• Title/Summary/Keyword: 칭찬

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The impact of self-esteem and unstable adult attachment on Compensatory consumption behavior among Millennials (밀레니얼세대의 자아존중감과 불안정 성인애착이 보상소비행동에 미치는 영향)

  • Hwang, JiHee;Cho, KyeongEun;Choi, HyeKyong
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.1
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    • pp.99-104
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    • 2021
  • The purpose of the study is to examine the impact of self-esteem and unstable adult attachment on compensatory consumption among millennials. The survey was conducted on millennials (19~34) in June, 2018. The results revealed the static relationship between self-esteem and compliment-type compensatory consumption, while the relationship of self-esteem with consolation-type compensation consumption become insignificant when unstable adult attachment was controlled. Unstable adult attachment(anxiety/avoidance) showed significant impace on both compliment-type and consolation-type compensatory consumption. The research findings imply that compensatory consumption behaviors can be explained with psychological and relational factors among consumers in their early adulthood.

Validity of the Korean Interpersonal Caring Behavior Scale (ICBS) for Clinical Nurse (임상간호사를 위한 한국형 대인돌봄행위 측정도구의 타당성)

  • Lee, Sook;Choi, Ae-Sook;Yim, So-Youn;Chun, Yeol-Eo
    • Journal of the Korea Convergence Society
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    • v.13 no.4
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    • pp.89-101
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    • 2022
  • This study attempted to develop a scale that Interpersonal Caring Behavior Measurement Tool, based on Kim's Interpersonal caring theory, and confirmed its reliability and validity. The items were used as 50 items of 10 concepts based on the Su-ji Kim's interpersonal care theory in Korea developed by Seon-hee Yun. Subjects were nurses working at a general hospital or higher, who agreed to participate in this study. As a result of the study, 50 questions in 10 concepts of the first were derived from active listening, accepting, complimenting, noticing, and companioning through exploratory and confirmatory factor analysis, and criterion validity and reliability were verified. This tool is meaningful in that it can measure Caring Behavior from the perspective of the subject and family, and can be used as an index to visualize the quality improvement of nursing care by quantifying it.

Effects of Staff Training in Positive Behavior Support(PBS) on the Behaviors of Staff and Children with Developmental Disabilities in an Inpatient Unit (긍정적 행동지원 교육이 근무자의 상호작용 행동과 발달장애 아동의 행동에 미치는 영향)

  • Lee, Seung Ah;Chung, Kyong Mee
    • Korean Journal of School Psychology
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    • v.8 no.3
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    • pp.263-285
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    • 2011
  • The present study was designed to evaluate the effects of staff training in PBS on the behaviors of staff and children with developmental disabilities in an inpatient unit. The perceived significance of children's problem behavior and staff's caring stress significantly decreased with the intervention. A satisfaction survey reported staff's high satisfaction with the process and results of staff training. This study suggests that PBS is a socially valid and positive intervention with problem behavior of children with developmental disabilities. The implications and limitations of this study, with directions for future research, are also discussed.

Intelligent VOC Analyzing System Using Opinion Mining (오피니언 마이닝을 이용한 지능형 VOC 분석시스템)

