• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• School Mathematics
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• v.18 no.4
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• pp.819-838
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• 2016

This research analyzed proportional reasoning abilities of the 5th grade students who learned only the basis of ratio and rate and 6th grade students who also learned proportion and cross product strategy. Data were collected through the proportional reasoning tests and the interviews, and then the achievement of the students and their proportional reasoning strategies were analyzed. In the light of such analytical results, the conclusions are as follows. Firstly, there is not much difference between 5th and 6th grade students in the achievement scores. Secondly, both 5th and 6th graders are less familiar with the geometric, qualitative and comparisons tasks than the other tasks. Thirdly, not only 5th graders but also 6th graders used informal strategies much more than the formal strategy. Fourthly, some students can't come up with other strategies than the cross product strategy. Finally, many students have difficulties in discerning proportional situation and non-proportional situations. This study provided suggestions for improving teaching proportional reasoning in elementary schools in Korea as follows: focusing on letting students use their informal strategies fluently in geometric, qualitative, and comparisons tasks as well as algebraic, quantitative, and missing value tasks focusing on the concept of ratio and proportion instead of enforcing the formal strategy.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.457-484
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• 2015

This study aims to investigate an approach to teach proportional reasoning in elementary mathematics class by analyzing the proportional strategies the students use to solve the proportional reasoning tasks and their percentages of correct answers. For this research 174 sixth graders are examined. The instrument test consists of various questions types in reference to the previous study; the proportional reasoning tasks are divided into algebraic-geometric, quantitative-qualitative and missing value-comparisons tasks. Comparing the percentages of correct answers according to the task types, the algebraic tasks are higher than the geometric tasks, quantitative tasks are higher than the qualitative tasks, and missing value tasks are higher than the comparisons tasks. As to the strategies that students employed, the percentage of using the informal strategy such as factor strategy and unit rate strategy is relatively higher than that of using the formal strategy, even after learning the cross product strategy. As an insightful approach for teaching proportional reasoning, based on the study results, it is suggested to teach the informal strategy explicitly instead of the informal strategy, reinforce the qualitative reasoning while combining the qualitative with the quantitative reasoning, and balance the various task types in the mathematics classroom.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.701-725
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• 2017

Students need to have opportunities to share their ideas with peers by taking part in the conversation voluntarily that is, by persuading others and reflecting the consequences. Recognizing the importance of this point, this study intended to examine students' argumentation occurring in the process of performing tasks in the math classroom. Also, it tried to explore the types of the argument that students used in the classroom and the reason why they employed them with a focus on 'rebuttal', which is one of the six elements of the argument scheme such as claim, data, warrent, backing, qualifiers, and rebuttal. The analysis of argumentation is based on the five argumentation schemes suggested by Verheij(2005). The experimental class was conducted twice a week with four participants who are third grade middle school students. In the argumentation class students were promoted to address two different kinds of geometrical tasks. After the second session of class, the researcher conducted the semi-structured interview. Accordingly, this study contributes to the existing research by making students to have concrete and active argumentation while obtaining the sound understanding of the argumentation.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.217-227
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• 2020

This study investigated the effects of dual task training on balance, upper extremity motor function and activities of daily living in patients with chronic stroke. The study subjects were 14 chronic stroke patients. dual task training groups(n=7), and single task training groups(n=7). The intervention period was conducted for 3 times a week, 30 minutes per session, and 4 weeks for all groups. To measure the BT4, JTT, K-MBI were used before and after the intervention. Dual task training groups showed a significant increase in BT 4 and JTT scores(p<.05). The difference between the two groups was significant in the BT4 and JJT scores(p<.05). There was a score improvement in K-MBI, but there was no statistically significant difference(p>.05) Dual task training was effective in facilitating balance, upper extremity function and activities of daily living in patients with chronic stroke.

