• 대한공업교육학회지
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• v.42 no.2
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• pp.20-46
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• 2017

The purposes of this study are to derive supportive measures for the effective operation of vocational education and training high schools participating in the apprenticeship system (apprenticeship schools) and make policy suggestions by analyzing the need analysis and investigating the importance and the difficulty of teachers regarding the operation of those schools. To achieve these purposes, the study developed a questionnaire by deriving the areas and items for the operation of apprenticeship schools, and analyzed 121 completed questionnaires of head and senior teachers who manage the apprenticeship programs across the nation after conducting a survey. The findings of this study can be summarized as follows: First, the teachers of apprenticeship schools found all the operation areas of the schools are important but difficult. Out of the operation areas, teachers had relatively high needs for 'promotion, selection and management of enterprises', 'student management', 'development of apprenticeship programs, formation of the curriculum, and establishment of operation plans of the curriculum'. Second, the teachers found all the detailed items of the operation areas of apprenticeship schools are important but difficult generally. According to the results, it is required to relax the criteria for forming apprenticeship organizations; operate the local government-oriented apprenticeship system; establish information systems between schools and enterprises; improve the support methods of relevant agencies; and increase incentives of teachers who are in charge of apprenticeship programs. It is also necessary to operate exclusive agencies supporting for OJT; operate apprenticeship education centers of local small and medium-sized business associations; provide exclusive supervision of students; cultivate teachers who support industry-academia cooperation; and legislate on the NCS-based qualifications.

• The Journal of the Acoustical Society of Korea
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• v.22 no.8
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• pp.727-739
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• 2003

In this paper, we propose a generation method of regression classes for adaptation in the HM-Net (Hidden Markov Network) system. The MLLR (Maximum Likelihood Linear Regression) adaptation approach is applied to the HM-Net speech recognition system for expressing the characteristics of speaker effectively and the use of HM-Net in various tasks. For the state level sharing, the context domain state splitting of PDT-SSS (Phonetic Decision Tree-based Successive State Splitting) algorithm, which has the contextual and time domain clustering, is adopted. In each state of contextual domain, the desired phoneme classes are determined by splitting the context information (classes) including target speaker's speech data. The number of adaptation parameters, such as means and variances, is autonomously controlled by contextual domain state splitting of PDT-SSS, depending on the context information and the amount of adaptation utterances from a new speaker. The experiments are performed to verify the effectiveness of the proposed method on the KLE (The center for Korean Language Engineering) 452 data and YNU (Yeungnam Dniv) 200 data. The experimental results show that the accuracies of phone, word, and sentence recognition system increased by 34∼37%, 9%, and 20%, respectively, Compared with performance according to the length of adaptation utterances, the performance are also significantly improved even in short adaptation utterances. Therefore, we can argue that the proposed regression class method is well applied to HM-Net speech recognition system employing MLLR speaker adaptation.

• Journal of the Korean Geographical Society
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• v.45 no.1
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• pp.49-74
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• 2010

Cities are major sources of greenhouse gas emissions but also suitable places for implementing proactive climate mitigation and adaptation strategies. Based on the interdisciplinary review of literature, we categorize the current discussion about urban climate mitigation and adaptation planning, policy and practices into four perspectives - sustainability science, global change science, multilevel governance, and structural engineering. While these four schools of thought have distinct perspectives rooted in different disciplinary lenses, our synthesis of the literature identifies several universal themes that are common to all of the perspectives in the context of combating threats posed by climate change. The Portland case study illustrates that a city can make changes to reduce greenhouse gas emissions and increase adaptive capacity to climate change impacts by implementing smart growth, devising local climate action plans that target emission reductions in various sectors, recognizing the interactions and influences of multiple scales of governance, and supporting the installation of various green infrastructures that contribute to green economy. Furthermore, a university can serve as a hub in this climate mitigation and adaptation arena by connecting various levels of community organizations in both public and private sectors, creating innovative research centers and spatially explicit green infrastructure, designing impact assessments and campus carbon inventories, and engaging students and the larger community through service learning.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.3-10
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• 2013

This paper aims to present the model of engineering design education workshop for appropriate technologies. Since 2008 Handong Innovation Center for Engineering Education and a Non-Profit Organization, Sharing and Technology, held engineering design workshop during every summer break. We present the contents of the workshop and analyze the educational effects of the program. The workshop is entitled "Engineering Design Academy for the other 90%" because we take it serious that most of the research and development efforts of the science and technologies in the world is just focused on the rich people while the other 90% people in the world are unreachable from the benefits of the modern technologies. By the workshop we tries to provide the college students the perspectives on the worldwide poverty problems and to encourage them to serve the 3rd world people in need through their specialties in the field of engineering profession. The evaluation results by participants are very positive. Especially, we began invite the 3rd world people to the workshop as design problem clients from 2010 summer workshop. The evaluation from them are also very positive. The analysis results on the educational effects of the workshop show that the workshop improves the students skills required by the ABEEK (Acreditation Board of Engineering Education of Korea) including not only design capability but also team work, communication skill, understanding the social impacts of engineering design, engineering ethics, and globalization.

