• Journal of the Korean Data and Information Science Society
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• v.17 no.1
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• pp.19-30
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• 2006

The purpose of this article is to develop a program for teaching Type I and Type II errors in one sample. In this program, the concepts of two errors are visually explained, and the probabilities of two errors are also visually displayed as the rejection region changes or the sample size changes. Also, in this program, the power curve and the operating characteristic curve are visually displayed in terms of the parameter value of interest.

• 한국데이터정보과학회:학술대회논문집
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• 2004.10a
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• pp.17-23
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• 2004

At the conclusion from the hypothesis testing, there is a possibility of making Type I error and Type II error. The purpose of this article is to use this program in statistics teaching through developing the program for studying on the concept about these two errors, two kinds of the probability of errors by the variation of rejection region, two kinds of the probability of errors by the variation of sample size, the relations of the probability $\alpha$ and $\beta$ by these two errors, and power function, power curve.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.34 no.4
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• pp.236-241
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• 2023

Objectives: According to the 10th revision of the International Classification of Diseases, the main categories of tic disorders (F95.0, F95.1, and F95.2) follow a diagnostic hierarchy based on the duration and diversity of tic symptoms. The present study investigated the use of this diagnostic hierarchy in real-world clinical practice. Methods: Based on the National Health Insurance Service-National Health Information Database, the diagnosis of transient tic disorder (F95.0) made after a diagnosis of chronic motor or vocal tic disorder (F95.1) or Tourette's syndrome (F95.2) and diagnosis of chronic motor or vocal tic disorder (F95.1) made after a diagnosis of Tourette's syndrome (F95.2) were referred to as type A errors. The diagnosis of transient tic disorder (F95.0) repeated after a period of >12 months was referred to as type B error. Demographic and clinical differences according to the diagnostic error types were analyzed using analysis of variance, Student's t-tests, and chi-squared tests. Results: Most participants (96.5%) were without errors in the diagnosis of tic disorders. Higher proportions of males (p=0.005) and antipsychotic prescriptions (p<0.001) were observed in patients with type A or B diagnostic errors. A higher proportion of health insurance holders was observed among those with type A errors (p=0.027). Conclusion: Errors were absent in majority of the tic diagnoses in real-world clinical practice in terms of the diagnostic hierarchy.

• Journal of Korean Ophthalmic Optics Society
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• v.16 no.4
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• pp.433-438
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• 2011

Purpose: To investigate the proper distance from patient to target when measuring refractive error using open view target type auto-refractor(OVTAR), it was compared refractive errors between by OVTAR using N-vision-K5001 auto-refractor and internal fixation target type auto-refractor(IFTAR) using Canon auto-refractor. Methods: 21 subjects(42 eyes) aged 22.2(${\pm}$3.4) years old who had over 1.0 of corrected visual acuity and no ocular disease were participated for this study. Noncycloplegic measurements of refractive error were performed using a IFTAR(RK-F1, Canon, Japan) and an OVTAR(N-vision-K5001, Shin-nippon, Japan). The distances from subjects to targets in using the open the view target type auto-refractor were 1 m, 3 m, 4 m and 6 m. The refractive errors were compared between by IFTAR and by 1 m, 3 m, 4 m and 6 m target distances respectively using OVTAR. Results: At 1 m fixation distance the mean of refractive errors for total subjects was not significantly different between by OVTAR(-2.75${\pm}$1.84 D) and by IFTAR(-2.95${\pm}$2.04 D)(p=0.06). However at 3, 4 and 6 m fixation distance refractive errors by OVTAR were significantly lower myopic refractive errors than by IFTAR(p<0.05). Conclusions: The distance from subject to fixation target is needed over 3 m for the measurement of refractive error using OVTAR even not to 5~6 m distance.

• Journal of Industrial Technology
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• v.4
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• pp.11-13
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• 1984

This paper presents a proof that b(r;n, ppd) is the appropriate distribution of the number of observed defects when inspector errors are present. And the effect of inspector errors on the probability of type 1 and type 2 errors is discussed.

