• Journal of the Institute of Electronics Engineers of Korea SC
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• v.46 no.2
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• pp.15-21
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• 2009

Hearing loss is one of the most common birth defects among infants. Most of hearing-impaired children are not diagnosed until 1 to 3 years of age - which is too late for the critical period (6 month) for normal speech and language development. If a hearing impairment is identified and treated in its early stage, child's speech and language skills could be comparable to his or her normal-hearing peers. For these reasons, hearing screening at birth and throughout childhood is extremely important. ABR (Auditory brain-stem response) is nowadays one of the most reliable diagnostic tools in the early detection of hearing impairment. In this study, we have developed the system that automatically detects if there is hearing impairment or not for infants or children. For future studies, it will be developed as a portable system to be able to take a measurement not only in sound proof room but also in nursery for neonates.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.51-58
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• 2020

This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.

• Journal of Naturopathy
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• v.11 no.2
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• pp.123-135
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• 2022

Background: The study aims to examine what color representation means to artists by investigating various hypotheses about van Gogh's expression of yellow and verifying the reason of his preference of yellow. Purpose: The purpose of this study is to investigate whether yellow expression of Vincent van Gogh is a result of physiological responses of alcoholism, expression feature of mental disorder, or a problem caused by psychological motivation. Methods: In order to verify the research question, we referred to research literatures that analyzed a characteristics of Gogh's works in a various area such as psychology and psychiatry, and Gogh's symptoms and his own skills. Results: The findings suggested that Gogh's yellow preference is related to the psychological factors such as inner motivation, not a xanthopsia which is brought about alcoholism and mental disorder. Conclusions: Gogh's Yellow expression is dominantly influenced by the psychological factors. Thus, it can say that the psychological factors has a great on characteristic of artist's color expression.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.17-24
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• 2022

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.11-25
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• 1997

This presentation will focus on building basic English Prosodic Skills which are very useful and helpful for Japanese learners of English. The focus first will be on recognizing the seven basic nuclear tones, analysing intonation structures, distinguishing intonation patterns and then on the way of improving speaking ability using sufficient verbal contents of intonation (mini-dialogue). My presentation deals mainly with some difficulties which Japanese learners of English have in the field of RP intonation, It is chiefly concerned with identifying, describing and analysing tone-group sequences. It sometimes happens that Japanese learners of English can pronounce isolated bounds correctly and read phonetic symbols sufficiently, bet have difficult problems in carrying out accurate prosodic features. The use of wrong intonation is sometimes the cause of misunderstanding of speaker's attitude, connotation and shades of meaning, etc.. However accurately students can pronounce the nuclear tone or tone-group of English, they have to learn how to connect tone-groups properly for suitable sequences in respect to meaning or implication. We are faced with the complicated theory of RF intonation on the one hand and difficult realization of it on the other. Japanese learners of English have special difficulties in employing "rising tune" and "falling + rising tune". If students are taught pitch movements by indicating dots graphically between two horizontal lines, they can easily understand the whole shape of pitch movements. In this presentation, I illuminate several tone-group sequences which are very useful for Japanese learning English intonation. Among them, four similar Pitch Patterns, such as, (1) (equation omitted)- type, (2) (equation omitted) - type, (3) (equation omitted) - type and (4) (Rising Head) (equation omitted)- type are clarified and other important tone-group sequences aye also highlighted from the point of view of teaching English as a foreign language. The intonation theory, tone marks and technical terms are, in all essentials, those of Intonation of Colloquial English by O'Connor, J. D. and Arnold, G. F., Longman, 2nd ed., 1982. The changes of tone are shown graphically between two horizontal lines representing the ordinary high and low zones of the utterance. A.C.Gimson (1981:314) : The intonation of English has been studied in greater detail and for longer than that of any other language. No definitive analysis, classifying the features of RP intonation, has yet appeared (though that presented by O'Connor and Arnold (1973) provides the most comprehensive and useful account from the foreign learner's point of view).

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.107-119
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• 2024

The purpose of this study is to examine and analyze the vocabulary and problem-solving ability characteristics of adolescents with developmental disabilities related to leisure and recreation and use them as basic data in education and support of recreation activities for adolescents with developmental disabilities. The study participants were comprised of adolescents with developmental disabilities, divided into two groups based on their receptive language age: those under 10 years old and those 10 years and older. The results obtained through this study are as follows. First, there was a significant difference in leisure and recreation vocabulary between the two groups according to receptive language age. Second, there was a significant difference in problem-solving ability between the two groups based on their receptive language age. Third, the analysis of the correlation between leisure and recreation vocabulary and problem-solving abilities within each group revealed that the under 10 years old group showed the highest correlation in basic vocabulary and basic problem-solving abilities, while the 10 years and older group exhibited the highest correlation in intermediate and advanced levels of problem-solving abilities. Fourth, the analysis of incorrect responses to leisure and recreation vocabulary showed a high rate of selecting vocabulary related to similar topics as incorrect answers. Additionally, the analysis of overreactions to problem-solving abilities indicated an increasing tendency of incorrect responses in items requiring context comprehension. Additionally, the analysis of incorrect responses to problem-solving abilities indicated a tendency of higher error rates in items requiring context comprehension. The results of this study provide insights for discussing directions in communication-related skills education for the smooth recreation life of adolescents with developmental disabilities. Accordingly, it is expected to be utilized as foundational information for educational and support programs aimed at the successful recreation activities of adolescents with developmental disabilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3149-3155
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• 2011

The purpose of this study was to know the characteristics of DDK performance between CV(e.g. 'pa') and VV(e.g., 'ai') syllables in typically developing children aged 4 to 6 years old. 12 TD children performed DDK with CV structure(/pʰə/, /tʰə/, /kʰə/, /pʰətʰə/, /tʰəkʰə?/, /pʰətʰəkʰə/) and with VV structure(/ai/, /ɔi/, /ɑɔi/). Spoken syllables were counted in one second, and all spoken DDK were measured by PC-quirer. The results showed that all spoken DDK became faster as the age of children were increased. This trend was also appeared in both CV and VV syllables repetition. In addition, there was no differences in DDK rate with CV and VV syllables. The frequency of articulatory error during DDK performance was very high in the age of 3, and there was no pattern in the frequency of articulatory error according to the developmental age.