• Journal of the Korean Institute of Intelligent Systems
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• v.23 no.6
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• pp.565-570
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• 2013

The mirror neuron regions which are distributed in cortical area handled a functionality of intention recognition on the basis of imitative learning of an observed action which is acquired from visual-information of a goal-directed action. In this paper an automated intention recognition system is proposed by applying computational model of mirror neuron system to the human-robot interaction system. The computational model of mirror neuron system is designed by using dynamic neural networks which have model input which includes sequential feature vector set from the behaviors from the target object and actor and produce results as a form of motor data which can be used to perform the corresponding intentional action through the imitative learning and estimation procedures of the proposed computational model. The intention recognition framework is designed by a system which has a model input from KINECT sensor and has a model output by calculating the corresponding motor data within a virtual robot simulation environment on the basis of intention-related scenario with the limited experimental space and specified target object.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.21-37
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• 2019

This study states a perennial question of "what should we do to heal oneself?" so that teenagers can build the ability to healing themselves at home economics education. The purpose of this study is to development a practical problem focused pedagogical programs and teaching-learning process plans for healing education in the home economics education. For this study, perennial concern and practical problem of healing related to home economics education were identified through the review of the literature related to the Korean and United States' home economics education curricula, and based on the analysis of educational cases in Korea and the United States, a practical-problem-focused program was designed for healing education. Teaching-learning process plans have been developed for practical reasoning instruction based on the designed practical-problem-focused programs and three systems of action. Finally, experts evaluated the developed practical-problem-focused program and teaching-learning process plans for healing education. This study is expected tp serve as the basis for Healing Education in Home Economics Education.

• Journal of KIISE:Software and Applications
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• v.32 no.9
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• pp.888-900
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• 2005

Several researches have been proposed to formalize the knowledge preconditions problem - j.e., an action or a plan is epistemically feasible. However, since the feasibility is only checked at design-time and is assumed that it will also 1)e feasible at run-time, it is not suitable in the context of Semantic Web services composition, where many agents should share the limited resources required for the execution of Web services composition. Therefore, in this paper, we formalize a transactionally executable Web services composition which enables to guarantee its atomicity. Moreover, in order to formalize the transactional executability, we propose $TL-ALCFK_{NF}$ which extends TL-ALCF with the modal operators K and A. Based on $TL-ALCFK_{NF}$, we show how to carry out the epistemic reasoning with TL-ALCF as a language to represent Semantic Web services composition.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.

• The Mathematical Education
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• v.60 no.3
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• pp.297-319
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• 2021

The present study explored a relationship between mathematical understandings of teachers and ways in which their knowledge transferred in designing lessons for hypothetical students from Gess-Newsome (1999)'s transformative perspective of pedagogical content knowledge. To this end, we conducted clinical interviews with four secondary mathematics teachers of their solving and teaching of equation writing. After analyzing the teacher participants' attention to Key Developmental Understandings (Simon, 2007) in solving equation writing, we sought to understand the relationship between their mathematical knowledge of the problems and mathematical knowledge in teaching the problems to hypothetical students. Two of the four teachers who attended the key developmental understandings solved the problems more successfully than those who did not. The other two teachers had trouble representing and explaining the problems, which involved reasoning with improper fractions or reciprocal relationships between quantities. The key developmental understandings of all four teachers were reflected in their pedagogical actions for teaching the equation writing problems. The findings contribute to teacher education by providing empirical data on the relationship between teachers' mathematical knowledge and their knowledge for teaching particular mathematics.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.79-90
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• 2000

