• MALSORI
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• no.27_28
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• pp.27-56
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• 1994

Processes involving the change of vowel height are natural enough to be found in many languages. It is essential to have a better feature specification for vowel height to grasp these processes properly, Standard Phonology adopts the binary feature system, and vowel height is represented by the two features, i.e., [\pm high] and [\pm low]. This has its own merits. But it is defective because it is misleading when we count the number of features used in a rule to compare the naturalness of rules. This feature system also cannot represent more than three degrees of height, We wi31 discard the binary features for vowel height. We consider to adopt the multivalued feature [n high] for the property of height. However, this feature cannot avoid the arbitrariness resulting from the number values denoting vowel height. It is not easy to expect whether the number in question is the largest or not It also is impossible to decide whether a larger number denotes a higher vowel or a lower vowel. Furthermore this feature specification requires an ad hoc condition such as n > 3 or n \geq 2, whenever we want to refer to a natural class including more than one degree of height The altelnative might be Particle Phonology, or Dependency Phonology. These might be apt for multivalued vowel height systems, as their supporters argue. However, the feature specification of Particle Phonology will be discarded because it does not observe strictly the assumption that the number of the particle a is decisive in representing the height. One a in a representation can denote variant degrees of height such as [e], [I], [a], [a ] and [e ]. This also means that we cannot represent natural classes in terms of the number of the particle a, Dependency Phonology also has problems in specifying a degree of vowel height by the dependency relations between the elements. There is no unique element to represent vowel height since every property has to be defined in terms of the dependency relations between two or more elements, As a result it is difficult to formulate a rule for vowel height change, especially when the phenomenon involves a chain of vowel shifts. Therefore, we suggest a new feature specification for vowel height (see Chapter 3). This specification resorts to a single feature H and a few >'s which refer exclusively to the degree of the tongue height when a vowel is pronounced. It can cope with more than three degrees of height because it is fundamentally a multivalued scalar feature. This feature also obviates the ad hoc condition for a natural class while the [n high] type of multivalued feature suffers from it. Also this feature specification conforms to our expection that the notation should become simpler as the generality of the class increases, in that the fewer angled brackets are used, the more vowels are included, Incidentally, it has also to be noted that, by adopting a single feature for vowel height, it is possible to formulate a simpler version of rules involving the changes of vowel height especially when they involve vowel shifts found in many languages.

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.2 no.1
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• pp.39-44
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• 2006

Cerebral palsy(CP) is one of the most common motor disease, due to brain injury during fetal and neonatal development which results in neuromotor paralysis and associated neuromuscular symptoms. Features of CP include motor disability due to the lack of muscle control, often accompanied by sensory disorders, mental retardation, speech disorders, hearing loss, epilepsy, behavior disorders, etc. There are increasing chances of treatment of dental patients with cerebral palsy, as the occurrence of CP is increasing with the decrease in infant mortality and an increase in immature birth and premature birth and also, there is a trend to pursue of higher quality of life. Reports on the relationship between CP and maxillofacial deformity are uncommon, but it is well known that the unbalance and discontrol of the facial muscles, lip, tongue and the jaws leads to malocclusion and temporomandibular joint disorders, and statistics show that class 2 relationship of the jaws and open bite is frequently reported. However, it is difficult to perform maxillofacial deformity treatment, which consists of orthodontic treatment, maxillofacial surgery and muscle adaptation training, due to difficulties in communication and problems of muscle adaptation caused by difficulties in motor control which leads to a high recurrence rate. This case report is to trearment of maxillofacial deformity in CP patient. A 26 year old female patient came to the department with the chief complaint of prognathism of the mandible and facial asymmetry. According to the past medical history, she was diagnosed as cerebral palsy 1 week after birth, classified as GMFC, classII accompanied with left side torticollis. The patient's intelligence was moderate, and there were no serious problems in communication. For two years time, the patient underwent lingual frenectomy, pre-operation orthodontic treatment and then bimaxillary orthognathic surgery to treat mandibular prognathism and facial asymmetry followed by rehabilitatory exercise of facial muscle. After 6 months of follow up, there was a good result. This is to report to the typical signs and symptoms of DFD in CP patient and the limitation of the usual method of the treatment of DFD in CP patient with literature review.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.89-107
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• 2014

