• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.111-120
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• 2013

Programming novices have various difficulties when they learn C language for the first time. Novices have a large burden for understanding of a C language grammar, and have a tendency to focus on the grammar rather than problem solving. Moreover, it requires programming domains to arouse student's interest for software development. This paper presents a programming environment for C languages education focusing on a problem solving. To this end, this paper defines Tiny-VPL that is a simple visual programming language for NXT robot programming and presents robot programming environment using Tiny-VPL. This paper also presents an environment for NXT robot programming using Mini-C language which is a subset of C language. For the purpose of helping to understand the C syntax and semantics, the visual and interactive conversion system of Tiny-VPL to Mini-C is provided. Our programming environment can arouse student's interest through robot programming and can be used effectively for C language education focusing on problem solving with graphical and interactive conversion of the visual language Tiny-VPL to the textual language Mini-C.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.18 no.2
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• pp.129-133
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• 2007

Background and Objectives: Nasometry is an easy, noninvasive method to obtain objective data regarding the function of velopharynx. However, because articulation errors may affect the results of nasometry, the examiner should interpret the nasalance score based on appropriate speech stimuli. The purpose of this study is to examine the difference of nasalance score between glottal and oral articulations in patients with velopharyngeal insufficiency (VPI). Materials and Method: Nineteen children between 3.4 and 12.1 years of age (mean age 5.7 years) with a confirmed VPl showing hypernasality and articulation errors (glottal stops) were included. Nasalance scores were obtained for two speech patterns of glottal and oral stops. In addition, the velopharyngeal functions were analyzed in four subjects using video nasopharyngoscopy. Results: The $mean{\pm}S.D$ nasalance scores of the glottal stops and oral stops were $42.54{\pm}16.26%$ and $25.47{\pm}16.51%$ respectively (p=.000). Six of 19 patients achieved normal nasalance scores when glottal stops changed to oral stops by the trial speech therapy. Video nasopharyngoscope confirmed that large velopharyngeal gaps can be decreased into tiny gaps or complete closure when compensatory articulations were corrected for some cases. Conclusion: Compensatory articulation errors must be corrected for the reliable interpretation of the nasalance scores that are obtained in children with velopharyngeal insufficiency, which would facilitate to make a better decision for further management of these patients.