• Proceedings of the Acoustical Society of Korea Conference
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• 1993.06a
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• pp.259-262
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• 1993

In this paper, a new pitch beginning point detection method by extracting the G-peak, is proposed. By the speech production model, the area of the first peak on a pitch interval of speech signals is emphasized. By using the above characteristics, this method have more advantages than the others for pitch beginning point detection. The defective decision caused by an impulsive noise is minimized and the pre-filtering is not necessary for this method, because the integration of signals takes place in the process.

• The Mathematical Education
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• v.51 no.4
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• pp.415-427
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• 2012

This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• Journal of Intelligence and Information Systems
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• v.17 no.4
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• pp.279-292
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• 2011

Movie is a representative media that can transmit stories to audiences. Basically, a story is described by characters in the movie. Different from other simple videos, movies deploy narrative structures for explaining various conflicts or collaborations between characters. These narrative structures consist of 3 main acts, which are beginning, middle, and ending. The beginning act includes 1) introduction to main characters and backgrounds, and 2) conflicts implication and clues for incidents. The middle act describes the events developed by both inside and outside factors and the story dramatic tension heighten. Finally, in the end act, the events are developed are resolved, and the topic of story and message of writer are transmitted. When story information is extracted from movie, it is needed to consider that it has different weights by narrative structure. Namely, when some information is extracted, it has a different influence to story deployment depending on where it locates at the beginning, middle and end acts. The beginning act is the part that exposes to audiences for story set-up various information such as setting of characters and depiction of backgrounds. And thus, it is necessary to extract much kind information from the beginning act in order to abstract a movie or retrieve character information. Thereby, this paper proposes a novel method for extracting the beginning boundaries. It is the method that detects a boundary scene between the beginning act and middle using the accumulation graph of characters. The beginning act consists of the scenes that introduce important characters, imply the conflict relationship between them, and suggest clues to resolve troubles. First, a scene that the new important characters don't appear any more should be detected in order to extract a scene completed the introduction of them. The important characters mean the major and minor characters, which can be dealt as important characters since they lead story progression. Extra should be excluded in order to extract a scene completed the introduction of important characters in the accumulation graph of characters. Extra means the characters that appear only several scenes. Second, the inflection point is detected in the accumulation graph of characters. It is the point that the increasing line changes to horizontal line. Namely, when the slope of line keeps zero during long scenes, starting point of this line with zero slope becomes the inflection point. Inflection point will be detected in the accumulation graph of characters without extra. Third, several scenes are considered as additional story progression such as conflicts implication and clues suggestion. Actually, movie story can arrive at a scene located between beginning act and middle when additional several scenes are elapsed after the introduction of important characters. We will decide the ratio of additional scenes for total scenes by experiment in order to detect this scene. The ratio of additional scenes is gained as 7.67% by experiment. It is the story inflection point to change from beginning to middle act when this ratio is added to the inflection point of graph. Our proposed method consists of these three steps. We selected 10 movies for experiment and evaluation. These movies consisted of various genres. By measuring the accuracy of boundary detection experiment, we have shown that the proposed method is more efficient.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.191-208
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' stress coping strategies, role performance, and self leadership. The subjects in this study were 491 beginning early childhood teachers working in kindergarten and child care centers across the country. Stress coping strategies questionnaire(Chang-Soon Park, 2005) and role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that passive stress coping strategies does not have statistically meaningful influences on role performance, but active stress coping strategies have statistically meaningful positive influences on role performance. Also, 491 beginning early childhood teachers' active stress coping strategies have statistically meaningful positive influences on role performance through the mediation of self leadership. That is, the results explain that the higher the self-leadership of beginning early childhood teachers is, the higher the role performance that they have experienced is. It shows that beginning early childhood teachers'self leadership mediates partially between active stress coping strategies and role performance. Through this study, it is possible to provide basic information to configure the subject content that enhance their self-leadership and develop active stress coping attitudes in a curriculum for beginning early childhood teachers.

• Magazine of the Korean Society of Agricultural Engineers
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• v.17 no.3
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• pp.3795-3814
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• 1975

