• 산림경영
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• s.102
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• pp.22-27
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• 1994

• 어항어장
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• s.76
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• pp.57-60
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• 2006

• Korean Journal of Social Welfare
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• v.22
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• pp.118-141
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• 1993

• Journal of Korean language education
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• v.28 no.4
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• pp.367-402
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• 2017

The current study seeks to understand the multi-faceted desires of language learners through the theoretical lens of imagined communities (Norton, 2001). Particularly, the study focuses on the learners of Korean language-one of the less commonly taught languages in the U.S. that has received relatively less attention in previous literature on second language motivation. The study analyzed and compared the narratives told by eleven Korean language learners in a post-secondary language program, and identified four types of imagined communities: Communities of K-pop Culture, Communities of Professionals, Communities of Korean Family and Relatives, and Communities of ethnic Koreans. The study found that these imagined communities were not restricted to a specific region or an ethnic group but encompassed various populations connected through the use of Korean language. The study also found variability within what has been readily labelled as heritage motivation (or motivation related to heritage), as well as striking differences between heritage language learners and non-heritage language learners in terms of their scope of imagination.

• Information Systems Review
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• v.20 no.3
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• pp.1-16
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• 2018

MICE (Meetings, Incentive trip, Convention and Exhibition & Event) industry is a multifaceted industry with a variety of stakeholders including the public and private sectors, and PCOs (Professional Convention Organizers) play a mediating role in communicating opinions of the stakeholders. For enhancing their reliability and awareness, PCOs have their stakeholders' hyperlinks on the websites. This study attempted to analyze the hyperlink networks among PCOs (Professional Convention Organizers) and their stakeholders so as to understand the MICE industry ecosystem and find out whether the network structure of PCOs' shows different levels of hyperlink use with their stakeholders' websites based upon PCO's performance and size. The results showed the hyperlink network of MICE industry and that the bigger PCOs have higher centralities in the network.

• 한국벤처창업학회:학술대회논문집
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• 2020.11a
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• pp.131-153
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• 2020

'기업 생태계'에서 '유니콘'이란 표현법은 2013년 'Aileen Lee'에 의해 명명된 이래, 특히 한국에서 '스타트업 생태계'의 국제적 수준 비교의 차원에서 활발하게 다루어졌다. 정부 차원에서는 이를 정책적 목표로 설정하여, '2022년까지 유니콘 기업 20개 목표'를 제시한 바 있다. 이와 같이 '유니콘 클럽 기업'에 대한 현상이 정책적 목표 차원에서 다루어지며, 대중적으로 더욱 확산된데 반해, 이에 대한 실체적 및 본질적 이해 목적의 학술적 연구는 충분치 못하였다. 본 연구는, 첫째, 2018년 기준 '유니콘 클럽' 기업 326개 및 2019년 479개의 기업을 대상으로 이들의 특성을 심층적이고 다면적으로 분석하였다. 그동안 주로 국가 별 '유니콘 기업' 수 및 산업 분류 기준 일반현황 중심의 대중적 소개가 주된 내용이었다. 그러나, 본 연구는 투자자를 포함한 기초 현황을 상세 분석하였고, 사례분석을 포함한 질적 탐색을 수행하였다. 또한 군집분석, 판별분석, 다층 회귀분석 등 양적 탐색을 함께 수행하였다. 개별기업의 '기업가 요인-산업(시장)환경 요인-자원 요인-전략 요인', 즉 'ERIS 모델'에 기반하여 그 특성을 살펴보았다. 둘째, 기업가치에 영향을 미치는 요인들을 앞서 분석한 특성 요인 및 투자자 특성과 연계하여 살펴보았다. 그리고 마지막으로는 이들을 토대로 '기업 생태계' 관점에서 유니콘 현상'을 바르게 이해하고, 또한 정책적 측면에서 이를 생산적으로 활용하는 방향을 제시하였다.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Journal of the Korean Geographical Society
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• v.39 no.6 s.105
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• pp.971-983
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• 2004

