• The Transactions of the Korea Information Processing Society
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• v.5 no.3
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• pp.662-670
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• 1998

In order to overcome the problems with first generation expert systems at the symbol level, recently various knowledge level development techniques of second generation expert systems have been proposed. But, these techniques are conceptual modelling techniques. This paper modifies and complements these conceptual modelling techniques and proposes a Task Object Modelling (TOM) technique as a practical knowledge level expert system development technique. This paper defines a Task Object(TO) as a knowledge unit consisted of a goal, execution conditions, behaviour knowledge, and so on. And, we define a Task Object Diagram(TOD) to depict structual, dynamic, and functional aspects of TO easily. We also define Inference Types as basic units to describe behaviour knowledge of TOs. In order to utilize the proposed TOM technique as not a simple conceptual modelling technique but a practical second generalion expert system development technique, we implement a TOD editor, a TO editor, and TO processing algorithm based on the state of TOs. Also we implement a Inference Types Library, in which each inference type is corresponded to an IRE(Jntelligent Rules Element) method, to transform the defined inference types into IRE methods automatically.

• Korean Journal of Cognitive Science
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• v.10 no.2
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• pp.1-10
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• 1999

This paper proposes a noun sense disambiguation method based-on corpus and conceptual information. Previous research has restricted the use of linguistic knowledge to the lexical level. Since knowledge extracted from corpus is stored in words themselves, the methods requires a large amount of space for the knowledge with low recall rate. On the contrary, we resolve noun sense ambiguity by using concept co-occurrence information extracted from an automatically sense-tagged corpus. In one experimental evaluation it achieved, on average, a precision of 82.4%, which is an improvement of the baseline by 14.6%. considering that the test corpus is completely irrelevant to the learning corpus, this is a promising result.

• Journal of the Korean Institute of Telematics and Electronics
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• v.25 no.12
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• pp.1639-1648
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• 1988

This paper deals with an analyzing method of the Korean syntax to implement a natural language understanding system. A matrix of the syntactic structure is derived by the structural features of the Korean language. The modificatoty and conceptual structures are extracted from the matrix and the predicate logic form is expressed by extracting the phrase, clause and conceptual structure in the analyzing process. This logic form constructs an knowledge base of the sentence and proposes the possibility of the inference.

• Journal of the Korean Operations Research and Management Science Society
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• v.24 no.1
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• pp.99-117
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• 1999

Since query language is used as a handy tool to obtain information from a database, a more intelligent query answering system is needed to provide user-friendly and fault-tolerant human-machine Interface. Frequently, database users prefer less rigid querying structure, one which allows for vagueness in composing queries, and want the system to understand the intent behind a query. When there is no matching data available, users would rather receive approximate answers than a null information response. This paper presents a knowledge abstraction database that facilitates the development of such a fault-tolerant and intelligent database system. The proposed knowledge abstraction database adepts a multilevel knowledge representation scheme called the knowledge abstraction hierarchy(KAH), extracts semantic data relationships from the underlying database, and provides query transformation mechanisms using query generalization and specialization steps. In cooperation with the underlying database, the knowledge abstraction database accepts vague queries and allows users to pose approximate queries as well as conceptually abstract queries. Specifically. four types of vague queries are discussed, including approximate selection, approximate join, conceptual selection, and conceptual Join. A prototype system has been implemented at KAIST and is being tested with a personnel database system to demonstrate the usefulness and practicality of the knowledge abstraction database in ordinary database application systems.

• Journal of Service Research and Studies
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• v.1 no.1
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• pp.1-27
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• 2011

In this research, we study on the servitization of manufacturing firms. We review literature on the servitization based on business ecosystem and internalization with extended servitization framework. We develop and suggest a conceptual framework to understand the servitization. This conceptual framework includes four parts: service competitive strategy(Porter Michael, 1980), product-service-knowledge system(PSKS), value chain, and servitization configuration. To confirm the applicability of this model, six cases are employed.

• Knowledge Management Research
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• v.22 no.1
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• pp.217-242
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• 2021

The purpose of this study is to examine the research trends in the filed of individual knowledge hiding through keyword network analysis. As individuals intentionally hide their knowledge beyond not sharing their knowledge in organizations and the research on knowledge hiding steadily spreads, it is necessary to examine the research trends regarding knowledge hiding behaviors. For keyword network analyses, we collected 346 kinds of 578 keywords from 120 articles associated with knowledge hiding behaviors. We also transformed the keywords to 86 nodes and 667 links by data standardizing criteria and finally analyzed the keyword network among them. Moreover, this study scrutinized knowledge hiding trends by comparing the conceptual model for knowledge hiding based on literature review and the network structure based on keyword network analysis. As results, first, the network centrality degree, knowledge sharing, creativity, and performance was higher than others in Degree, Betweenness, Closeness centrality. Second, this study analyzed ego networks about psychological ownership and individual emotion theoretically associated with knowledge hiding and explored the relationship between variables through comparing with the conceptual model for knowledge hiding. Finally, the study suggested theoretical and practical implications and provided the limitations and suggestions for future research based on study findings.

• Korean Management Science Review
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• v.12 no.3
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• pp.135-161
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• 1995

This paper is concerned with a conceptual design of a knowledge-based modeler for network analysis. The "knowledge-based modeler" approach is suggested as a method for incorporating the user's qualitative knowledge and subjective decison in the course of the mathematical modeling and the subsequent solution procedure. The submodules of the proposed modeler such as database, model/algorithm base and functional knowledge bases are identified and the flows of information between the submodules are sequentially defined. A prototype system is implemented for experimental purpose by using the application software GURU.ware GURU.

• Knowledge Management Research
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• v.4 no.1
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• pp.81-94
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• 2003

The Russian theory of inventive problem solving method in Engineering, TRIZ is introduced to the non Engineering field these days. In this paper, the applications of TRIZ to creative knowledge management for knowledge creation are reviewed. This paper shows some examples on the systematic win-win problem solving in business environments using TRIZ methodology and comments the possibility of TRIZ in conceptual creative business innovation in future.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.699-706
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• 1999

The purpose of this study was to investigate high school students' conceptions and conceptual types on molecular kinetic theory of gases. Data was collected by a series of semi-structured and in-depth interviews, and has been analyzed. This study showed that the students came to science classes with various prior conceptions of many disciplinary topics. Their conceptual types of their prior knowledge were distinguished as superficial terms-speaking, partial sense-making, and causal sense-making by the degrees of organization and elaboration of conceptual networks. These conceptual types had influence on the ways students understand and think of science, a stability of their conceptions, a tendency to distinguish school science from everyday science, and building a meaning of concept in contexts. It was referred that the students didn't have proper understanding on the nature of scientific knowledge and had been limited their participations as active learners. Therefore, in order for students to experience conceptual change, they must have opportunities of manifesting their own thinking, taking part in discussions, and promoting their motivations and metacognition of knowing and learning science.