• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.139-160
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• 2011

The purpose of this study is twofold: (i) to develop a teaching and learning plan and practical performance assessment tools for the improvement of teenager-parent communication and relationships as well as explore their effects on the communication in the everyday family life; and (ii) to find the underlying problems of teenager- parent communication through conversation analysis and to provide a improved dialogue model. We provided the experimental group with a performance task of communication training between teenagers and their parents in the real family situation while the control group practiced communication skills in a learning situation. However for both classes, before and after performance tasks were equally provided. The experimental group exhibited a longer conversation time with their parents, better communication skills, and higher degrees of relational satisfaction than the control group. Conversation analysis revealed that the experimental group reduced the use of blocking techniques in the teenager-parent conversations more than the control group, and all so raised the frequency of functional communications more than the control group. In both areas of communication in the experimental group was significantly improved, Most notably, a problem-solving case through no-lose conflict resolution methods was effective, succeeding by 70% in the e experimental group and 43.3% in the control group. Parents use blocking techniques like admonition, lecturing, blaming. sarcastic remarking, ordering and so forth, while teenagers use dispute, avoidance, blaming, and teasing in this order. The communication problems during the conversation process, teenagers' evasive and rebellious way of speaking instigates adverse communication responses from parents, so their conversation tends to unfold as ambiguous evasion opposed to: inquiring or evasion by short answers vs. ordering-preaching, or disputing vs. criticizing-making sarcastic, disputing vs. disputing-teaching, and criticizing vs. criticizing.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2020.11a
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• pp.181-181
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• 2020

IT 분야에서 에이전트는 상황에 따라서 의도를 이해하고 자립적인 판단에 의해 처리를 실행하는 기능을 의미한다. 디지털 해상교통 환경을 구축하기 위해서는 해상교통환경을 구성하는 교통류, 선박, 항해사, 관제사 등의 주요 요소들에 대해 에이전트 기술개발이 필요하다. 관제사 에이전트는 해상교통환경에서 관제 기능을 수행하여 실제 상황과 유사한 해상교통 상황을 제공하고, 해상교통 영향 평가에 있어서 관제 요소가 부여된 평가를 수행하는 것이다. 본 논문에서는 관제사 에이전트 개발에 대한 설계, 구축 현황을 소개하였다.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.641-652
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• 2021

Drivers have willing to do secondary tasks in situations deemed safe autonomous driving. I studied that positive notifications for secure areas could improve situation awareness and driving performance after TOR(Take over request) in autonomous driving. Comparing TOR alert only and monitoring alert conditions, participants in the positive notification condition showed higher situation awareness and driving performance. Also, in emotional assessment, the positive notification condition showed higher positive evaluation than other conditions. Due to Covid-19, I designed experiments separate online with driving videos in experiment 1 and offline using a driving simulator in experiment 2. This study has implications that presented a different perspective on autonomous driving notification design.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Archives of design research
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• v.15 no.1
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• pp.225-233
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• 2002

People's thinking and aging ways, which are spread in the abnormal situation called the reoognition panic, are different from those in the normal situation. So the design which is applied to this situation have the different points to be considered. The design in the abnormal situation is as important as that in the normal situation. This study is to evaluate the basic usability of the icons which are applied to this situation. The basic data about the recognition course, icon and metaphor have been collected and analyzed, and then the experiments based on this have been planned. The proprieties and conclusions about the ways have been generalized through accomplishing and analyzing the planned experiments. The most important meaning of this study is to suggest the examples of the usability estimating ways of the design works in the abnormal situation where the recognition panic may happen with high frequency. I hope that this study will be used for checking and improving in advance the difficulties of using the design which may happen in the real situation, by using actively the similar ways to this experiment.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.10a
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• pp.1811-1812
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• 2015