It is increasingly clear that student mastery of concepts and skills in geographic education is based on a complex set of variables. Sex and gender are the key variables. Much has been written about biological sex differences in learning, but less attention has been paid to the impacts of socio-cultural gender on learning geography. As such, the aims of this paper are two-fold. First, to examine theories which seek to explain why males and females might differ in their geographic and spatial knowledge or skill. Second, to examine the extent of sex differences and gender traits in the geographic learning. The results of study illustrate clearly that there are more similarities than differences between the sexes. Therefore, there are significant gender differences between the preferences of regions, contents, activities in the secondary geographic learning. The results also provide insights into improving contents and method of geographic education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2024.01a
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• pp.55-58
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• 2024

최근 각 기업의 AI 면접시스템 도입이 증가하고 있으며, AI 면접에 대한 실효성 논란 또한 많은 상황이다. 본 논문에서는 AI 면접 과정에서 지원자를 평가하는 방식을 시각, 음성, 자연어처리 3영역에서 구현함으로써, 면접 지원자를 다방면으로 분석 방법론의 적절성에 대해 평가하고자 한다. 첫째, 시각적 측면에서, 면접 지원자의 감정을 인식하기 위해, 합성곱 신경망(CNN) 기법을 활용해, 지원자 얼굴에서 6가지 감정을 인식했으며, 지원자가 카메라를 응시하고 있는지를 시계열로 도출하였다. 이를 통해 지원자가 면접에 임하는 태도와 특히 얼굴에서 드러나는 감정을 분석하는 데 주력했다. 둘째, 시각적 효과만으로 면접자의 태도를 파악하는 데 한계가 있기 때문에, 지원자 음성을 주파수로 환산해 특성을 추출하고, Bidirectional LSTM을 활용해 훈련해 지원자 음성에 따른 6가지 감정을 추출했다. 셋째, 지원자의 발언 내용과 관련해 맥락적 의미를 파악해 지원자의 상태를 파악하기 위해, 음성을 STT(Speech-to-Text) 기법을 이용하여 텍스트로 변환하고, 사용 단어의 빈도를 분석하여 지원자의 언어 습관을 파악했다. 이와 함께, 지원자의 발언 내용에 대한 감정 분석을 위해 KoBERT 모델을 적용했으며, 지원자의 성격, 태도, 직무에 대한 이해도를 파악하기 위해 객관적인 평가지표를 제작하여 적용했다. 논문의 분석 결과 AI 면접의 다면적 평가시스템의 적절성과 관련해, 시각화 부분에서는 상당 부분 정확도가 객관적으로 입증되었다고 판단된다. 음성에서 감정분석 분야는 면접자가 제한된 시간에 모든 유형의 감정을 드러내지 않고, 또 유사한 톤의 말이 진행되다 보니 특정 감정을 나타내는 주파수가 다소 집중되는 현상이 나타났다. 마지막으로 자연어처리 영역은 면접자의 발언에서 나오는 말투, 특정 단어의 빈도수를 넘어, 전체적인 맥락과 느낌을 이해할 수 있는 자연어처리 분석모델의 필요성이 더욱 커졌음을 판단했다.

• Journal of vocational education research
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• v.37 no.1
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• pp.55-75
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• 2018

The purpose of this study was to develop the evaluation scales that can access hierarchically the lifelong education field training program based on relevant stakeholders. To fulfill this purpose, both qualitative and quantitative research methods were applied. First of all, four groups of stakeholders were selected such as trainees, professors, field instructors, and program inspectors. The in-depth interviews with 13 experts in the field were conducted, and as a result, the scale with hierarchy of evaluation area, evaluation section, and evaluation item for each stakeholder was developed. In order to verify the content validity of the evaluation scales, delphi surveys for each stakeholder were conducted, using 35 expert panels. After delphi survey, the scale was applied to 90 trainees, 22 professors, and 31 field instructors. SPSS program was used to analyze the descriptive statistics, validity, and reliability. Finally, the evaluation scale of the trainer was identified as 8 evaluation areas, 14 evaluation sections and 51 evaluation items. And the professor's scale consisted of 6 areas, 10 sections and 40 items. The field instructor's scale was determined as 3 areas, 7 sections and 31 items, and the program inspector's evaluation scale was confirmed as 7 areas, 15 sections, and 32 items.