콜라겐 분말 첨가에 따른 국수의 품질특성

권남이,권은령,박금순 동아시아식생활학회 2013 동아시아식생활학회 학술발표대회논문집 Vol.2013 No.11

Attenuated Bloom Filter의 전달을 이용한 APS의 성능 개선

권남(Nam Kwon),박재현(Jae-Hyun Park) 한국정보과학회 2006 한국정보과학회 학술발표논문집 Vol.33 No.1

P2P 검색 네트워크에서 노드간의 정확한 자료를 검색하는 방법은 중요한 연구주제이며 다양한 종류의 기법들이 제안되어 있다 본 논문은 그 중에서 네트워크를 기반으로 기존의 검색 결과를 이용하여 . Gnutella 다음 번 자료 검색 시 높은 확률로 정확한 자료를 찾을 수 있게 도와주는 검색 방법인 APS 방식의 단점을 지적하고 거리에 따른 자료의 분포를 알 수 있는 인덱스인 Attenuated bloom filter를 교환하고 이를 검색에 이용하여 APS의 문제점들을 해결하고 동시에 전반적인 검색성공률을 높이는 방법을 제안한다.

Enhanced Viceroy 와 그 성능분석

권남(Nam Kwon),박재현(Jae-Hyun Park) 한국통신학회 2005 한국통신학회 학술대회논문집 Vol.2005 No.6

변별자질접근을 이용한 치료 프로그램이 구개파열 아동의 조음정확도에 미치는 영향

권남인(Nam In Kwon),석동일(Dong Il Seok),신혜정(Hye Jung Shin) 한국언어청각임상학회 2003 Communication Sciences and Disorders Vol.8 No.3

본 연구는 변별자질접근법을 이용한 조음치료가 구개파열 아동의 조음 정확도 향상에 효과가 있는지를 밝히는데 목적을 두고, 구개파열 아동의 조음정확도 개선을 위하여 변별자질접근이론중 방법자질을 중심으로 한 치료 프로그램을 고안하여 적용시킨 결과 변별자질접근을 이용한 치료 프로그램이 목표음소 /ㅈ/, /ㅅ/의 조음정확도 개선과 비훈련 음소 /ㅉ/, /ㅆ/로의 일반화에 긍정적인 영향을 미친다는 결과를 얻을 수 있었으며, 또한 조음치료를 통하여 획득한 조음정확도의 개선이 중재하지 않은 비성도 개선에도 긍정적인 영향을 준다는 것을 알 수 있었다. The purpose of this study was to examine the effect of training program using distinctive features approach on the articulation accuracy of cleft palate children. Three subjects participated in this study. They were free from emotional, behaviotal, intellectual, and visual deficiencies. Each subject was scheduled for a 45-minute session, four times a week. Subject A received 37 sessions; subject B, 39 sessions; and subject C, 37 sessions of training program using distinctive features approach. The researcher and two speech pathologists participated in the pre- and post-evaluations. The reliability between the three evaluators was 85%. The results of the study were as follows. First, the results of articulation training program using distinctive features approach was effective on the improvement of articulation accuracy of target phonemes with [±strident], [±continuant], and [±delayed release] features and also on the phonemes which were not included in the treatment. Second, it was found that the training was effective in the improvement of nasalance.

지각된 부모의 심리적 통제와 애정적 양육이 남·여 중학생의 내재화 및 외현화 문제 행동에 미치는 영향

남정민,성현란,권선영 한국심리학회 산하 한국발달심리학회 2014 한국심리학회지 발달 Vol.27 No.3

본 연구에서 남․여 중학생을 대상으로 지각된 부모의 심리적 통제와 애정적 양육이 자녀의 내재화․외현화 문제 행동에 미치는 영향을 검토하였다. 이를 위해 대구․경북 지역의 남녀 중학생 463명의 자료에 대해 이원변량분석을 실시하였다. 본 연구의 주요 결과를 살펴보면, 남․여 청소년이 지각한 부모의 심리적 통제가 높을수록 내재화․외현화 문제 행동이 유의하게 높았으나 애정적 양육에 따른 내재화․외현화 문제 행동의 차이는 유의하지 않았다. 남아의 신체증상과 비행, 여아의 우울/불안에 대해서 부의 심리적 통제와 애정적 양육 간의 상호작용효과가 유의하였다. 비애정적 양육 시에는 심리적 통제 집단이 심리적 비통제 집단보다 내재화 및 외현화 문제행동이 유의하게 높았으나, 애정적 양육 시에서는 심리적 통제 집단과 심리적 비통제 집단 간에 내재화 및 외현화 문제의 차이가 유의하지 않았다. 본 연구에서 모의 심리적 통제와 애정적 양육에 따른 상호작용효과는 전혀 유의하지 않았다. 애정적 양육은 지각된 부의 심리적 통제가 가지는 남아의 신체증상과 비행, 여아의 우울/불안에 대한 부정적 효과를 완화해주는 것으로 나타났다. This study investigated the effect of perceived psychological control and affective parenting on internalized and externalized behaviors in junior midddle schoolers. The subjects were 463 boys and girls in junior middle school in Deagu and Gyeongbuk area. Two way analysis of variance by psychological control and affective parenting was used for internalized and externalized behaviors. psychological control had negative effect on internalized and externalized behaviors, but the effect of affective parenting was not significant on both behaviors. There was significant interaction effect by father's psychological control and affective parenting on boy's physical symptom and delinquency and girl's depression/anxiety. In low affective parenting condition, high psychological control has negative effect on boy's physical symptom and delinquency and girl's depression/anxiety. However, In high affective parenting condition, negative effect of psychological control was released. Moreover there was not interaction effect of psychological control and affective parenting on any internalized and externalized behaviors.

