인터넷에서 Web Proxy의 최적 개수와 위치 : 트리 구조

정행은(Haeng-Eun Chung),최정임(Jung-Im Choi),이상규(Sang-Kyu Lee),문봉희(Bong-Hee Moon) 한국정보과학회 1999 한국정보과학회 학술발표논문집 Vol.26 No.2Ⅲ

최근 기하급수적으로 증가하는 WWW(World Wide Web)의 사용으로 인하여 전체적인 네트워크의 성능이 저하되어 서버가 클라이언트에 빠른 서비스를 할 수 없는 경우가 자주 발생되고 있다. 이러한 서비스 지연의 해결방안으로 web proxy를 사용하여 서버의 부하와 traffic을 줄이는 방법을 많이 사용하고 있다. 이와 같은 web proxy는 인터넷상에서의 위치에 따라 그 효용이 달라지게 되는데, 이와 관련하여 [5]에서는 트리 구조의 인터넷상에서 전체적인 access time을 줄이기 위해 미리 정해진 개수(M)의 proxy의 위치를 구하는 방법에 대해 설명하고 있다. 하지만 서버 관리자의 측면에서는 서버를 구축하고 유지하는데 드는 비용과 직결되는 필요한 proxy의 개수를 정하는 것도 중요한 문제이다. 그러므로 본 논문에서는 인터넷상에서 트리 구조의 서비스 노드들 각각이 정해진 임계 응답시간을 만족하기 위해 필요한 최소한의 proxy의 개수와 그의 위치를 동시에 찾아내는 알고리즘을 제안한다.

대학수학능력시험 영어 음성언어 평가문항 분석

정행 ( Haeng Jung ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.2

This paper aimed to analyze spoken English test items in Korean CSAT and make some suggestions to improve the test. In this study, a total of 264 spoken English test items administered for 17 years from 1994 to 2010 were analyzed in terms of language functions, communicative functions, topics, text types, and test types. The findings were summarized as follows: Firstly, the number of spoken English test items was 17(34%) out of the entire 50 English items and the 17 spoken English items consisted of 12 listening(65%) and 5 speaking(35%) skill items. Secondly, the test items dealt with 20 communicative functions specified in the 6th and 7th National Curriculum but 6 communicative functions accounted for 77.27% of the functions in the test. Thirdly, the topics of the items were classified into 17 categories and were fitted with the National Curriculum even though they showed big individual differences in their frequency rates in the test, Fourthly, text types of the 17 items were comprised of 13(76.47%) or 14(82.35%)dialogues and 4(23.53%) or 3(17.65%)monologues and the monologues included explanations(55.17%), announcements(20.67%), speeches(8.62%), lectures(5.17%), and recordings(5.17%). Lastly, the types of the listening test items were ``inferential understanding(53.40%)``, ``factual understanding(24.61%)``, ``synthetic understanding(13.09%)``, and ``choosing the picture(8.90%)`` while the types of the speaking test items were ``subsequent responses after dialogues(61.64%)`` ``conversations matching with pictures(19.18%), and ``concluding remarks after discourse(19.18%)``.

인공각막모델을 이용한 안점막자극 대체시험법 연구

정행선 ( Haeng Sun Jung ),이수현 ( Su Hyon Lee ),류양환 ( Yang Hwan Ryu ),정경미 ( Kyoung Mi Jung ),김채욱 ( Chae Wook Kim ),임경민 ( Kyung Min Lim ),손영숙 ( Young Sook Son ) 한국동물실험대체법학회 2009 동물실험대체법학회지 Vol.3 No.1

Alternative methods to the Draize eye irritation test, such as the BCOP, HET-CAM, ICE, and IRE, are used to evaluate the ocular irritation potential of cosmetic, livelihood articles or industrial chemicals. In order to improve the sensitivity and specificity of alternative eye irritation test, we developed a three-dimensional human corneal model that uses normal human corneal epithelial cells. Our corneal tissue model consists of normal human corneal epithelial cells on cell culture inserts at the air liquid interface, differentiating to form a stratified, squamous epithelium similar to that found in the human cornea, exhibiting in vivo like morphological and histological characteristics. In this study, two laboratories have tested 20 reference chemicals using the same study protocol. The results were compared to in vivo data as well as previously published data obtained in the other three-dimensional corneal model test. Although an overall accuracy of 85% was obtained (sensitivity=100% and specificity=67%), further experiments are required to confirm and validate these preliminary results.

대학생 영어 말하기 평가과제 개발

정행 ( Haeng Jung ) 글로벌영어교육학회(구 호남영어교육학회) 2011 Studies in English education Vol.16 No.2

Currently an English speaking test is rarely implemented in Korean university English classes even though students` English oral proficiency has been emphasized for several decades. This paper aimed to develop in-class speaking test tasks which are utilized with a semi-direct testing method. 12 speaking test tasks were developed based on the Korean university students` oral proficiency evaluation scale (7 levels, 5 domains). To examine whether the test tasks were valid enough to measure university students` speaking abilities, they were analyzed in terms of 5 categories such as level, communicative functions, topic, task type, and context. The results indicated that the test tasks were composed of beginning level(1,2,3,4,), intermediate level(5,6,7), advanced level(8,9,10), superior level (11,12). Communicative functions ranged from simple asking and answering questions(1,2) to making conversations(3,4), describing(5,6,7,8,9,10) and arguing (11,12). Topics were related with daily life(1,2,3,4,5,6,7) as well as with some special areas(8,9,10). Test types included picture descriptions or narrations(1,5,6), role plays and simulations(2,3,4), instructions(6,7), opinions(8,9,10), and decisions (11,12). Context was provided by pictures(1,4,5,6) or situation explanations (2,3,7,8,9,10,11,12). To investigate the validity of the test tasks empirically, 58 test takers` responses were analyzed. Test takers perceived that the test tasks were mostly compatible with the Korean university students` evaluation scale and showed relatively high satisfaction degree (3.75).