The purpoes of this thesis is to study the effect of the variation of the beginning date of the suspension of irrigation and the length of intermittent suspension period of irrigation in the paddy field on the growth and yield of rice, so as the provide a critical limit of saving irrigation water and an irrigation method to prevent drough damage in rice cultivation. In this experiment, the rice variety adopted was NONGRIM No.29. There were seven main test plot, each test plot having a different beginning date of the suspension of irrigation. A main test plot was susdivided into five small test plots, each having a different length of the suspension period of irrigation. The results obtained in this experiment are summarized as follows: 1. The number of tillers is controlled by the treatment of the suspension of irrigation, its beginning date being early of late. The reductive effects of beginning dates of suspension upon the number of tillers. investigated on July 30, are about 84% for the treatment suspended on July 8, 87% on July 12, and 92% on July 19, respectively, in comparison with the standard plot. However. the suspenion treatments after the foregoing dates does not affect the control of their numbers. On the other hand, the lengths of intermittent suspension periods influence highly on the number of tillers to be restrained considerably, the decrease ratio ranging from 91% to 80% Both treatments on dates and periods are so intermingled that the restraining effects of suspension periods become greater as the dates of its beginning are earlier. 2. The elongation of plant hieghts also restrained considerably by the longer periods and earlier dates of suspension treatments of irrigation. Especially, the effects of the lengths of suspension periods become more serious. 3. Heading dates are delayed by two to five days through the suspension treatments of irrigation. However, the heading stage ends almost on the same day without relation to the differences between the irrigation suspension treatments. In the test plot where the suspension date of irrigation comes after the young panicle forming stage, the heading stage ends one or two days later than in the standard test plot. 4. Both culm lengths and panicle lengths show significant differences in their values, i.e., their lengths are shorter, as the begining dates of irrigation suspension are earlier and the suspension periods are longer. 5. The earlier the beginning date and the longer the period of irrigation suspension, the less is the number of panicles per hill in comparison with the standard plot. 6. The earlier the beginning date and the longer the period of irrigation suspension, the higher is the significant difference in the number of kernels per panicle in comparison with that in the standard test plot, i.e., the less is the number of kernels per panicle. 7. The earlier the beginning date and the longer the period of irrigation suspension, the lighter are the weights of rough rice and straws per hill in comparison with those in the standard plot.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.691-702
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• 2006

The purposes of the study are to portray Korean beginning secondary science teachers' ways of arranging science content, sense-making strategy, and factors contributing to the tensions between teachers' intentions and actual practice. Six beginning secondary science teachers participated in this study. Science classes taught by the participating teachers were observed and videotaped. Semi-structured interviews were conducted for science teachers participated in this study after science classes were observed. Instructional materials were also collected for each science class. Video- and audio-taped data were transcribed and analyzed using conceptual framework developed by the Michigan State University. The findings of this study produce the following conclusions: (1) beginning teachers' science classes are arranged in ways compatible to traditional school science, (2) frequently used sense-making strategies are procedural display and narrative reasoning, (3) tensions between beginning teachers' intentions and practice arise from two factors such as assessment and differences in educational views with peer teachers, and (4) learning experiences, lack of perceptions and preparations on reform science teaching, and the absence of systematic program for professional development programs for beginning science teachers are major obstacles to reform science teaching for beginning teachers.

• The Korean Journal of Food And Nutrition
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• v.8 no.3
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• pp.206-211
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• 1995

Three kinds of soy sauce were prepared using the brick type of conventional menu(A), the brick type of meju of Aspergillus oryzae (B) and the grain type of menu Aspergillus oryzae (C). Organic acid and fatty acid were analyzed In accordance to aging time of those products Citric acid, lactic acid, acetic acid, malonic acid, butyric acid, oxalic acid, and propionic acid were dejected in all kinds of soy sauce. The content of lactic acid was shown higher than those of any other organic acids. The content of lactic acid was much higher at beginning of preparation and at 180 days in soy sauce B than any other conditions. The content of acetic acid was much higher at beginning of preparation, at 120 days in soy sauce C and at 180 days in soy sauce B than any other conditions. The content of citric acid was highest at beginning preparation in soy sauce C, and that was highest in soy sauce B except beginning preparation to 120 days. Myristic, palmitic, stearic, oleic, linoliic, linolenic, arachidonic acid were detected in all kinds of soy sauce after 180 days. The content of oleic acid were shown 32.59∼53.79% in soy sauce B and in soy sauce C. The content of stearic acid was shown 49.7oA In soy sauce A. Linolinec acid and arachidonic acid were detected in only soy sauce C.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.97-112
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• 2018

Conducted within the methodological framework of action research, this study examines the ways in which a beginning science teacher in a Korean elementary classroom engaged in collaborative research with her own students to resolve problems preventing effective science teaching and learning. Specifically, this study uses cogenerative dialogue between teachers and students to develop new teachers' knowledge of how to manage the classroom to be able to more effectively implement inquiry instructional strategies and knowledge of students as learners. Findings from this research suggest that by involving students in cogenerative dialogues, beginning teachers are provided with valuable insights into how elementary students think about school, science, and teaching and learning, which can help expand a beginning teacher's capacity to be an effective science teacher of science for all learners, especially diverse learners. These findings suggest that teacher education programs could better support beginning teachers by placing greater emphasis on how to conduct action research, including how to implement cogenerative dialogues to catalyze positive changes in their own classrooms. We conclude by discussing the important implications this research has for supporting new teachers struggle to effectively teach science and who would benefit from using strategies to foster improved relationships with their students and improved understanding about the challenges faced by diverse learners in their classroom.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.