The Role of the Present Perfect in Communication: Analysis of American Movies

Miyuki Nambu 영상영어교육학회 2006 영상영어교육 (STEM journal) Vol.7 No.1

This paper focuses on the analysis of the contextualized 502 present perfect expressions from eight American movies with a view to find out the role of the present perfect in communication. The first analysis, the subject use analysis, points out that the present perfect can works in a dual way: it works as a tool of self-disclosure for the speaker and as a tool of understanding speaker's personality makeup for the listener. The second analysis is about what kind of tense follows in the utterance after the present perfect. It turns out that the present perfect is, more often than not, replaced by the present tense, not by the past tense as is often pointed out. In addition, with the statistical result that the speaker and the listener share the present tense almost equally in number, it is possible to conclude that the present perfect has an important role to make a foundation on which both the speaker and the listener can develop a conversation by centering on the present. Consequently, the present perfect has a uniqueness to make it possible for the speaker to lure the listener into the environment of the present-centered communication.

PRESENT-80/128에 대한 향상된 차분 오류 공격

박세현(Sehyun Park),정기태(Kitae Jeong),이유섭(Yuseop Lee),성재철(Jaechul Sung),홍석희(Seokhie Hong) 한국정보보호학회 2012 정보보호학회논문지 Vol.22 No.1

차분 오류 공격은 부채널 공격 기법 중 하나로 DES, AES, ARIA, SEED 등 대표적인 블록 암호 안전성 분석에 널리 사용되었다. PRESENT는 80/128-비트 비밀키를 사용하는 31-라운드 SPN 구조의 64-비트 블록 암호이다. 기제안된 PRESENT에 대한 차분 오류 공격들은 8~64개의 오류를 주입하여 80/128-비트 비밀키를 복구하였다. 본 논문에서는 이를 개선하여 PRESENT-80에 대해 2개의 오류를 주입하여 평균 1.7개의 비밀키를 남기고, PRESENT-128에 대해 3개의 오류를 주입하여 2<SUP>22-3</SUP>개의 비밀키 후보를 구한다. 이 후 전수 조사를 통해 비밀키를 유일하게 복구한다. 이 공격은 기제안된 PRESENT의 차분 오류 공격보다 더 적은 수의 오류를 주입하여 효과적으로 비밀키를 복구한다. A differential fault analysis(DFA) is one of the most important side channel attacks on block ciphers. Most block ciphers, such as DES, AES, ARIA, SEED and so on., have been analysed by this attack. PRESENT is a 64-bit block cipher with 80/128-bit secret keys and has a 31-round SP-network. So far, several DFAs on PRESENT have been proposed. These attacks recovered 80, 128-bit secret keys of PRESENT with 8~64 fault injections. respectively. In this paper, we propose an improved DFA on PRESENT-80/128. Our attack can reduce the complexity of exhaustive search of PRESENT-80(resp. 128) to on average 1.7(resp. 2<SUP>22-3</SUP>) with 2(resp. 3) fault injections, From these results, our attack results are superior to known DFAs on PRESENT.

대학 교양수업 발표의 피드백 방안

김남미 한말연구학회 2010 한말연구 Vol.- No.26

The objective of this paper is to propose a feedback method for presentations made in the liberal arts class. The feedback method proposed in the paper is divided into two feedbacks: pre-presentation feedback and post-presentation feedback. Pre-presentation feedback is for an overall preparation process where a learner plans and prepares the presentation. Based on the presentation proposal submitted, a professor prepares the feedback in terms of relevance and validity of planned items. In addition, the feedback can be provided whether proposed strategies are properly reflected in the preparation process. Pre-presentation feedback may employ face-to-face feedback or/and online feedback. Post-presentation feedback includes the presentation evaluation and areas to be improved. Post-presentation feedback may utilize written feedback, face-to-face feedback, and online feedback. The source of written feedback is the evaluation prepared by a professor and the audience during presentation. After the presentation, members involved in the presentation have a face-to-face correction session with a professor based on the evaluation sheet. After the feedback, the members post feedback results including self-feedback in cyberspace, sharing post-presentation performance with other learners. These feedback processes can help learners, in the process of objective-oriented speaking practice, identify their ability and improve it.

