• Journal of Contemporary Eastern Asia
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• v.12 no.1
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• pp.5-20
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• 2013

Social media holds the potential to facilitate vertical political communication by giving citizens the opportunity to interact directly with their representatives. However, skeptics claim that even when politicians use "interactive media," they avoid direct engagement with constituents, using technology to present a façade of interactivity instead of a genuine dialogue. This study explores how elected officials in three regions of the world are using Twitter to interact with the public. Using the Twitter activity of 15 officials over a period of six months, we show that in addition to the structural features of Twitter that are designed to promote interaction, officials rely on language to foster or to avoid engagement. We also provide evidence that the existence of interactive features does not guarantee interactivity.

• 한국HCI학회:학술대회논문집
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• 2007.02a
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• pp.461-468
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• 2007

일상 생활에서의 대화 또는 컴퓨터를 매개로 이루어지는 대화에서 자기노출은 서로에 대한 개인적인 정보를 공유하여 친밀한 관계를 유지하기 위한 과정이다. 자기노출에서의 개인적인 정보는 생각 및 경험을 비롯하여 감정 등을 의미하는데, 감정은 특히 대화 분위기 형성 및 원활한 대화 진행을 위한 효과적인 의사소통수단으로 작용한다. 대화 시의 감정노출은 대화 상대방(노출 대상)과 감정표현의 대상(표현 대상)에 따라 표현의 실제강도와 노출의 정도가 달라지게 된다. 본 연구에서는 인터넷을 통해 대화를 주고 받거나 자료를 전송할 수 있는 인스턴트 메신저를 통하여 이루어진 대화에서 노출 대상과 표현 대상을 고려하여 대화참여자의 감정상태를 파악한다. 이를 위한 사전조사로 드라마 스크립트 상의 등장인물들의 감정표현 패턴을 분석하고 이를 활용하여 노출 대상이 각각 다른 대화문장에서 통사 및 의미 분석 과정을 거쳐 표현 대상에 따른 대화참여자의 감정상태를 파악하고, 대화참여자가 자신의 감정을 관찰할 수 있는 인터페이스를 제공한다.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.13-20
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• 2001

To solve modern social problems, it is important that improve the democratic citizenship quality of people. This quality includes the rational and democratic problem-solving capacity, decision-making capacity, democratic skills and attitudes such as human dignity, dialogue, compromise. To use an educational network simulation game that has the merits of game, simulatio and network will help children to improve the democratic citizenship educaiton. This study explorers the structure, flow, system, database, interface and teaching-learning tool for this educational network simulation game.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.153-165
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• 2007

The story treats each individual's vision as well as social reality that the author intends to describe. The purpose of this article is to search for the conflict between vision and reality, especially in feminist problem that critics have treated on the works of women writers. Though some articles have studied on the issue similar to this article, I try to analyze the narratives in the text that the author herself confesses to us. I think that we can find out clear messages from the individuals who construct the human relationship and build up their personal history through their dialogue or monologue. We can also catch their main problems in the community. I discuss the topic by mentioning the detailed discourses referred to the heroine and other characters in the text. The passages mentioned by the characters in the story may be a confession for the present and future generation that the author tries to confess. From the excerpts of some discourse, I can conclude that though Dorothea has a vision for her ideal, she is a failed feminist, for society is too strong for her as Miller (1990) argues.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.357-366
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• 2022

Artificial intelligence (AI) is the replication of human intelligence by computer systems and machines using tools like machine learning, deep learning, expert systems, and natural language processing. AI can be applied in administrative settings to automate repetitive processes, analyze and forecast data, foster social communication skills among staff, reduce costs, and boost overall operational effectiveness. In order to understand how AI is being used for administrative duties in various organizations, this paper gives a critical dialogue on the topic and proposed a framework for using artificial intelligence in organizations. Additionally, it offers a list of specifications, attributes, and requirements that organizations planning to use AI should consider.

