller, and enhances the tracking performance over a wide range of input. Numerical simulations and experimental results show the effectiveness of the fuzzy PID controller in comparison with the conventional PID controller.

• 제어로봇시스템학회:학술대회논문집
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• 1998.10a
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• pp.205-209
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• 1998

A synthesis of fuzzy variable structure control is proposed to design a high-angle-of-attack flight system for a modification version of the F-18 aircraft. The knowledge of the proportional, integral, and derivative control is combined into the fuzzy control that addresses both the highly nonlinear aerodynamic characteristics of elevators and the control limit of thrust vectoring nozzles. A simple gain scheduling method with multi-layered fuzzy rules is adopted to obtain an appropriate blend of elevator and thrust vectoring commands in the wide operating range. Improving the computational efficiency, an accelerated kernel for on-line fuzzy reasoning is also proposed. The resulting control system achieves the good flying quantities during a high-angle-of- attack excursion. Thus the fuzzy logic can afford the control engineer a flexible means of deriving effective control laws in the nonlinear flight regime.

• Journal of Intelligence and Information Systems
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• v.18 no.3
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• pp.35-51
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• 2012

Cloud computing is internet-based computing where computing resources are offered over the Internet as scalable and on-demand services. In particular, in case a number of various cloud services emerge in accordance with development of internet and mobile technology, to select and provide services with which service users satisfy is one of the important issues. Most of previous works show the limitation in the degree of user satisfaction because they are based on so called concept similarity in relation to user requirements or are lack of versatility of user preferences. This paper presents cloud service selection reasoning which can be applied to the general cloud service environments including a variety of computing resource services, not limited to web services. In relation to the service environments, there are two kinds of services: atomic service and composite service. An atomic service consists of service attributes which represent the characteristics of service such as functionality, performance, or specification. A composite service can be created by composition of atomic services and other composite services. Therefore, a composite service inherits attributes of component services. On the other hand, the main participants in providing with cloud services are service users, service suppliers, and service operators. Service suppliers can register services autonomously or in accordance with the strategic collaboration with service operators. Service users submit request queries including service name and requirements to the service management system. The service management system consists of a query processor for processing user queries, a registration manager for service registration, and a selection engine for service selection reasoning. In order to enhance the degree of user satisfaction, our reasoning stands on basis of the degree of conformance to user requirements of service attributes in terms of functionality, performance, and specification of service attributes, instead of concept similarity as in ontology-based reasoning. For this we introduce so called a service attribute graph (SAG) which is generated by considering the inclusion relationship among instances of a service attribute from several perspectives like functionality, performance, and specification. Hence, SAG is a directed graph which shows the inclusion relationships among attribute instances. Since the degree of conformance is very close to the inclusion relationship, we can say the acceptability of services depends on the closeness of inclusion relationship among corresponding attribute instances. That is, the high closeness implies the high acceptability because the degree of closeness reflects the degree of conformance among attributes instances. The degree of closeness is proportional to the path length between two vertex in SAG. The shorter path length means more close inclusion relationship than longer path length, which implies the higher degree of conformance. In addition to acceptability, in this paper, other user preferences such as priority for attributes and mandatary options are reflected for the variety of user requirements. Furthermore, to consider various types of attribute like character, number, and boolean also helps to support the variety of user requirements. Finally, according to service value to price cloud services are rated and recommended to users. One of the significances of this paper is the first try to present a graph-based selection reasoning unlike other works, while considering various user preferences in relation with service attributes.