• Journal of the Institute of Convergence Signal Processing
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• v.2 no.4
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• pp.9-15
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• 2001

In this paper we investigate context dependent acoustic models to improve the performance of the Korean speech recognition . The algorithm are using the Korean phonological rules and decision tree, By Successive State Splitting(SSS) algorithm the Hidden Merkov Netwwork(HM-Net) which is an efficient representation of phoneme-context-dependent HMMs, can be generated automatically SSS is powerful technique to design topologies of tied-state HMMs but it doesn't treat unknown contexts in the training phoneme contexts environment adequately In addition it has some problem in the procedure of the contextual domain. In this paper we adopt a new state-clustering algorithm of SSS, called Phonetic Decision Tree-based SSS (PDT-SSS) which includes contexts splits based on the Korean phonological rules. This method combines advantages of both the decision tree clustering and SSS, and can generated highly accurate HM-Net that can express any contexts To verify the effectiveness of the adopted methods. the experiments are carried out using KLE 452 word database and YNU 200 sentence database. Through the Korean phoneme word and sentence recognition experiments. we proved that the new state-clustering algorithm produce better phoneme, word and continuous speech recognition accuracy than the conventional HMMs.

• Spatial Information Research
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• v.1 no.1
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• pp.73-87
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• 1993

This paper reviews the topic of GIS, the academic setting of GIS, GIS model curricula and the possibility GIS education in Korea. The topics which might be included in a science of geographic information consist of data collection and measurement, data capture, spatial statistics, data modeling and theories of spatial data, data structures, algorithms and processes, display, analytical tools, institutional, managerial and ethical issues. The problems in teaching a course on GIS in higher education are reviewed. Because of their technological, integrative, and rapidly changing nature, GIS pose major challenges to their education system which it is ill equipped to meet. In higher education a number of initiatives have been taken to provide education about and training with, GIS. The possible GIS curricula are suggested. These curricula are divided into 3 major sections, relating GIS context, technical issues and application issues. The prospects of GIS appears lo depend largely upon the future cooperation of academia, government, and industry

• Journal of the Korean association of regional geographers
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• v.15 no.5
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• pp.554-571
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• 2009

This paper explores the triple helix innovation system in Food Valley in the Netherlands which is considered one of the most innovative food clusters in the world. The triple helix approach has been so far little tackled in the literature on innovation system and cluster. However, tills approach can be a useful tool for understanding the dynamic characters and knowledge transfer mechanism of industrial cluster. On the basis of an in-depth case study, we argue that Food Valley has evolved through four circles of growth in the triple helix innovation system. From the mid-2000s onward, it is seen that Food Valley has been on the stabilized circle in the triple helix system of innovation. Centered upon Wageningen UR, local universities and research centers play a pivotal role in building the triple helix innovation system. To cope with radical changes in markets and technology since the late 1980s, local firms have made a great deal of effort to reinforce the university-industry partnership. On the other hand, government agencies have played a critical role for establishing institutional milieu that facilitate university-industry partnerships and local knowledge transfer and spillover.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.109-118
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• 2016

Language intervention through cooking activity programs is designed to provide an efficient teaching method and improved educational environment in the field of teaching. This program addresses the effects of this program on the language development of three three-year-old infants (M;2, F;1) in the Center in Seoul. A cooking topic suitable for the age of this group was selected. The language Intervention was conducted for 50 minutes per week for a total of 25 times, and made use of vocabulary, verbs and nouns related to cooking which were evenly distributed. In this study, the Peabody Picture Vocabulary Test-Revised (PPVT-R), receptive language age (RLA) and expressive language age (ELA), and Preschool Receptive-Expressive Language Scale (PRES) were used to analyze the collected data. After the study, the cooking activity was accomplished with normal development outcomes appearing in the ability of vocabulary, receptive language, expressive language, and integrated language. There is now a solid evidence base supporting the efficacy of cooking activity in producing positive outcomes in the language development of language delayed infants. Consequently, cooking can induce their active participation and interest and extend their language abilities through various experiences.