• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4191-4197
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• 2014

Value co-creation is an important business strategy these days in both the business-to-business (B2B) and business-to-consumer (B2C) markets. The aim of this study was to identify specialized resources and competences for value co-creation in the relationship network within a high-tech B2B market. A case of Taiwan Semiconductor Manufacturing Company Limited (TSMC) with customers and partners was chosen as the study case. Based on the observations, contents analysis of the secondary data and unstructured interviews with former TSMC employees, 4 critical resource types (financial, knowledge, efficiency and intellectual resource) and 6 competence types (relational, collaboration, strategic, innovation, managing and service capability), were performed as the principal factors for value co-creation in the relationship network. A research framework that can analyze the value co-creation phenomena in the relationship network was established.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.539-560
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• 2013

The purpose of this study was to investigate characteristics of mathematically gifted high school students' thinking in design activities using GrafEq. Eight mathematically gifted high school students, who already learned graphs of functions and inequalities necessary for design activities, were selected to work in pairs in our experiment. Results indicate that logical thinking and mathematical abstraction, intuitive and structural insights, flexible thinking, divergent thinking and originality, generalization and inductive reasoning emerged in the design activities. Nonetheless, fine-grained analysis of their mathematical activities also implies that teachers for gifted students need to emphasize both geometric and algebraic aspects of mathematical subjects, especially, algebraic expressions, and the tasks for the students are to be rich enough to provide a variety of ways to simplify the expressions.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.565-584
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• 2012

This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.401-411
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• 2018

This study includes three students' whose country origin is of a political and economic success, therefore the pursuit to learn English is important. The participants evaluated in this study are two students of Korean descent and one Chinese student. The purpose was to evaluate their overall language learning experiences outside of their home country. While the participants in this study share similar cultures and learning styles their process towards second language readiness is different. The internal factors (readiness) that motivated them to study abroad were synonymous. However, the classroom situations (assessment), social settings (environment), and strategies used were disparate. The methodology of this paper used a holistic approach with a snowball sampling technique. The responses were collected by a prepared questionnaire and unstructured interviews, then later analyzed by the inductive reasoning process. The 3 specific categories identified were despondency, culture and communication conflict. The present study revealed that the participants' earlier preparation from their home country plays a significant contribution to their success abroad.

• Korean Journal of Logic
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• v.15 no.2
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• pp.223-250
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• 2012

The reference-class problem is known as a problem that frequentism on the nature of probability is supposed to encounter. Alan H$\acute{a}$jek argues that other theories on the nature of probability also meet this problem inevitably and claims that we can resolve the problem by regarding conditional probabilities as primitive. In this paper I shall present an adequate way of understanding the reference-class problem and its philosophical implications by scrutinizing his argument. H$\acute{a}$jek's claim is to be classified into the following two: (i) probability is relative to its reference class and (ii) what is known as the 'Ratio' analysis of conditional probability is wrong. H$\acute{a}$jek believes that these two are to be closely related but I believe these two should be separated. Moreover, I shall claim that we should accept the former but not the latter. Finally, regarding the identity condition of reference class I shall distinguish the extensional criterion from the non-extensional one. I shall claim that the non-extensional criterion is the right one for the identity condition of reference class by arguing that the reference-class problem should be regarded as an instance of the qua-problem.

• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.1-26
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• 2007

The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.

• Korean Journal of Logic
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• v.15 no.2
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• pp.273-294
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• 2012

In my previous article "An Inferentialist Account of Indicative Conditionals" and "An Inferentialist Account of Indicative Conditionals and Hasuk Song's Objections", I argued that the so-called Uncontested Principle is not uncontestable. According to the Uncontested Principle, an indicative conditional '$A{\rightarrow}C$' logically implies a material conditional '$A{\supset}C$'. In his recent paper "On the Recent Controversies surrounding the Uncontested Principle" Wonbae Choi presents three objections to my claim. First, my denial of the Uncontested Principle implies rejecting modus ponens. Second, my denial of the Uncontested Principle is tantamount to taking the truth-conditions of an indicative conditional as weaker than those of a material conditional, which are usually taken to be the weakest among conditionals. Third, my view that we can warrantedly assert '$A{\rightarrow}C$' even when 'A ${\therefore}$ C' is inductively justified is based on a misunderstanding of the way in which indicative conditionals are justified. In this paper I argue that Choi's objections are all based on misunderstandings of my view. First, I do not deny the validity of modus ponens (as a form of deductive reasoning). Second, the fact that the inductive warrantability of 'A ${\therefore}$ C' does not imply the truth of '$A{\supset}C$' does not show that the truth-conditions of an indicative conditional is weaker than those of a material conditional. Third, Choi's claim that a contingent conditional '$A{\rightarrow}C$' is true only when 'C' can be deductively derived from 'A' in conjunction with a hidden premiss is not well grounded, nor does it fit the facts.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• Journal of the Computational Structural Engineering Institute of Korea
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• v.23 no.1
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• pp.61-71
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• 2010

The attributes related to the health condition of RC deck slabs are analyzed to help us identify and rate the safety level of the bridges in this study. According to the related reports the state assessment for the outward aspects of bridges is the important and critical part for rating the overall structural safety. In this respect, the careful identification for the various state attributes make the field inspection and structural diagnosis very effective. This study analyzes the influence of the state attributes on evaluation classes and the relationship of them by the inductive reasoning, which raise the understanding and performance for evaluation work, and support the logical approach for the state assessment. ID3 algorithm applied to the case set which is constructed from the field reports indicates the main attributes and the precedence governing the assessment, and derives the decision hierarchy for the state assessment.