의학전문대학원생의 발표기술 향상 프로그램 개발 및 교육 효과

박귀화,박이병 한국의학교육학회 2011 Korean journal of medical education Vol.23 No.4

Purpose: The purpose of this study was to develop and examine a program that was designed to improve the presentation skills of medical school students. Methods: The program was implemented in 2-day workshops for 36 third-grade medical students in 2009, using the following procedures in order: needs assessment; an initial group presentation and peer evaluation; an initial self-evaluation with video recording; viewing of a model presentation; a second presentation in a group and peer evaluation; and a second self-assessment. Two types of survey questionnaires were used: a self-evaluation checklist and a questionnaire on workshop satisfaction and confidence of presentation. Results: Eighty-three percent of the students recognized the importance of presentation skills. There were significant differences in 3 factors of self-evaluation-constructing contents, utilizing audio-visual media, and delivery skills- but not with regard to understanding content. In the post workshop satisfaction survey, participants reported that the workshop was helpful in improving their own presentation skills. They also stated that presentation in a group, peer feedback, and video analysis of the recording were helpful. After the workshop, students claimed that their confidence scores in utilizing audio-visual media were the highest. Conclusion: Medical students realize the importance of presentation skills training and workshops in increasing presentation skills and improving confidence in presenting. Video analysis and feedback of each participant's presentation within the group was effective in upgrading the student's presentation skills.

중급 한국어 학습자의 발표문 쓰기 양상과 교수-학습 방안

조희영 ( Jo Hee Yeong ),김지현 ( Kim Ji Hyun ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.4

이 연구의 목적은 중급 한국어 학습자의 실제 발표문을 분석하여 이에 따라 발표문 쓰기 교수-학습 방안을 제시하는 것이다. 발표 능력은 고급 수준의 한국어 학습자에게만 필요한 것이 아님에도 한국어 발표에 대한 연구는 대부분 고급 수준의 한국어 학습자를 대상으로 하고 있다. 하지만 격식과 비격식 표현을 구분하여 자신의 의견을 이야기할 수 있는 능력을 키워야하는 중급 수준의 한국어 학습자에게도 발표 교육은 필요하다. 이에 본고에서는 발표를 처음 접하는 중급 한국어 학습자를 대상으로 발표 전 단계인 발표문 쓰기 교수-학습 방안을 모색해 보고자 하였다. 이를 위해 먼저 발표문의 특징을 ‘구조’, ‘내용’, ‘표현’으로 나누어 정리하고, 실제 중급한국어 학습자의 발표문 쓰기 양상을 분석하였다. 분석결과, 학습자들은 발표문이 갖추어야 할 ‘구조’인 ‘도입-전개-결론’에 대한 이해가 부족하였으며, 발표문의 내용을 조직함에 있어서도 발표 ‘내용’의 ‘통일성’과 ‘타당성’, ‘풍부성’을 갖추는 것에 어려움을 겪고 있음을 알수 있었다. 또한 학습자들은 무엇보다 발표 ‘표현’에서 가장 어려움을 겪고 있었다. 이러한 논의의 결과를 바탕으로 교수-학습의 주체에 따른 발표문 쓰기의 교수-학습방안을 제시하고, 교사의 발표문 쓰기 교수 방법과 학습자 주도의 자가 점검지를 제안하였다. The purpose of this study was to analyze the actual presentation papers of intermediate Korean learners and present a teaching-learning method for writing presentation papers. Although presentation skills are not only necessary for advanced Korean learners, most of Korean language education studies focused on for advanced Korean learners. However, presentation education is also necessary for intermediate Korean learners who need to develop their ability to express their opinions by distinguishing formal and informal expressions. Therefore, this paper attempted to propose an education-based approach to writing presentation papers, which included a pre-presentation stage, for intermediate learners who were new to presentations. To this end, first, the characteristics of presentation papers were divided into ‘structure’, ‘content’, and ‘expression’, and aspects of the intermediate Korean learner’s writing were analyzed. As a result of the analysis, learners lacked an understanding of ‘introduction-developmentconclusion’ in the ‘structure’ that the presentation papers should have. And it was difficult to have ‘unity’, ‘validity’ and ‘abundance’ in the ‘content’ that the presentation papers should have. Moreover, it was difficult to have ‘unity’, ‘validity’ and ‘abundance’ in the ‘content’ which presentation papers should have. In addition, it was confirmed that learners were having the most difficulty writing presentation papers in terms of ‘expression’. Based on the results of these discussions, a teaching-learning model for writing presentation papers according to the subject of teaching-learning was presented, and a teacher’s teaching method of writing presentation papers and a learner-led self-check paper was proposed.

