• The Mathematical Education
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• v.41 no.3
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• pp.291-318
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• 2002

We investigated on the primary school children's abilities of formal reasoning. Seventy students in grade 5 participated in the study. They responsed their best reactions on the problems constituted of three parts requiring the informal or formal reasoning and generalization. Their reactions are classified by some criteria depending the level of reasoning. About 10 students showed that they constructed a kind of scheme for solving the problems, similar to formal reasoning and beyond naive informal reasoning. And about 30 students did so partially. We concluded that the teaching and learning of reasoning by the progressive increasing the degree of rigor from grade 5 is possible.

• Journal of the Korean Society of Costume
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• v.5
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• pp.173-183
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• 1981

In 1895(32nd year of King Ko-Jong), Kyung-moo-chung as westernized police system was established and the uniform of the police developed. Regarding to the Uniform of the Kyung-bu-dai-sin(the Minister Kyung-bu) and to that of the Sun-gum(the low position of the Kyung-bu police), the Kyung-bu costume(Uniform of the police) is divided as Ye-bok(Formal uniform) and Sang-bok(Informal uniform). Ye-bok(Formal uniform) is put on in the case of the law described, and Sang-bok(Informal uniform) is an everyday wear. Ye-bok(Formal uniform) is composed of Ye-mo(hat), Eui(jacket), Go(trousers), Dai(decorative belt), Do(decorative sword), and Hwa(footwear). Sang-bok(Informal uniform) is composed of Sang-mo(hat), Eui(jacket), Go(trousers), and Hwa(footwear). Differences between Sang-bok(Informal uniform) and Ye-bok(Formal uniform) is the materials of the ornament, numbers of the decorative lines. Ye-bok(Formal uniform) has more grandeur[ornament. A historic changes in the Kyung-bu costume(Uniform of the police) during the late of Yi Dynasty was little but the decorative materials and the numbers of the decorative line.

• Journal of KIISE:Computing Practices and Letters
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• v.12 no.2
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• pp.141-148
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• 2006

This paper suggests method of safe security S/W by verifying and its result of formal verification tool. We will survey many formal verification tools and compare features of these tools. And we will suggest what tool is appropriate and methodogoly of developing safe security S/W. The Z/EVES is the most appropriate tool. This paper proposes formal verification of ACS by using RoZ tool which is formal verification tool to create UML model. The specification and verification are executed using Z/EVES tool. These procedures can find weak or wrong point of developed S/W.

• Journal of the Korea Institute of Military Science and Technology
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• v.10 no.1
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• pp.55-69
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• 2007

The paper provides the approach to apply formal methods to the development and certification criteria of defense safety/security-critical software. RTCA/DO-178B is recognized as a do facto international standard for airworthiness certification but lack of concrete activities and vagueness of verification/certification criteria have been criticized. In the case of MoD Def Stan 00-55, the guidelines based on formal methods are concrete enough and structured for the defense safety-related software. Also Common Criteria Evaluation Assurance Level includes the strict requirements of formal methods for the certification of high-level security software. By analyzing the problems of DO-178B and comparing it with MoD Def Stan 00-55 and Common Criteria, we identity the important issues In safety and security space. And considering the identified issues, we carry out merging of DO-178B and CC EAL7 on the basis of formal methods. Also the actual case studies for formal methods applications are shown with respect to the verification and reuse of software components.

• Journal of The Korea Institute of Healthcare Architecture
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• v.27 no.3
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• pp.7-16
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• 2021

Purpose: This study identified the planning trends for formal and informal learning spaces in the college of medicine through literature reviews. And then, by the analysis of the actual condition of existing domestic facilities, It was organized the architectural planning baseline data and future directions for the formal and informal learning spaces in the college of medicine. Methods: This study was conducted using literature reviews on the existing medical education method and learning space planning. Subsequently on-site surveys and questionnaires were conducted at existing facilities. Results: In the past, learning space of the college of medicine was considered only a formal learning space such lecture rooms, labs. But lately it has been turned into a total learning concept that embraces shared learning spaces such as libraries, student spaces, amenities and common spaces such as lobbies and hallways. ① Formal learning spaces are composed of teaching and practice areas. Since It is the basic functions that comprise the college of medicine, this paper conducted a functional analysis based on the current operating system of the College of Medicine and provided baseline data on architectural planning such as function, layout, zoning, and detailed planning. ② The informal learning sharing space was divided into a library area and a student well-being and convenience area to analyze the real conditions of domestic medical college. In addition, by comparing the trends and differences in foreign medical colleges identified by literature analysis, this paper summarizes the need to revitalize informal learning spaces and their integration into formal learning spaces, architectural planning considerations, etc. Implications: the evolution of the learning method and the flexibility of the learning space bring about changes in the learning space.