북한강 수계 수달의 서식 실태

강정훈,임종덕,남상찬,한성용,남택우,권경자,정상용,손장익,이승훈,박영미 한국환경생태학회 2009 한국환경생태학회 학술대회지 Vol.19 No.2

댐에 서식하는 수달(천연기념물 제330호)의 식이습성 비교 - 파로호, 소양호, 충주호 -

강정훈,임종덕,최진,남택우,한성용,정상용,권경자,이승훈 한국환경생태학회 2010 한국환경생태학회 학술대회지 Vol.20 No.2

AI 챗봇 활용 초등영어 자기평가 모형 설계 및 적용

심규남,추성엽,권해경,이수민,민덕기 한국영어평가학회 2021 영어평가 Vol.16 No.2

The purpose of this study is to design a self-assessment model and put it into primary English class. This study also aims to investigate not only how teachers perceive the selfassessment they currently use but how students see new self-assessment using AI chatbots. To the research, a model of self-assessment using an AI chatbot was designed and implemented by considering the teaching schedule and the assessment context of the school. A survey was also conducted to gain what the teachers believed regarding the self-assessment, then a meta-cognition questionnaire including interview questions was constructed to obtain what the students did and what they perceived while assessing themselves. According to the results of the study, the self-assessments operated properly. The participant teachers neither use self-assessment as a major assessment method nor utilize it for school records as they believed that the result of the student self-assessment would be subjective and unreliable. However, the results of the study indicate that students are able to play a role as an assessor with an appropriately developed rating scale and careful guidance. The students also used their meta-cognitive strategies properly while doing the assessment. Some implications are presented in the last part of the study.

AI 챗봇 매개 초등영어 과정중심 평가 과업의 개발 및 적용

심규남,송은주,추성엽,권해경,민덕기 한국영어평가학회 2020 영어평가 Vol.15 No.1

The purpose of this study aims to develop AI mediated assessment tasks and put them into primary English teaching practice. Taking into account the teaching and assessment context of primary English teaching, and also the mainstream theories of process-oriented assessment, a model of AI chatbot mediated process-oriented assessment was developed. To conduct the research, five task types were selected; in line with this, AI chatbots were developed two times. After that, the chatbots were applied to primary English classes. According to the results of the study, the AI chatbots were operated properly after correcting operation errors that occurred at the first trial. The interaction between the chatbot and the students played a role as scaffolding, which could make the students progress in addressing the tasks; through this, especially some underachievers improved their English communication skills. However, there are still some issues that need to be addressed, such as designing AI chatbot tasks according to the English levels of the students as well as providing the teachers with in-service education programs regarding the chatbot platforms. Other issues needing further investigation were identified in the last part of the study.

초등영어 학습중심평가를 위한 AI 챗봇의 스캐폴딩 유형화 연구

권해경,심규남 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.3

The purpose of this study is to explore the types of scaffolding that AI chatbots can provide through systematic feedback based on learners' individual utterances during elementary English learning-oriented assessment. For the study, the researcher designed an English speaking task and implemented an learning-oriented speaking assessment using an AI chatbot for 25 learners in the 6th grade. Subsequently, individual interviews were conducted to analyze the learners' responses to the scaffolding. By analyzing learner responses and transcripts of conversations between learners and chatbots, the researcher categorized the types of scaffolding that AI chatbots can provide during the learning-oriented assessment. As a result, first, the scaffolding can be categorized into three areas: linguistic, cognitive, and affective. Linguistically, the chatbots provided scaffolding for conveying meaning, language forms, and pronunciation aspects. In the cognitive aspect, the scaffolding assisted learners in their thinking processes, while in the affective aspect, it helped regulate frustration. Second, through scaffolding using various strategies, learners demonstrated the ability to self-correct erroneous utterances and gradually complete sentences on their own. In addition, cognitive scaffolding helped learners solve challenging tasks at their current cognitive level, and affective scaffolding contributed to improving confidence in speaking English. The study offers implications and recommendations based on the findings.