• Child Health Nursing Research
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• 제24권4호
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• pp.443-453
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• 2018

Purpose: This study was describes the development and implementation a sex education program with a blended learning method for university students. Methods: Sixty-eight university students were recruited either to the experimental group (n=35) or the control group (n=33). This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, focus group interview, expert consultations, and target group survey. In addition, learning objectives and structure were designed, and a printed text-book, presentation slides, cross-word puzzle, and debate topics were developed. In the implementation phase, the program was conducted 3 times over the course of 3 weeks. The evaluation phase involved verification of the effects of the program on sex-related knowledge, sexual autonomy, and justification of violence, as well as an assessment of satisfaction with the program. Results: The experimental group had significantly higher scores on sex-related knowledge (t=5.47, p<.001), sexual autonomy (t=2.40, p=.019), and justification of violence (t=2.52, p=.015) than the control group. Conclusion: The results indicate that this sex education program with blended learning was effective in meeting the needs of university students and can be widely used in this context.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 1997년도 한국감성과학회 연차학술대회논문집
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• pp.224-227
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• 1997

The International Affective Picture System (IAPS) developed by Lang and colleagues[1] is a world-widely adopted tool in studices relating a variety of physiological indices to subjective emotions induced by the presentation of standardized pictures of which subjective ratings are well established in the three dimensions of pleasure, arousal and dominance. In the present stuey we investigated whether distinctive EEG characteristics for six discrete emotions can be discernible using 12 IAPS pictures that scored highest subjective ratings for one of the 6 categorical emotions, i. e., happiness, sadness, fear, anger, disgust, and surprise (Two slides for each emotion). These pictures as visual stimuli were randomly given to 38 right-handed college students (20-26 years old) with 30 sec of exposure time and 30sec of inter-stimulus interval for each picture while EEG signals were recorded from F3, F4, O1, and O2 referenced to linked ears. The FFT technoque were used to analyze the acquired EEG data. There were significant differences in RP value changes of EEG bands, most prominent in theta, between positive positive and negative emotions, and partial also among negative emotions. This result is in agreement with previous studies[2, 3]. However, it requires further studied to decided whether IAPS could be a useful tool for catigorical approaches to emotion in addition to its traditional uwe, namely dimensional to emotion.

• 한국의류학회지
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• 제16권3호
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• pp.197-207
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• 1992

Expressionism, is as diverse as the artists invo)ved, in a very broad sense two main tendencies may be noted. The first is that of the Action painters, concerned in different ways with the gesture of the brush and the texture of the paint. It included such major artists as Arshile Gorky, Jackson Pollock, Willem De Keening, and Franz Kline. The other group consisted of the Color Field painters, concerned with the statement of an abstract sign or tranquil image in terms of a large, unified color shape or area. Here must be included Mark Rothko, Barnett Newman, Ad Rdinhardt, as well as, to a degree, Adolph Gottlieb, Robert Motherwell, and Clyf(ord Still. In this paper, 1 selected two artists Arshile Gorky and Jackson Pollock independent charac-teristics and studied the influence of their Action painting on the fabrics of modern fashion. However, it should be noted it was never the intention of the critic Harold Rosenberg, in coining this term, to imply that Action painting was a kind of athletic exercise. Nor is it true that the furious and seemingly haphazard scattering of the paint involved a completely uncontrolled, intuitive act. There is no question that, in the paintings of Jackson Pollock, Arshile Gorky and many of the other Abstract Expressionists, the element of intuition or the accidental plays a large and deliberate part; this was indeed one of the principal contributions of Abstract Expressionism which had found its own inspiration in surrealism's 'psychic automaton'. However, nothing that an experienced and accomplished artist does can be completely accidental. Aside from their intrinsic quality, the spun-out skeins of poured pigments contributed other elements that changed the course of modern painting. There was the concept of the all-over painting, the painting seemingly without beginning or end, extending to the very limits of the canvas and implying an extension even beyond. The feeling of absorption or participation is heightened by the ambiguity of the picture space. The colors and lines, although never punctur-ing deep perspective holes in the surface, still create an illusion of continuous movement, a billowing, a surging back and forth, within a limited depth. To study the influence of Abstract Expressionism on the fabric of modern fashion, 1 selected and examined four fashion magazines: Collezioni published in France, Bazaar in Italy, Gap in Japan and Vogue in the U.S.a. froim January 1989 to June 1991. As a result of this review I found that some fabrics used in modern clothing are printed in a dripping, pouring and splashing style without any meaning or form. Slides included in the presentation show that modern fabrics which are printed in such a style were influenced by Abstract Expressionism. The slides also show that these abstract prints are well suited to modern fashion design.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 1998년도 추계학술발표 논문집
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• pp.143-147
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• 1998