The purposes of this study are to analyze the effectiveness of public library reading programs for children in qualitative way and to apply the outcomes to identify areas to measure the success of library reading programs. Interviews were conducted with children who participated in '2013 Reading Books with Libraries' program and adults who were in charge of managing the program. Observations on the program were also conducted. The findings indicate that children who participated in '2013 Reading Books with Libraries' program positively changed in various aspects. Selected areas to measure the success of library reading programs include: reading behavior; attitude to books; awareness of libraries and librarians; participation of library reading programs; the ability to read aloud; the ability to comprehend stories by listening; aggression; the ability to express one's own feelings; speech ability; concentration power; and undiscovered potential. The elements that affect the success or failure of library reading programs include: librarian's enthusiasm on running the reading program; environmental condition of the community child care center; age differences between child participants; running style of the instructor's program; selection of books; child participants' reading abilities and interests in reading; available time for free voluntary reading.

• Journal of Digital Contents Society
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• v.19 no.4
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• pp.821-827
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• 2018

Affective computing has gained increasing interest in the recent years with the development of potential applications in Human computer interaction (HCI) and healthcare. Although momentous research has been done on human emotion recognition, however, in comparison to speech and facial expression less attention has been paid to physiological signals. In this paper, Electroencephalogram (EEG) signals from different brain regions were investigated using modified wavelet energy features. For minimization of redundancy and maximization of relevancy among features, mRMR algorithm was deployed significantly. EEG recordings of a publically available "DEAP" database have been used to classify four classes of emotions with Multi class Support Vector Machine. The proposed approach shows significant performance compared to existing algorithms.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.175-186
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• 2015

In this study, we developed the PATROL teaching and learning model by using digital textbooks in Smart Classrooms to correct the disadvantages of Flipped Classrooms. PATROL is an acronym for Planning, Action, Tracking, Recommending, Ordering, and Leading. In the Planning phase, teachers should make a lesson plan. Next, students take Action by watching online contents and completing assignments in their digital textbook. After that, Tracking is needed to analyze the students' activities and the results. Then, Recommending is used to provide suggested instructional activities to teachers based on that analysis. Next, Ordering requires that students request new materials for class activities. Finally, Leading allows teachers to provide materials at the appropriate level to their students based on the students' learning activities. Applying the PATROL model at two elementary schools resulted in an increase in student-directed speech as well as an increase in the number of group and individual activities. Teachers also had more time to walk around the classroom.

• Journal of the Korean Society for information Management
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• v.36 no.2
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• pp.255-273
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• 2019

Recently, the table of contents (TOC) has been becoming increasingly accessible and utilized. The study conducted descriptive statistics and comparative analysis of the table of contents in terms of parts of speech and subject in text. For this purpose, this study chose the books of the social sciences field from acquisition lists of an academic library, obtained Dewey class numbers of target books from KERIS union catalog, and extracted TOC data from online bookstore. Morphological analysis was performed on each book titles and TOCs, and descriptive statistics and frequency analysis were carried out. As a result, nouns made up roughly half of the morphemes of titles or the TOCs. TOCs had about 50 times more nouns than titles. The percentage of unique nouns that appeared only in the table of contents is estimated to be 95.2% of the TOC's total nouns. The table of contents also showed a differences in its lengths depending on the field of social science.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.24 no.3
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• pp.157-162
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• 2024

This study was conducted to implement Joseon Dynasty conversational style using the ChatGPT API to enhance the immersion of games set in the Joseon era. The research focuses on interactions between middle-class players and other classes. Two methods were employed: learning the dialogues from historical dramas set in the Joseon Dynasty and learning the sentence endings typical of the period. The method of learning sentence endings was rated higher based on self-evaluation criteria. Reflecting this, prompts were constructed to represent NPC dialogues in the game settings of the Joseon era. Additionally, a method was proposed for creating various NPC prompts using prompt combination techniques. This study can serve as a reference for NPC dialogue creation in games set in the Joseon Dynasty.

