• Annual Conference on Human and Language Technology
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• 2010.10a
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• pp.81-85
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• 2010

최근에 스마트 폰과 같은 모바일 플랫폼의 사용이 증가함에 따라, 모바일 플랫폼에서 사용자의 편의성을 증대시켜주는 시스템 및 프로그램에 대한 요구 사항이 커지고 있다. 본 논문에서는 한국어 E-mail로부터 회의 등의 일정에 관한 정보를 얻어내는 시스템 구조를 제안하고, 그 중 일정의 시간 정보에 대한 구현 및 성능을 제시한다. 본 논문에서는 일정을 서술하기 위해 필요할 것으로 생각되는 12가지의 정보 유형을 정의하였다. 또한, E-mail의 서술 형태를 개조식으로 서술된 부분과 비개조식으로 서술된 부분으로 분류하고, 개조식으로 서술된 부분에 대하여 시간과 관련된 2가지 정보를 추출 하였다. 실험 결과, 일정의 '시작 시간'에 대한 정보 추출의 경우 F-Measure 90.10% 일정의 '종료 시간'에 대한 정보 추출의 경우 F-Measure 84.07%를 달성하였다.

• CHINESE LITERATURE
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• v.99
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• pp.61-85
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• 2019

這篇論文原來開始了於一個把 《吳越春秋》想看成小說書的意圖. 以成就那個目的的方法, 我在 這兒分析了《吳越春秋》裏面的各種敍述表現。《吳越春秋》的作者通過史實的記述不但追究了歷史的知識跟敎訓而且通過表現的方法注重了構 思與小說一樣的文體。所以作者的敍述表現在硏究 《吳越春秋》方面上不得不重視. 我發見了《吳越 春秋》裏面的重要的敍述方法如下。 第一, 作者運用了各種修辭法。作者爲了《吳越春秋》的文學的表現使用了如隱喩法⋅直喩法⋅諷喩 法⋅誇張法⋅漸層法等等的各種修辭。 第二, 作者運用了很多的對話。連續不斷的對話使文章具有展開事件的功能。此外, 我發見了對 話的使用讓讀者把握人物的性格。 第三, 作者多用了細密化的表現。描寫, 特別是人物描寫與場面描寫, 在基本上異於簡略事件的歷史記述, 這使讀者認識《吳越春秋》是一篇的初步小說。 总而言之,《吳越春秋》裏面的各種修辭⋅對話的使用⋅細密化的表現使人們覺得作者憑藉記述歷史的借口而寫成一篇的歷史小說。我信如此的筆法運用讓《吳越春秋》成一本進入小說的段階的典籍。

• Journal of the Korean Institute of Intelligent Systems
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• v.13 no.1
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• pp.31-36
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• 2003

The descriptive grade evaluation system is adopting to solve the problems of pre-exiting system that refers to marks and ranks. However, it increases the work load and creates inconsistencies of the grade evaluations due to teachers subjective evaluations. In this Paper, I suggest a grade evaluation system, applying the Fuzzy reasoning on web for teachers to evaluate students more effectively. Teachers can input the results of the accomplishment assessments. It also evaluates with the Fuzzy reasoning to attain the final evaluation of the subjects. The system also creates descriptive evaluation sentences by abstracting some sentences for evaluation utilizing the properties of the Fuzzy reasoning rules.

• CHINESE LITERATURE
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• v.96
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• pp.1-18
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• 2018

悼亡诗是個用诗歌形式来悼念先亡夫妻的一種文学艺术样式。 中国悼亡诗有很悠久的来源, 先秦以前在《诗经》中已经出现了悼念死亡的诗歌, 其悼念的对象各不同。 但在汉代以前的诗歌中, 除了汉武帝的《秋风辞》, 《李夫人歌》, 《落叶哀蝉曲》以外, 难以找到类似悼亡诗的诗, 真正的悼亡诗可以说到西晋孙楚《除妇服诗》, 番岳《悼亡诗》3首以后才开始。 魏晋南北朝悼亡诗形式和叙述方式上的主要特點是, 一, 写出寂寞荒凉的居处和墓地。 二, 写出亡者的遗物。 三, 组诗的趋势。 这样敍述方式表明魏晋南北朝悼亡诗的对於汉代的繼承。 唐宋悼亡诗只不繼承前代的典型, 而再加上自己时代的固有特色。 一, 赞美亡妻的美貌和品德。 二, 写留下的子女。 三, 写梦境的方式。 明清时期悼亡诗在诗人和作品数量方面有了起飞的发展, 繼承了以前时期悼亡诗的典型, 只止於沿袭魏晋南北朝和唐宋时期传统, 在风格和敍述方式上没做出自己时代的固有特色。 这成为明清悼亡诗堕落了缺少真情的例行性悼念诗的主要原因。 明清时期悼亡诗的主要特點是, 一, 典型性和例行性的强化。 二, 没有写子女。 三, 女性悼亡诗人的增加和悼亡诗范围的扩大。

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.87-101
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• 2016

This study analyzes the content validity of descriptive tests developed for elementary schools, in order to acquire basic data to improve them. Various descriptive tests were collected and tested for differences in proportions between two-dimensional classification of educational objectives and the level of behavioral objectives. Results show that the descriptive tests developed by elementary school teachers mainly focused on "knowledge" and "understanding," and that content validity for behavioral levels to be low. Nine elementary school teachers were interviewed to understand the result. From the interviews, we found both internal and external factors that cause low content validity. The main internal factors were teachers' ability to make two-dimensional classification of educational objectives, the teachers' consideration of students' level, item level of difficulty, the ease of scoring, and path dependence. The main external factors were curriculum, parents, and administration. Based on the results, we suggested the factors related to elementary school teachers' PCK of descriptive tests.

• Journal of Advanced Marine Engineering and Technology
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• v.38 no.9
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• pp.1112-1118
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• 2014

In this paper, we propose a local descriptor and a similarity measure that is robust to radiometic variations. The proposed local descriptor is made up Haar wavelet filter and it can contain frequency informations about the feature point and its surrounding pixels in fixed region, and it is able to describe feature point clearly under ununiform illumination condition. And a proposed similarity measure is combined with conventional entropy-based similarity and another similarities that is generated by local descriptor. It can reflect similarities between image regions accurately under radiometic illumination variations. We validate with experimental results on some images and we confirm that the proposed algorithm is more superior than conventional algorithms.

• 전기의세계
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• v.40 no.3
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• pp.26-39
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• 1991

본고에서는 배전용 자동개폐기에 관해 서술한 후 각종제어장치에 대해 서술하고자 한다.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.518-529
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• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'element', 'periodic table', and 'atom' on the 'science 2' textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 2' textbooks. The cognitive demands level about 'elements' on many textbooks is a late concrete operational stage, because the descriptions of 'element' are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions 'element' are a substance of one kind of atom. The cognitive demands level of 'periodic table' on many textbooks is a late concrete operational stage, because the descriptions about 'periodic table' are the hierarchical classification for the categorizing reality. And the cognitive demands level of 'periodic table' is a early formal operational stage, because the descriptions about 'periodic table' are a collection of 'families' or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of 'periodic table' are a complex classificatory structure linking atomic structure. The cognitive demands level about 'atom' is a early formal operational stage because of the descriptions as "atoms have structure, some atoms are the same, or others are different".

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.