요약활동을 통한 대학생 영어 읽기 수업 효과

정행 ( Haeng Jung ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.4

This study aims to analyze the effects of summary tasks on college students` reading comprehension ability, integrated reading and writing skills, and reading strategies in a Korean EFL college reading class. Summary instruction was carried out for 2 weeks at the beginning and subsequently both a reading text and a summary task were given every week for 8 weeks. The data were collected through a 30-item reading comprehension test, a collection of each student`s 8 summaries, and a 15-item questionnaire of reading strategies. The score comparison of between a pre and a post reading comprehension tests, between the first and the last summary, and between a pre and a post questionnaire of reading strategies were conducted and statistically analyzed. The results indicated that the experimental class had an effect on the development of reading comprehension ability, integrated reading and writing skills, and using of cognitive or meta cognitive strategies.

개정된 토익(NEW TOEIC)이 한국 대학생들의 영어 교수,학습에 미치는 역류효과

정행 ( Haeng Jung ) 21세기영어영문학회 2010 영어영문학21 Vol.23 No.3

This study aims to investigate the washback effects of new TOEIC on Korean college students` English teaching and learning. The data were collected through both questionnaires and semi-structured interviews. Questionnaires were administered to a total of 72 college students who were taking TOEIC Preparation Courses. Interviews were conducted to 6 TOEIC teachers. Quantitative analysis of the data earned from students` questionnaires indicated that the TOEIC had an influence on the students` English learning methods and strategies in terms of vocabulary and expressions, listening, reading, and pronunciation. Qualitative analysis of the data obtained from interviews with the teachers showed that the TOEIC had an effect on the teachers` teaching contents, methods, activities, and materials.

특수목적영어(ESP) 상황에서 과업기반 행정영어 수업 사례연구

정행 ( Jung¸ Haeng ) 글로벌영어교육학회 2021 Studies in English education Vol.26 No.3

This study aims to design a Public Administration English syllabus based on task-based language teaching and examine the effects on students’ Public administration English performance abilities and learning attitudes after implementing the syllabus for a 15-week semester in an ESP Public Administration English course. The syllabus consists of eleven communicative tasks related to public administration job performance. Eleven tasks were developed in domains of 4 themes (theme 1: office conversation, theme 2: overseas business travel, theme 3: business correspondence and forms, theme 4: presentation) reflecting 22 Public Administration major students’ needs for Public Administration English learning. The eleven tasks were also sequenced depending on difficulty level factoring in task types (information gap, opinion exchange, decision making, problem solving), task contents (general, job specific), task cognitive skills (fact, inference, evaluation), task familiarity (task repetition). Data were collected through task performance assessments on 6 points (6: super, 5: advanced, 4: medium upper, 3: medium low, 2: low upper, 1: low) in terms of 3 evaluation criteria (task completion, fluency, accuracy) to measure students’ task performance abilities, and also through class evaluation survey of 10 questionnaire items in 3 domains (learning effects, tasks, learning attitudes) to investigate students’ perceptions. Data analysis results and findings suggest several educational implications for task-based ESP classes to contribute to the development of students’ English capabilities as well as job related performance abilities.

수준별 과업 중심의 수업을 통한 초등영어 읽기 쓰기 지도와 효과 분석

정행 ( Haeng Jung ),노영신 ( Young Shin Noh ) 21세기영어영문학회 2009 영어영문학21 Vol.22 No.4

This paper aims to examine the effects of level-differentiated-task-based teaching on the development of primary school students` English reading and writing skills. A total of 75 sixth graders (38 students of a control class, 37 students of an experimental class) were participated in the study. They were divided into an advanced group and a remedial group in a class, respectively. Each group of the experimental class was taught for 10 weeks (twice a week) through different reading and writing tasks for this study which were developed to fit for the students` different levels. To find out the results of the study, reading and writing tests, a questionnaire, and self-evaluation were administered at the end. The findings of the study are as follows; 1) level-differentiated teaching had a positive effect on the literacy development of the advanced group while it didn`t influence the learning of the remedial group. 2) level-differentiated teaching contributed a lot to the students` interests and confidence in English in an advanced group but not in a remedial group.

구술능력 중심의 초등교사 연수 프로그램 실행과 효과 분석

정행(Jung, Haeng) 한국응용언어학회 1998 응용 언어학 Vol.14 No.2

쓰기집(Writing Portfolio)을 활용한 영작문 지도와 평가

정행 ( Haeng Jung ) 글로벌영어교육학회 1999 Studies in English education Vol.4 No.1