Objective：This study was performed in order to develop a measuring instrument for assessing and predicting delinquent behavior of the adolescents in Korea. Methods：This study was methodological research for developing a questionnaire for measuring delinquent behavior. Through the relevant literature review and personal interview using open-ended question with 12 adolescents in schools, outpatient basis and the juvenile corrective institutions, the author developed a pre-questionnaire with 31 items for assessing delinquent behavior among delinquentprone adolescents. Statistical method employed were test-retest reliability and Cronbach's alpha coefficient for testing reliability and factor analysis for testing validity of this questionnaire, and t-test for mean difference between student adolescents and delinquent adolescents, using SAS program. Subject served for this study consisted of 2,177 adolescents including 1,206 students and 971 delinquent adolescents by proportional stratified random sampling method. Results：1) Three stable factors were emerged and these contributed 52.2% of the variance in the total score. All 31 items loaded above .40 on each factor. 2) Factor I was named as antisocial delinquent behavior(17 items), factor II was named as aggressive delinquent behavior(8 items), and factor III was named as psychopathic delinquent behavior(6 items). 3) Comparison of these 3 factors between student adolescents and delinquent adolescents showed that there was a significant difference in factor Ⅰ(t=-42.91(student), -41.71(delinquent), p=.0001), factor II(t=-34.10(student), -35.72(delinquent), p=.0001), factor III(t=-14.24(student), -14.26 (delinquent), p=.0000), and total score(t=37.02(student), -36.38(delinquent), p=.0001). 4) Internal consistency reliability was tested by Cronbach's ${\alpha}$. Cronbach's ${\alpha}$ was .952 for total 31 items and .950, .866 and .721 for each 3 factors related to delinquent behavior. Conclusions：The author confirmed that this scale can use for measuring delinquent behavior, and hope to make a contribution to screening test and prevention of juvenile delinquency in Korea.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.149-168
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• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.169-183
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• 2007

The purpose of this study is to examine the effects of self-esteem, relationships with parents and peer relationships on adolescents' school adjustment. Total of 900 middle school students residing in Guri, Geonggi-Do participated in the survey and the data collected from 874 students (557 male and 317 female students) were analyzed for this study. The followings summarize results of the study. First, the findings suggested that there is no significant difference between female and male students in school adjustment. Secondly, the study revealed that there is no difference between female and male students in self-esteem and relationship with parents. Thirdly, this study provided clear evidence that students with high self-esteem and close relationship with parents and schoolmates adapt to school life better than those with low self-esteem and distant relationship with parents and schoolmates. Fourthly, students with high self-esteem and close relationship with parents and schoolmates displayed higher adaptability to school life, and as for male students, close relationship with schoolmates was the most prominent factor which helps them adapt to school life better while female students' adaptability to school lifewas mainly affected by relationship with parents.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.653-659
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• 2006

다중 객체 추적이란 컴퓨터 비전의 한 분야로, 주어진 비디오 시퀀스 내에서 관심 있는 객체들을 추적하는 것을 말한다. 다중 객체 추적 시스템은 감시 시스템, 사용자 행동 인식, 스포츠 중계, 비디오 회의와 같은 다양한 응용 분야에 핵심 기반 기술로 쓰이고 있어 그 중요성이 매우 크다. 본 논문은 감시 목적의 다중 객체를 추적하는 방법에 대하여 다룬다. 감시 시스템의 특성상, 객체의 외관이나 움직임 등에 대한 가정을 하기가 어렵다. 따라서 본 논문에서는 크기, 색, 형태 같은 객체의 단순하고 직관적인 외관 특성을 이용하면서도, 객체들끼리 부분적으로 혹은 완전히 겹쳐졌을 때에도 객체들의 위치를 적절히 추적할 수 있는 방법을 제안한다. 본 논문에서 제안하는 방법은 객체들의 경로에 대한 정보를 유지하는데 그래프 구조를 이용한다. 그래프를 확장하고, 제거하여 영상에 대한 정보를 추론한다. 크게 보면 객체들을 영역 레벨, 객체 레벨 두 단계에 걸쳐 추적한다. 영역 레벨에서는 각 객체들이 있을 수 있을만한 영역에 대한 가설을 세우고, 객체 레벨에서는 각 가설에 대한 검증을 한다. 제안된 방법은 직관적인 정보만을 이용하여 서로 다른 형태의 객체를 빠르게 추적할 수 있음을 보여준다. 다만 객체의 외관 정보만을 이용하였기 추적하기 때문에, 객체가 다른 객체에 의해 완전히 가려진 채 또다시 다른 객체와 겹쳐지면, 정확한 추적이 되지 않는다. 이를 해결하기 위해서는 객체가 겹쳐졌을 때, 그 관계에 대한 정보를 모아야 하는데 이는 향후 연구를 통해 해결하고자 한다.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.