  • Kim, Yoosin;Jeong, Seung Ryul
    • Journal of Intelligence and Information Systems
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    • v.19 no.3
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    • pp.113-125
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    • 2013
  • Every company wants to know customer's requirement and makes an effort to meet them. Cause that, communication between customer and company became core competition of business and that important is increasing continuously. There are several strategies to find customer's needs, but VOC (Voice of customer) is one of most powerful communication tools and VOC gathering by several channels as telephone, post, e-mail, website and so on is so meaningful. So, almost company is gathering VOC and operating VOC system. VOC is important not only to business organization but also public organization such as government, education institute, and medical center that should drive up public service quality and customer satisfaction. Accordingly, they make a VOC gathering and analyzing System and then use for making a new product and service, and upgrade. In recent years, innovations in internet and ICT have made diverse channels such as SNS, mobile, website and call-center to collect VOC data. Although a lot of VOC data is collected through diverse channel, the proper utilization is still difficult. It is because the VOC data is made of very emotional contents by voice or text of informal style and the volume of the VOC data are so big. These unstructured big data make a difficult to store and analyze for use by human. So that, the organization need to automatic collecting, storing, classifying and analyzing system for unstructured big VOC data. This study propose an intelligent VOC analyzing system based on opinion mining to classify the unstructured VOC data automatically and determine the polarity as well as the type of VOC. And then, the basis of the VOC opinion analyzing system, called domain-oriented sentiment dictionary is created and corresponding stages are presented in detail. The experiment is conducted with 4,300 VOC data collected from a medical website to measure the effectiveness of the proposed system and utilized them to develop the sensitive data dictionary by determining the special sentiment vocabulary and their polarity value in a medical domain. Through the experiment, it comes out that positive terms such as "칭찬, 친절함, 감사, 무사히, 잘해, 감동, 미소" have high positive opinion value, and negative terms such as "퉁명, 뭡니까, 말하더군요, 무시하는" have strong negative opinion. These terms are in general use and the experiment result seems to be a high probability of opinion polarity. Furthermore, the accuracy of proposed VOC classification model has been compared and the highest classification accuracy of 77.8% is conformed at threshold with -0.50 of opinion classification of VOC. Through the proposed intelligent VOC analyzing system, the real time opinion classification and response priority of VOC can be predicted. Ultimately the positive effectiveness is expected to catch the customer complains at early stage and deal with it quickly with the lower number of staff to operate the VOC system. It can be made available human resource and time of customer service part. Above all, this study is new try to automatic analyzing the unstructured VOC data using opinion mining, and shows that the system could be used as variable to classify the positive or negative polarity of VOC opinion. It is expected to suggest practical framework of the VOC analysis to diverse use and the model can be used as real VOC analyzing system if it is implemented as system. Despite experiment results and expectation, this study has several limits. First of all, the sample data is only collected from a hospital web-site. It means that the sentimental dictionary made by sample data can be lean too much towards on that hospital and web-site. Therefore, next research has to take several channels such as call-center and SNS, and other domain like government, financial company, and education institute.

The Effects of Teacher's Encouraging Language on Adjustment to School Life of Children (교사의 격려언어가 초등학교 아동의 학교생활적응에 미치는 효과)

  • Na, Mi-Yeon;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.10 no.2
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    • pp.137-150
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    • 2011
  • This study was to examine the effects of teacher's encouraging language on elementary student's adjustment to school life. To achieve this purpose, teacher's encouraging language were drawn from Adlerian literatures and ten principles of encouragement were established as the following: recognizing the student's values and potentials, putting an emphasis on student's positive sides, helping the student realize his or her own strength, tolerating student's mistakes, using perceptual alternatives, practicing self-encouragement, accepting and supporting opponents, stimulating internal motivations, and emphasizing social usefulness. Subjects were 34 1st graders at J elementary school in CheonNam. 17 subjects were assigned to experiment group and 17 subjects were assigned to control group. Teacher's encouraging language were applied to experiment group and teacher's usual languages were provided to control group for ten weeks. The quantitative data were collected through Elementary school adjustment behavior rating scale(Oh, 2009) and were analysed via ANCOVA. The qualitative data were collected through observations and products of the subjects and were analysed via qualitative methods. The results showed that teacher's encouraging language had a positive effect on the student's adjustment to school life.

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A Qualitative Study of Early School-age Children's Experiences on Social Skills Training Program (사회성 훈련 프로그램에 참가한 학령 초기 아동의 사회적 행동 변화에 대한 질적 연구)

  • Song, Seung Min;Doh, Hyun Sim;Kim, Min Jung;Kim, Soo Jee;Shin, Nana;Kim, A Youn
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.329-354
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    • 2015
  • The purpose of this qualitative study was to develop a social skills training program for improving early school-age children's social behaviors and to investigate its effectiveness by observing their experiences on the program with a qualitative method. Data were collected from 7 children using observer's descriptive notes and reflective notes, compliment notes by assistant leader, program leader's weekly journals, children's weekly journals, and video recordings. Four theme categories and 11 sub-lower categories emerged. Theme categories were (1) relationship building, (2) changes in emotional expressions, (3) changes in prosociality, and (4) changes in social skills. This study observed early school-age children's positive changes in social behaviors and emotional expressions through the social skills program.