Autonomic and EEG responses of 38 college students were studied during 60-sec long presentation of International Affective Picture System (IAPS )slides evoking, according to subjective reports, negative (disgust, sadness, surprise) and positive (happiness, exciting) emotional. states. Observed were significant heart rate (HR) deceleration, large skin conductance responses (SCR), moderate respiration frequency slowing, reduction of frontal (F 3, F 4 ) and occipital (O 1, O 2 ) fast alpha, and increases of theta, delta and beta relative spectral power values during the first 30 sec of exposure of IAPS pictures. Analysis carried out to differentiate emotion categories according to autonomic responses indicated that observed HR deceleration was larger in magnitude in surprise and sadness than in disgust, SCR amplitude higher in sadness than in disgust. EEC showed significant differences in theta (F 3, F 4 ) and delta (O 1) power increase in disgust vs. happiness, fast alpha (F 3, F 4 ) power was lower in surprise than in happiness, and slow beta power higher. in happiness than in disgust (0 1). Despite some differences. observed within discrete emotion conditions, overall responses pattern of monitored parameters exhibited similar profiles with few variations, most. obvious. in disgust state, which suggests that affective visual stimulation elicits stereotypical responses in a given passive viewing paradigm. However, the magnitude of physiological responses may vary to certain extent across discrete emotional states making it possible to differentiate among particular experimentally-induced emotional states, e.g., disgust vs. sadness by ANS responses or disgust vs. happiness by EEG measures.

• 지능정보연구
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• 제19권4호
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• pp.39-53
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• 2013

인터넷의 발달과 SNS의 등장으로 정보흐름의 방식이 크게 바뀌었다. 이러한 변화에 따라 소셜 미디어가 급부상하고 있으며 소셜 미디어와 비디오 콘텐츠가 융합된 소셜 TV, 소셜 뉴스의 중요성이 강조되고 있다. 이러한 환경 속에서 사용자들은 단순히 콘텐츠를 탐색만 하는 것이 아니라 같은 콘텐츠를 이용하고 있는 친구들이나 지인들과 콘텐츠에 대한 정보나 경험들을 공유하고 더 나아가 새로운 콘텐츠를 만들어내기도 한다. 하지만 기존의 소셜 뉴스에서는 이러한 사용자들의 특성을 반영해 주지 못하고 있다. 특히 이용자들의 참여성만을 고려하고 있어서 서비스간의 차별화가 어렵고 뉴스 콘텐츠에 대한 정보나 경험 공유 시 컨텍스트 공유가 어렵다는 문제가 있다. 이를 해결하기 위해 본 논문에서는 뉴스를 내용별로 분할하고 분할된 뉴스에서 추출된 시간 종속적인 메타데이터를 제공하는 프레임워크를 제안한다. 제안하는 프레임워크에서는 스토리 분할 방법을 이용하여 뉴스 대본을 내용별로 분할한다. 또한 뉴스 전체내용을 대표하는 태그, 분할된 뉴스를 나타내는 서브 태그, 분할된 뉴스가 비디오에서 시작하는 위치 즉, 시간 종속적인 메타데이터를 제공한다. 소셜 뉴스 이용자들에게 시간 종속적인 메타데이터를 제공한다면 이용자들은 전체의 뉴스 내용 중에 자신이 원하는 부분만을 탐색 할 수 있으며 이 부분에 대한 견해를 남길 수 있다. 그리고 뉴스의 전달이나 의견 공유 시 메타데이터를 함께 전달함으로써 전달하고자 하는 내용에 바로 접근이 가능하며 프레임워크의 성능은 추출된 서브 태그가 뉴스의 실제 내용을 얼마나 잘 나타내 주느냐에 따라 결정된다. 그리고 서브 태그는 스토리 분할의 정확성과 서브 태그를 추출하는 방법에 따라 다르게 추출된다. 이 점을 고려하여 의미적 유사도 기반의 스토리 분할 방법을 프레임워크에 적용하였고 벤치마크 알고리즘과 성능 비교 실험을 수행하였으며 분할된 뉴스에서 추출된 서브 태그들과 실제 뉴스의 내용을 비교하여 서브 태그들의 정확도를 분석하였다. 결과적으로 의미적 유사도를 고려한 스토리 분할 방법이 더 우수한 성능을 보였으며 추출된 서브 태그들도 컨텍스트와 관련된 단어들이 추출 되었다.