• International Journal of Precision Engineering and Manufacturing
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• v.1 no.1
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• pp.111-117
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• 2000

One of the major limitations of productivity and quality in metal cutting is the machining accuracy of machine tools. The machining accuracy is affected by geometric errors, thermally-induced errors, and the deterioration of the machine tools. Geometric and thermal errors of machine tools should be measured and compensated to manufacture high quality products. In metal cutting, the machining accuracy is more affected by thermal errors than by geometric errors. This paper models the thermal errors for error analysis and develops an on-the-machine measurement system by which the volumetric errors are measured and compensated. The thermal error is modeled by means of angularity errors of a column and thermal drift error of the spindle unit which are measured by the touch probe unit with a star type styluses and a designed spherical ball artifact (SBA). Experiments show that the developed system provides a high measuring accuracy, with repeatability of $\pm$2$\mu\textrm{m}$ in X, Y and Z directions. It is believed that the developed measurement system can be also applied to the machine tools with CNC controller. In addition, machining accuracy and product quality can be also improved by using the developed measurement system when the spherical ball artifact is mounted on a modular fixture.

• Journal of KSNVE
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• v.1 no.2
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• pp.107-113
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• 1991

When non-contact type vibration probes are used for the precision measurement of shaft vibration, they can induce the measurement errors due to the shaft curvature since they have been calibrated for the flat plate. In this study the errors due to the shaft radius and the misalignment between the shaft and probe centerlines are analyzed, and an in-situ calibration tool, which can be conveniently used for calibration independent of the shaft curvature and material, is introduced.

• Journal of applied mathematics & informatics
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• v.12 no.1_2
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• pp.119-127
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• 2003

The purpose of this paper is to study the necessary and sufficient conditions for the sequences of Ishikawa iterative sequences with mixed errors of asymptotically quasi-nonexpansive type mappings in Banach spaces to converge to a fixed point in Banach spaces. The results presented in this paper extend and improve the corresponding results of［l-4, 7-9].

• Journal of the Korea Safety Management & Science
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• v.18 no.2
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• pp.119-125
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• 2016

The ratio which we usually use in producing products is nonconforming proportion or percent defective. As our modern society develops, we cannot but meet another proportion in legal, managerial, and medical areas where our human beings might commit various kinds of errors though they do not want them. In this paper we will generally call the ratio 'proportion.' When the size of such proportion as percent defective is observed by persons, it is not true proportion but apparent proportion because it has been observed with human or situational errors. Past studies have not systematically covered the analysis of relations between such proportions and type 1 and 2 error, but this paper analyses and derives such various relations, and it suggests the guideline as sixteen properties for utilization and sensitive analysis of the relations. Current paper's consideration of apparent proportion in addition to true proportion as our familiar concept will open and widen existing academic and application areas where people have mainly built societal, scientific and engineering rules and methods based only on true proportion.

• The Mathematical Education
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• v.56 no.1
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• pp.63-80
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• 2017

By analysing the examination papers from third grade high school students, we classified the errors occurred in the problem solving process of high school 'Geometry and Vectors' into several types. There are five main types - (A)Insufficient Content Knowledge, (B)Wrong Method, (C)Logical Invalidity, (D)Unskilled Expression and (E)Interference.. Type A and B lead to an incorrect answer, and type C and D cannot be distinguished by multiple-choice or closed answer questions. Some of these types are classified into subtypes - (B1)Incompletion, (B2)Omitted Condition, (B3)Incorrect Calculation, (C1)Non-reasoning, (C2)Insufficient Reasoning, (C3)Illogical Process, (D1)Arbitrary Symbol, (D2)Using a Character Without Explanation, (D3) Visual Dependence, (D4)Symbol Incorrectly Used, (D5)Ambiguous Expression. Based on the these types of errors, answers of each problem was analysed in detail, and proper ways to correct or prevent these errors were suggested case by case. When problems that were used in the periodical test were given again in descriptive forms, 67% of the students tried to answer, and 14% described flawlessly, despite that the percentage of correct answers were higher than 40% when given in multiple-choice form. 34% of the students who tried to answer have failed to have logical validity. 37% of the students who tried to answer didn't have enough skill to express. In lessons on curves of secondary degree, teachers should be aware of several issues. Students are easily confused between 'focus' and 'vertex', and between 'components of a vector' and 'coordinates of a point'. Students often use an undefined expression when mentioning a parallel translation. When using a character, students have to make sure to define it precisely, to prevent the students from making errors and to make them express in correct ways.