Analysis of North Korean Primary English Curriculum (북한의 소학교 영어과 교육과정 분석)

  • Kim, Jeong-ryeol
    • The Journal of the Korea Contents Association
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    • v.20 no.4
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    • pp.582-590
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    • 2020
  • This paper aims to analyze and introduce the primary English curriculum of North Korea reformulated according to the New Educational Program. Sources for analysis are the 4th and 5th primary school English syllabus based on the New Educational Program, explanations of the New Educational Program appeared in People's Education and Kim, Jeong-Il's selected writings. The analytical sources are classified into characteristics, objectives, contents, methods and evaluation. The findings are as follows: The primary English education aims to reach to the basis of middle school English by learning English alphabets and basic English expressions. 4th graders learn basic oral English such as pronunciation, stress and intonation for the first semester and learn English alphabets and their sounds for the second semester. 5th graders learn familiar topics in English and repeatedly practice the important components of English such as pronunciation, vocabulary and grammar. The method is to maintain students' interests in English and encourage students to use classroom English. Also, structural practice is an important part of the method. Evaluation is primarily process-oriented and must motivate students to excel in English rather than fail in English.

Case Study on Verbal Interactions of Teacher-Small Group Students in Science Experiments (과학 실험에서 교사-모둠학생의 언어적 상호작용 사례연구)

  • Seong, Suk-Kyoung;Choi, Byung-Soon
    • Journal of the Korean Chemical Society
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    • v.51 no.4
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    • pp.375-386
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    • 2007
  • The purpose of this study is to investigate the aspects of verbal interactions of teacher?small group students by categorizing those interactions which affect students' thinking thus to improve teacher's interaction. First, verbal interactions of teacher-small group students were divided into two categories ?Behaviors related to problem-solving, and Others. Behaviors related to problem-solving were also classified into two elements?Receiving opinion based on the students' thinking process, and Giving help based on the teacher's thinking process. Receiving opinion consists of agreement, question, correction, objection while giving help consists of information, hint, question, summary, and ask & answer. Most of teacher-small group students' interactions were in the form of teacher's questions and students' answers, and teacher's questions tended to require simple answers rather than answers from deep thought. In addition, there was a tendency that the teacher focused more on her own thinking process than students' and that she interacted with only a couple of students who gave correct answers. As a result, even after teacher's scaffolding, many students were often unable to understand the particular contents. However, through the interactions, the teacher made students to have confidence by restating their opinions and agreeing or praising them. She also created an atmosphere where students can give their opinions freely. From the observation of interactions, we can find that students' thinking process is affected by the characteristics of teacher's interactions such as expression of agreement and encouragement, hint giving rise to thought, interactions based on the students' thinking process, permission of students' activities and questions, allowing time for students' thought, and correction of wrong opinions. At this point, educational implications of teacher-small group students' interactions were drawn.

The Interaction Design of Teaching Assistant Robots based on Reinforcement Theory - With an Emphasis on the Measurement of the Subjects' Impressions and Preferences - (강화 이론에 근거한 교사 보조 로봇 인터랙션 디자인에 관한 연구 - 로봇에 대한 인상과 선호도 측정을 중심으로 -)

  • Kwak, So-Nya S.;Lee, Dong-Kyu;Lee, Min-Gu;Han, Jeong-Hye;Kim, Myung-Suk
    • Archives of design research
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    • v.20 no.3 s.71
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    • pp.97-106
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    • 2007
  • This study examines whether the reinforcement theory could be effectively applied to teaching assistant robots between a robot and a student in the same way as it is applied to teaching methods between a teacher and a student. Participants interacted with a teaching assistant robot in a 3 (types of robots: positive reinforcement vs. negative reinforcement vs. both reinforcements) by 2 (types of participants: honor students vs. backward students), within-subject experiment. Three different types of robots, such as 'Ching-chan-ee' which gives 'positive reinforcement', 'Um-bul-ee' which gives 'negative reinforcement', and 'Sang-bul-ee' which gives both 'positive and negative reinforcement' were designed based on the reinforcement theory and the token reinforcement system. Subjective impressions and preferences were measured according to the types of robots and the types of participants. Participants preferred the positive reinforcement robot most, and the negative reinforcement robot least. Regarding the number of stimulus, in case of the negative reinforcement robot for honor students, the less the stimulus is, the more positive the impressions toward the robot are. The findings demonstrate that the reinforcement interaction is important and effective factor which determines children's preferences and impressions for teaching assistant robots. The results of this study can be implicated as an effective guideline to interaction design of teaching assistant robots.

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A Comparative Analysis of Verbal Interaction on Traditional Instruction and Flipped Learning (전통적 수업과 플립러닝 수업의 언어 상호작용 비교 분석)

  • Lee, Heesuk;Heo, Seojeong;Kim, Changsuk
    • Journal of The Korean Association of Information Education
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    • v.19 no.1
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    • pp.113-126
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    • 2015
  • This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.