• Journal of Christian Education in Korea
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• v.62
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• pp.227-255
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• 2020

This paper aims to explore the nature of the making of speaking subject in early Korean Protestantism, focusing on the educational spaces for women. Traditional women could become a speaking subject through various educational programs provided by Protestantism in modern Korea. Especially three kinds of educational space played the crucial role of making women a speaking subject. The first was Bible class established for women in rural areas. Since most Korean women were unable to read and write, Protestant churches taught them Hangul[Korean alphabet] before teaching the Bible. Korean women studied the Bible in Bible class, Women's Bible School, and Women's High Bible School. Through this education, traditional women were liberated from the world of ignorance and obedience, and then become a speaking subject. The second was speeches and discussions that have emerged in institutional spaces such as mission schools for girls and women's organizations. Students at mission school were able to learn how to express their opinions by way of public speaking and discussion classes. Women were able to become speaking subjects in the process of learning such techniques of modern language. At that time, representative discussion spaces were Lee Mun-hoe, Joyce Chapter, and YWCA. The third was testimony and dialect. Unlike sermons and public prayers, which were only allowed to male elites, testimony and dialectics are a form of speech that transcends gender or status constraints. Especially in the space of the revival movement, women confirmed their dignity through active testimony, and their religious identity was strengthened in the process. Dialect also served as the language of liberation for women suffered and alienated from male-dominant culture. Dialect is a device that exercises the right to speak against transcendental authority. Furthermore, in Protestantism of early modern Korea, the speaking subject's act of speech was elevated beyond personal matters to social issues, women's issues, and ethnic issues.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• The korean journal of orthodontics
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• v.27 no.2
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• pp.283-296
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• 1997

Stomatognathic system is a complex one that is composed of TMJ, neuromuscular system, teeth and connective tissue, and all its components are doing their parts to maintain their physiological relationships. Mandible, in particular, performs various functions such as mastication, speech, and deglutition, the muscular activities that determine such functions are signalled by numerous types of proprioceptors that exist in periodontal membrane, TMJ, and muscles to be controlled by complicated pathways and mechanics of peripheral and central nervous system. Orthodontic treatment, especially when accompanied by orthognathic surgery, brings dramatic changes of stornatognat is system such as intraoral proprioceptors and muscle activities and thus, changes in patterns of mandibular function result The author tried to analyze changes in patterns of mandibular movement and physiologic activities of surrounding muscles in Skeletal Class III ortlrognathic surgery patients who presently show a great increase in numbers. The purpose of this study was to draw some objective guidelines in evaluating funclierual aspects of orthognathic surgery patients. Mandibular functional analysis using Biopak was performed for skeletal Class III prognathic patients who underwent IVRO(lntraoral Vertical Ramus Osteotmy), and the following results were obtained: 1. Resting EMG was greater in pre-surgical group than the control group, and it showed gradual decrease after the surgery. Clenching EMG of masseter and anterior temporalis of pre-surgical group was smaller than those of control group, they also increased post-surgically, and significant difference was found between pre-surgical and post-surgical(6 months) groups. 2. Resting EMG of anterior ternporalis was greater than that of all the other muscles, but there was no significant difference. Clenching EMG of anterior temporalis and masseter were greater than those of the other muscles with statistical difference. In swallowing, digastric muscle showed the highest EMG with statistical significance. 3. Limited range of mandibular movement was shown in pre-surgical group. Significant increase in maximum mouth opening was observed six months post-surgically, and significant increase in protrusive movement was observed three months post-surgically.