• Korean Journal of Biological Psychiatry
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• v.28 no.2
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• pp.70-77
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• 2021

Objectives Our study aimed to present the distinctive correlates of formal thought disorder in patients with schizophrenia, using the Clinical Language Disorder Rating Scale (CLANG). Methods We compared clinical characteristics between schizophrenia patients with (n = 84) and without (n = 82) formal thought disorder. Psychometric scales including the CLANG, the Brief Psychiatric Rating Scale (BPRS), the Young Mania Rating Scale (YMRS), the Calgery Depression Scale for Schizophrenia (CDSS) and the Word Fluency Test (WFT) were used. Results After adjusting the effects of age, sex and total scores on the BPRS, YMRS and WFT, the subjects with disorganized speech presented significantly higher score on the abnormal syntax (p = 0.009), lack of semantic association (p = 0.005), discourse failure (p < 0.0001), pragmatics disorder (p = 0.001), dysarthria (p < 0.0001), and paraphasic error (p = 0.005) items than those without formal thought disorder. With defining the mentioned item scores as covariates, binary logistic regression model predicted that discourse failure (adjusted odds ratio [aOR] = 5.88, p < 0.0001) and pragmatics disorder (aOR = 2.17, p = 0.04) were distinctive correlates of formal thought disorder in patients with schizophrenia. Conclusions This study conducted Clinician Rated Dimensions of Psychosis Symptom Severity (CRDPSS) and CLANG scales on 166 hospitalized schizophrenia patients to explore the sub-items of the CLANG scale independently related to formal thought disorders in schizophrenia patients. Discourse failure and pragmatics disorder might be used as the distinctive indexes for formal thought disorder in patients with schizophrenia.

• Journal of the Korean Society of Clothing and Textiles
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• v.38 no.1
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• pp.46-58
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• 2014

This study investigated the difference of clothing-behavior for the same occasions in terms of a cross-cultural context. It analyzed clothing items worn by TED speakers via video at TED.com in the US, UK, France, Japan, and South Korea from October to December 2012. An analysis on the 233 videos showed considerable differences among countries. American speakers wore casual items on the top and formal wear on the bottom. Most British speakers wore the same styles on the top and the bottom outfits such as 'formal-top & formal-bottom' or 'casual-top & casual-bottom'. French speakers chose mix and match styles. Japanese and Koreans selected the same styles on the top and the bottom outfits such as 'formal-top & formal-bottom' or 'casual-top & casual-bottom'. In particular, Japanese speakers selected various casual items more than other countries' speakers. Korean senior speakers had a preference to wear more formal clothing and young people liked more casual attachments. This study found that clothing attachments differed by cultural context and generation.

• The International Journal of Costume Culture
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• v.12 no.2
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• pp.179-196
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• 2009

This is a follow-up study to "An Analysis of the Fitting of Plus-sized Women's Formal Jackets in On-line Shopping Malls", in which we compiled basic sizes of formal jackets sold in online retailers for plus-sized women and compared specific measurements of the jackets from each retailer. Emphasizing a comparison of age groups 20-39 and 40-59, fit evaluations and analyses were conducted in order to provide data to help manufacturers develop formal jacket patterns that reflect physical characteristics of plus-sized consumers and offer better physical fit. The surveys and evaluations were conducted between October 2007 and May 2008. and the compiled data were analyzed using the SPSS 17.0 statistics program. The results were summarized as follows. The two age groups gave different evaluations of the fit problems in the women's formal jackets sold in online retailers. Whereas the age group 20-39 felt that the main problems were in the shoulder, armscye, upper arm, waist, abdomen and hip areas, the age group 40-59 said that they found more problems in the armscye, upper arms, sleeve length and jacket length. Modifying the shoulder area, armscye depth and jacket length severely compromises the jacket's balance, and attention to these areas must be given during pattern design.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.25-55
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• 2003

In the school mathematics, the negative numbers have been instructed by means of intuitive models(concrete situation models, number line model, colour counter model), inductive-extrapolation approach, and the formal approach using the inverse operation relations. These instructions on the negative numbers have caused students to have the difficulty in understanding especially why the rules of signs hold. It is due to the fact that those models are complicated, inconsistent, and incomplete. So, students usually should memorize the sign rules. In this study we studied on the didactical phenomenology of the negative numbers as a foundational study for the improvement of teaching negative numbers. First, we analysed the formal nature of the negative numbers and the cognitive obstructions which have showed up in the historic-genetic process of them. Second, we investigated what the middle school students know about the negative numbers and their operations, which they have learned according to the current national curriculum. The results showed that the degree they understand the reasons why the sign rules hold was low Third, we instructed the middle school students about the negative number and its operations using the formal approach as Freudenthal suggest ed. And we investigated whether students understand the formal approach or not. And we analysed the validity of the new teaching method of the negative numbers. The results showed that students didn't understand the formal approach well. And finally we discussed the directions for improving the instruction of the negative numbers on the ground of these didactical phenomenological analysis.

• Korea journal of population studies
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• v.14 no.1
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• pp.1-25
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• 1991

The Purpose of this study is to analyze the contribution of the total human capital formation to economic growth in Korea. In order to assess the contribution of the total human capital formation to economic growth, aggregate production functions are estimated using two ways of ordinary least squares and polynomial distributed lags based on 1955 - 1988 time series data in Korea. The total amount of investment in human capital is calculated by adding each amount of investment in formal education, vocational training, inter-provincial migration, and health in pecuniary terms. The findings of this study could be summarized as follows ; (1) If we enumerate the variables in good order according to the importance, we get the following ; namely, total number of labor force, inter-provincial migration, vocational training, health, physical capital, and formal education. (2) The contribution of the human capital to economic growth is much more larger than that of physical capital. In particular, it appears that inter-provincial migration and vocational training make a great contribution to economic growth. (3) It appears that investment in formal education has a continuous effect for fifteen years and maximum effect is observed approximately eight years later. In the case of vocational training, the effect of investment lasts for about 12-14 years and its effect on economic growth reaches maximum with the passage of seven to eight years after initial investment. (4) Investment in vocational training contributes more in the long run compared with investment in formal education. The effect of investment in formal education lasts longer than that of vocational training, while the effect of investment in vocational training is considerably larger in the short run compared with the investment in formal education.