• Iberoamérica
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• v.21 no.2
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• pp.115-143
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• 2019

This article analyzes the relationship between Mexican writer Alfonso Reyes and the group of thinkers, writers, and critics that conformed the Ateneo de la Juventud, in order to show the reciprocal influence that existed between them. The article also considers the Ateneo's role in breaking from the old Positivist model and the acceptance of new ideas around spiritualism, youthfulness, the creation of a thinking and critical sphere, and intellectual aristocracy, among others. The relationship between the ideas of the Ateneo de la Juventud and the Mexican Revolution are discussed, as well as the social and cultural practices of dialogue and friendship, which are considered to be key to understanding the manifestations of intellectual sociability that took place at the turn of the century in Mexico and Latin America. The article also presents an overview of the role that the reading of classical texts and modern thinkers (Nietzsche, Schopenhauer, Bergson, Boutroux among others) had for ateneístas, as well as the way in which they preserved an arielista sense of a relationship between knowledge, ethics, and aesthetics as formative keys for the ideas men of their time.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.399-402
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• 2011

현재의 자동번역 방식의 문제점은 대화 상대에 상관없이 항상 일정한 존대 표현을 생성하여 자동번역 결과를 부자연스럽게 만들고 앞뒤 대화 문맥을 혼란하게 만든다는 것이다. 예를 들어 대화 상대가 달라지면 동일한 원문에 대해서도 자동번역 결과는 다른 존대 표현을 생성해야 하나, 현재의 자동번역 시스템은 항상 하나의 일관된 존대 표현을 생성한다. 이 이유는 자동 번역 시스템에서 사용하는 번역지식 또는 데이터가 고정되어 있어 유동적으로 변하지 않기 때문이다. 본 논문에서는 이러한 기존 자동번역의 문제점을 해결하기 위하여, 소셜 네트워크(social network)에서 제공하는 디지털 인맥 정보와 같은 비언어적 정보와 발화상의 표현과 같은 언어적 정보로부터 대화 자간의 존대 관계를 계산하여 자동번역 결과에 반영함으로써 언어 문화적 존대 차이를 자동으로 극복하는 대화 상대 맞춤형 존대표현 자동 번역 방법을 기술하는 데 그 목적이 있다.

• Land and Housing Review
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• v.4 no.2
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• pp.133-144
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• 2013

It is commonplace to refer to the Nordic countries of Sweden, Norway, Denmark, Finland and Iceland as a distinctive and homogenous welfare regime. As far as social housing is concerned, however, the institutional heritage of the respective countries significantly frames the ways in which social housing is understood, regulated and subsidized, and, in turn, how housing regimes respond to the general challenges to the national welfare states. The paper presents a historical institutionalist approach to understanding the diversity of regime responses in the modern era characterized by increasing marketization, welfare criticism and internationalization. The aim is to provide outside readers a theoretically guided empirical insight into Scandinavian social housing policy. The paper first lines up the core of the inbuilt argument of historical institutionalism in housing policy. Secondly, it briefly introduces the distinctive ideal typical features of the five housing regimes, which reveals the first internal distinction between the universal policies of Sweden and Denmark selective policies of Iceland and Finland. The Norwegian case constitutes a transitional model from general to selective during the past quarter of a decade. The third section then concentrates on the differences between Denmark, Sweden and Norway in which social housing is, our was originally, embedded in a universal welfare policy targeting the general level of housing quality for the entire population. Differences stand out, however, between finance, ownership, regulation and governance. The historical institutional argument is, that these differences frame the way in which actors operating on the respective policy arenas can and do respond to challenges. Here, in this section we lose Norway, which de facto has come to operate in a residual manner, due to contemporary effects of the long historical heritage of home ownership. The fourth section then discusses the recent challenges of welfare criticism, internationalization and marketization to the universal models in Denmark and Sweden. Here, it is argued that the institutional differences between the Swedish model of municipal ownership and the Danish model of independent cooperative social housing associations provides different sources of resistance to the prospective dismantlement of social housing as we know it. The fifth section presents the recent Danish reform of the governance model of social housing policy in which the housing associations are conceived of as 'dialogue partners' in the local housing policy, expected to create solutions to, rather than produce problems in social housing areas. The reform testifies to the strategic ability of the Danish social housing associations to employ their historically grounded institutional relative independence of the public system.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.620-632
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• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.