• 대한공업교육학회지
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• 제34권2호
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• pp.128-160
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• 2009

본 연구는 한 학기 동안 공학입문 교과목을 중심으로 일어나는 여러 가지 상황들(장소, 교사, 학생, 교과목)을 중심으로, 특히 공학입문을 가르치는 두 교사간의 상호작용을 내러티브 형식으로 기술하였다. 특히 내러티브의 3차원적 탐구 공간 속에서 학교의 문화, 공과대학, 공학인증 프로그램 등을 바탕으로 공학입문이라는 교과목을 조명하였다. 본 연구로부터 얻은 결론은 학생의 흥미유발을 위한 두 교수의 실행경험으로부터 도출되었다. 첫째, 학생의 흥미를 유발하기 위하여 파워포인터의 글씨나 배경이 좀 더 크고 선명하게 즉, 큰 강의실에 맞추어 작성되어야 한다. 또한 교과 내용을 핵심내용으로 축소하고 효과적으로 전달할 수 있는 동영상의 소개가 이전보다 많아야 한다. 둘째, 교수방법으로는 설명위주로 주어진 자료를 강의하는 것을 자재하고, 매 수업시간에 수업내용과 연계하여 학생들의 그룹 활동이나 개인 활동을 보다 많이 할 수 있도록 해야 한다. 셋째, 과제물은 부족한 수업내용을 보충하고 본 수업 이후에도 학생들에게 많은 도움이 되는 것으로 구성되어야 한다. 마지막으로, 시험문항과 형식들은 학생들의 흥미를 충분히 유발할 수 있도록 설계되어야 한다. 객관식 위주 보다는 단답형 또는 서술형 주관식으로 학생들의 창의적 생각과 깊은 통찰력을 물을 수 있는 문항으로 구성되어야 한다. 본 연구의 한계는 여러 가지로 살펴 볼 수 있다. 첫째, 케이스 연구이므로 이것을 일반화 하기는 무리가 있다. 둘째, 공학입문 교과목을 중심으로 교수들 간의 상호작용과 이에 대한 효과를 깊이 있게 연구하지 못하였다. 따라서 학기 중 담당교수들 간의 정보공유와 그에 따른 실행 경험에 대한 연구와 효과를 다루는 후속 연구가 필요하다. 셋째, 본 연구는 공학입문 교과목을 중심으로 발생하는 여러 가지 어려움들을 묘사하는데 그쳤다. 각 이슈들에 대한 묘사를 바탕으로 이에 대한 구체적인 연구가 필요하다. 이러한 이슈들을 대표적으로 살펴보면, 외국인 학생들에 대한 학교 적응이나 삶, 학생의 흥미유발 방법에 대한 실행경험, 과정중심 교육과 결과중심 교육의 실행경험, 팀 발표의 효과적인 운영 경험 등을 들 수 있다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.