외국인 유학생의 학문적 발표에 대한 인식 조사

최은지,정명숙 이중언어학회 2007 이중언어학 Vol.35 No.-

Eun-ji ChoiMyungsook Jung. 2007. 10. 30. A Survey of Perceptions on Foreign Students' Academic Oral Presentation in Korean language. Bilingual Research 35, 303-332. This study conducted the survey regarding the perception on academic oral presentation in Korean language performed by foreign university or graduate students. 56 Koreans as the audience of academic oral presentation of foreign students and 28 foreign students who have performed the presentation more than twice participated in this survey. In this survey, there are three dimensions. These are perception on requisite for efficient academic oral presentation, evaluation on the academic presentation performance of foreign students, and needs about the education of academic oral presentation. As a result, Koreans take the content of presentation as the most important aspect for efficient presentation, on the other hand, foreign students placed more weight on the aspect of attitude in presentation. Both Koreans and foreign students mostly evaluated negatively in understanding and performance the presentation, and the primary aspect causes the negative evaluation was the attitude in performance of presentation in which pronunciation and intonation is included. Both Koreans and foreign students mostly recognize the importance of education of academic presentation. And respondents replied that it is mostly needed to instruct pronunciation and intonation for more comprehensible presentation.

공감 프레젠테이션 교육 내용 연구

김윤정 한국국제문화교류학회 2020 문화교류와 다문화교육 Vol.9 No.5

This study aims to establish the concept of empathy presentation and to present educational content. Based on social sentiment theory and empathy-based persuasive speech, the goal of empathy presentation education is set as an integrated communication process, and the educational categories and educational contents of presentations that can be applied to school classes are suggested. To this end, Delphi was conducted for experts who are related to presentation education. A Korean language teacher who is highly related to presentation education in a presentation format at school, a computer (information) teacher who is in charge of teaching the creation of PowerPoint used for presentations, an art teacher who is related to the design aspect in the production of PowerPoint slides, presentations We conducted a survey targeting a group of people in charge of marketing in charge of conducting business by directly using In addition, by examining the perceptions related to presentations targeting learners, who are the subjects of presentation education, differences in perceptions between experts and learners were analyzed, and the needs of learners were reflected. Based on this, I would like to present the educational content of the empathy presentation. 본 연구는 공감 프레젠테이션의 개념을 정립하고 교육 내용을 제시하는 것을 목적으로 한다. 사회정서이론, 공감 기반 설득 화법 교육 요소를 바탕으로 통합적 의사소통의 과정으로써 공감 프레젠테이션 교육의 목표를 설정하고 학교 수업에 적용할 수 있는 프레젠테이션의 교육 범주와 교육 내용을 제시하고자 한다. 이를 위해 프레젠테이션 교육과 관련성이 있는 전문가들을 대상으로 델파이를 실시하였다. 학교 현장에서 프레젠테이션 형식의 발표 교육을 담당하고 있는 국어교사, 프레젠테이션에 사용되는 파워포인트 작성 교육을 담당하는 컴퓨터(정보)교사, 파워포인트 슬라이드의 제작에 있어 디자인적 측면과 연관성이 있는 미술 교사, 프레젠테이션을 직접 활용하여 업무를 수행하는 마케팅 실무 담당자 집단을 대상으로 조사를 실시하였다. 또한 프레젠테이션 교육의 주체인 학습자들을 대상으로 프레젠테이션 관련 인식을 조사하여 전문가와 학습자 간 인식 차이를 분석하고 이들의 요구를 반영하여 통합적 의사소통의 과정으로써 공감 프레젠테이션의 교육 내용을 제시하였다.

스마트폰을 활용한 동영상 촬영과 자가평가 활동이 영어프레젠테이션 향상에 미치는 영향

송은혜 중앙대학교 외국학연구소 2016 외국학연구 Vol.- No.38

The present study investigated the effects of video recording using a smartphone and self-evaluation of an English presentation on the improvement of the presentation. For about 10 weeks, 24 participants delivered two English presentations about common knowledge terms. The first English presentation was video-recorded using the smartphones of both the presenter and the professor. The video-recorded file was assessed by the professor and also self-evaluated by the presenter based on 30 items covering the presentation’s content, structure, delivery, and PowerPoint slides. The same procedure was also carried out for the second English presentation. To examine the improvement between the first and second presentations, the participants’ self-evaluation data were compared using a paired samples t-test. The results showed that the means of the second presentation data were significantly higher on all 30 items than the means from the first presentation. Additionally, the results of an independent samples t-test showed no significant difference between the professor's assessment and self-evaluation. According to surveys, most participants responded positively to smartphone video recording and self-assessment activity. These findings suggest that video recording of a presentation using a smartphone and a self-evaluation process for a presentation seem to be useful activitiesy to improve a presentation.