• JOURNAL OF ELECTRICAL WORLD
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• s.277
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• pp.69-77
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• 2000

최근 전력설비 운용상의 여러 가지 과제에 대한 유망한 해결책으로서 파워일렉트로닉스 기기를 사용한 FACTS(Flexible AC Transmission System)가 주목을 받고 있다. 그 중에서도 자려식 변환기를 사용한 FACTS기기는 계통의 유효전력$\cdot$무효전력을 계통의 상태에 의존하지 않고 자유롭게 제어할 수 있어, 계통운용의 유연성을 비약적으로 확대할 수 있는 가능성이 있다. 미쓰비시전기는 전력기기간 계통에서의 자려식 변환기 응용의 파이어니어로서 1991년 간사이전력(주) 태산개폐소에 80Mvar SVG(전지형 무효전력발생장치)를 납품하였으며 또한 자원에너지청의 ''연계강화기술개발'' 보조사업으로 도쿄전력(주)을 비롯하여 전력회사 각사, 전원개발(주)와 (재)전력중앙연구소의 지도 하에 3단자 BTB(Back to Back) 실증시스템용으로 세계 최초의 6인치 GTO(Gate Turn-off Thyristor)를 사용한 53MVA의 자려식 변환기를 제작납품하여 수백MVA 클래스의 자려식변환기 제작기술을 확립하였다. 또한 최근에는 동사가 개발한 신소자 GCT(Gate Commutated Turn-off Thyristor)는 지금까지 대용량 자려식 변환기의 커다란 과제였던 운전손실을 반감할 수 있을 것으로 기대되고 있다. 한편 배전 분야에서는 전압변동, 고조파, 순간전압강하 등의 과제가 증가하고 있어, 미쓰비시전기는 이에 응할 수 있는 파워일렉트로닉스 기기로서 콤팩트 SVG(Static Var Generator), SSTS(Solid-state Transfer Switch), 액티브필너를 다수 납품하여 전력품질문제 해결에 공헌하고 있다.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.179-201
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• 2020

The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries' textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries' textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.361-362
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• 2011

본 연구는 사건관련전위를 이용하여 정신병질자들이 정서인식에 따른 반응억제의 어려움이 있는지를 알아보기 위해 수행되었다. 교도소에 수용 중인 수형자들을 대상으로 PCL-R(Psychopathy Checklist-Revised)의 점수에 따라 6명의 정신병질 수형자집단과 4명의 정상 수형자집단을 선별하고, 얼굴자극을 이용한 시각 Go/NoGo 과제를 실시하였다. 모든 피험자들은 Go 자극에 버튼을 누르고 NoGo 자극에 버튼을 누르지 않도록 지시를 받았으며, 과제를 실시하는 동안 사건관련전위를 측정하였다. 과제 1에서는 공포표정을 NoGo자극으로 사용하고 중성표정을 Go자극으로 사용하였으며, 과제 2에서는 슬픈 표정을 NoGo자극으로 사용하고 중성표정을 Go자극으로 사용하였다. 정신병질 수형자집단은 공포표정의 NoGo P3 진폭이 중성표정의 Go P3 진폭보다 크게 나타난 반면에 정상 수형자집단은 공포표정과 중성표정 간의 P3 요인의 진폭이 유사하거나 공포표정의 NoGo P3 진폭보다 중성표정의 Go P3 진폭이 더 크게 나타났다. P3 잠재기를 분석한 결과, 정신병질 수형자집단은 슬픔 표정자극의 NoGo조건에서 중성표정자극의 Go조건보다 느린 P3 잠재기를 나타낸 반면, 정상 수형자집단은 NoGo조건에서 Go조건보다 빠른 P3 잠재기를 나타냈다. 정서인식검사결과, 정신병질 수형자집단은 정상 수형자 집단보다 유의미하게 낮은 정확도를 나타냈다. 이러한 결과는 정신병질자들이 공포, 슬픔과 같은 부정적인 정서를 인식한 후에 반응을 억제하는데 인지적인 어려움을 겪는다는 것을 보여준다.

• Daejeon Development Forum
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• s.50
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• pp.73-83
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• 2014

• 전기의세계
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• v.40 no.1
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• pp.37-44
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• 1991

변압기의 발전은 송전계통의 변화추이와 밀접한 관계를 갖으므로, 본 논문에서는 송전계통 전압의 변화추이, 국내 변압기의 개발역사, 변압기 정격전압 및 용량 현황, 변압기의 기술동향, 2000년대를 대비한 변압기 기술 연구과제에 대해 서술키로 하겠다.