A Diachronic Study of the English Present Perfect Progressive

Shin, Sungkyun 한국중앙영어영문학회 2019 영어영문학연구 Vol.61 No.4

The present study aims to show the diachronic change of the English present perfect progressive from the simple present tense (SP). I assert that SP is the psychological present tense describing the imperfective (unfinished) present process of the speaker’s/writer’s brain/mind. In accord with this, as the mind or psychology of the native speaker/writer changes, the usage of SP changes, and one example of this is the present perfect progressive in Present-Day English (PE). In Old English (OE), Middle English and Early Modern English, SP is used instead of the present perfect progressive, whereas the present perfect progressive is used in PE as a result of the change of the psychology of SP and the gradual change and completion of the English auxiliary phrase. In addition to the change of psychology of the speaker, English has adopted the present perfect progressive since ME as a result of the gradual change and completion of the auxiliary phrase. It is proposed that the gradual change and completion of the English auxiliary phrase from OE to PE has caused the motivation for the change of the psychology of the speaker of English in cooperation to employ the present perfect and then the present perfect progressive instead of the SP.

몰입적 정보 표현과 전달을 위한 증강 프레젠테이션 디자인 및 시스템 구현

김민주(Minju Kim),원광연(Kwangyun Wohn) 한국HCI학회 2017 한국HCI학회 논문지 Vol.12 No.1

발표자의 적극적인 역할과 개입은 정보시각화를 효과적으로 표현하고 전달하는 핵심 요인임에도 불구하고, 정보 시각화 연구에서 적극적으로 다루어지지 못했다. 단순히 시각화 결과만 보여주는 것이 아니라, 발표자가 시각화와 관련된 부가적인 정보 및 맥락을 함께 제공함으로써 시각화 전달 과정을 증진시킬 수 있다. 본 논문에서는 발표자가 3차원 시각화 공간에 직접 개입하여 자신을 둘러싼 공간에 표현된 정보와 직접적으로 상호작용 하면서, 정보 표현 및 전달 과정을 적극적으로 증진시킬 수 있는 방식을 제시하고 이를 증강 프레젠테이션 (augmented presentation)이라는 프레임워크로 정의한다. 증강 프레젠테이션의 특성을 구체화하기 위해서 발표자가 개입할 수 있는 시각화 공간을 디자인하고, 발표자로 하여금 관찰자와 정보 간의 의사소통 과정을 충분히 지원할 수 있도록 발표자의 역할을 화자(storyteller), 제어자(controller), 정보증강자(augmenter)로 정의했으며, 그들의 역할 가능성을 제안하였다. 또한, 증강 프레젠테이션 특성을 실제로 구현할 수 있는 프로토타입 시스템을 제작하였다. 하프미러 필름 (half-mirror film)과 일반 프로젝션 스크린을 일정 간격을 띄운 후 평행하게 위치시키고, 각 스크린에 입체 영상을 적용한 후, 발표자가 스크린 사이에 표현된 3차원 시각화 공간 내에 직접 개입하여 정보와 상호작용할 수 있는 형태이다. 이후, 초기 단계에서 몰입적 정보 표현과 정보 전달 플랫폼으로서 증강 프레젠테이션의 가능성을 확인하기 위해서 기존의 프레젠테이션 시스템과 증강 프레젠테이션 시스템을 비교하는 예비 실험 (pilot test)을 진행하였다. 그 결과, 본 연구에서 제시한 증강 프레젠테이션은 실제 3차원 공간에서 가상의 정보와 실제 발표자를 자연스럽게 통합시켜 표현함으로써 몰입적이고 관찰자의 주의를 사로잡는 프레젠테이션을 실현할 수 있는 가능성이 충분히 있음을 확인했다. Interactive intervention of the human presenter is one of the important factors that make the visualization more effective. Rather than just showing the content, the presenter enhances the process of the information delivery by providing the context of visualization. In this paper, we define this as an augmented presentation. In augmented presentation concept, the presenter can facilitate presentation more actively by being fully immersed in the visualization space and reaching and interacting into digital information. In order to concrete the concept, we design presentation space that enables the presenter to be seamlessly immersed in the visualization. Also we increase the presenter’s roles as a storyteller, controller and augmenter allowing the presenter to fully support communicative process between the audience and the visualization. Then, we present an augmented presentation system to verify the proposed concept. We rendered 3D visualization through a half-mirror film and a wall projection screen that are place in parallel and applied with stereoscopic images, then, spatially align the presenter inside the virtual visualization space. After that, we conduct a controlled experiment to investigate the subjective level of immersion and engagement of the audience to HoloStation compared to traditional presentation system. Our initial investigation suggests that the newly conceived augmented presentation has potential not only to enhance the information presentation but also to supports the delivery of visualization.