대형화, 복잡화 되어가는 대형 기계설비의 위험상황에 대한 실제 훈련은 소요시간 및 비용 증가, 훈련자 안전 확보의 어려움, 반복적인 훈련 및 평가가 어렵기 때문에 가상현실을 이용한 훈련 시뮬레이터가 대안으로 제시되고 있다. 본 논문에서는 대형 기계설비 안전대응 시뮬레이터에서 수행된 훈련에 대한 훈련자 피드백 및 평가를 위하여 개발된 시스템을 소개한다. 가상현실 기반 훈련 시뮬레이터에서 수행한 훈련결과 데이터를 활용하여 훈련 시나리오 내 임무수행 여부, 수행시간/거리에 대한 정량적 평가와 함께 훈련자의 훈련동작 데이터와 표준동작과의 비교를 통하여 효율적인 훈련을 위한 피드백을 수행할 수 있다. 또한 평가 결과의 시각화를 통해 직관적인 훈련개선이 가능하도록 하였다. 개발된 훈련평가 시스템을 활용하여 효과적인 훈련자 피드백 제공 및 반복적인 훈련 수행을 통한 안전대응 능력 향상이 가능할 것으로 판단된다.

• Convergence Security Journal
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• v.6 no.3
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• pp.97-106
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• 2006

We have been setting in The age of Ubiquitous that people are able to connect networks whenever and wherever by developing network. We can take any classes anytime we want even right checking out the result of a test through the internet with the spread of networks. The development of net-works has created WBI(Web Based Instruction) which has covered the limit of conservative education for instance, there are some content differences whenever a teacher teaches for each class, it is hard to take a lesson after having a certain period, the process of the class is changed as time goes by and so on. As the study of WBI is actively being worked in this moment, a various of class models are showing and materializing. In WBI, the exiting Objective Checking Assessment is applicable, some of the Performance Assessment which inspects and judges students' actual performance is Working whereas teachers who actually give them points don't have a embodied Performance Assessment Program. In this paper, I will present a Performance Assessment to use conveniently Performance Assessment Program not just students carrying out Performance Assessment using the internet but also teachers dealing with actual administrative works.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2000.04a
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• pp.485-488
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• 2000

실제 많은 차량경로결정문제(Vehicle Routing Problem: VRP)에서 차량의 이동속도는 도로의 교통량 등의 인에 의해 시간에 따라 변화하고 서비스 수량이 고객의 운영상태에 따라 달라질 수 있다. 이러한 사실에도 불구하고, 거의 대부분의 VRP 기법에서 차량속도와 서비스 수량을 확정적으로 가정하거나 평균값을 사용하는 이유는 알고리즘 적 분석의 어려움 때문인 것으로 알려져 있다. 이에 따라 확정적 VRP 기법들에 해 구해진 해는 실제 적용에서 그 유효성에 대해 심각한 이의가 제기될 수 있다. 그러나 만일 잘 알려진 정적 VRP 기법들이 확률적 상황에서도 뛰어난 성능을 보인다면, 실제 차량경로계획 상황에서 이들 확정적 기법들이 복잡하고 난해한 확률적 VRP 기법을 대신할 수 있을 것이다. 본 논문에서는 확률적 환경에서 네 가지 확정적 VRP 기법들의 성능을 평가하는 계산실험 연구를 소개한다. Solomon의 다양한 실험문제를 사용하였으며, 모든 문제에서 hard 및 soft 서비스 시간대를 설정하였다. 그리고 지점간 차량이동시간과 고객들의 서비스 물량은 세 가지 확률분포로써 나타내었다. 실험결과, 특정 확정적 VRP 기법이 특정 확률적 환경에서 뛰어난 성능을 보이는 것을 확인할 수 있었다

• Journal of the KSME
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• v.33 no.5
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• pp.414-420
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• 1993

원자력 발전소의 운전환경에 따른 노화손상은 발전소 운전 내력에 연류된다. 통상SCC는 40년 또는 40년 이하의 수명을 가정하여 이에 따른 설계 여유도나 안전 계수를 기초로 하여 설계된다. 그러나 설계여유도나 안전계수는 운전중 변경될 수도 있다. 원자력 발전소 기기의 변경될 수도 있다. 원자력 발전소 기기의 수명평가를 위해서는 초기설계치 및 잔여수명이나 실제 설계치의 변화 등을 평가하여야 한다. 주요 물성치 및 손상 매개변수의 실제 변경 상황은 수명기간 설정에 근간이 된다. SSC의 수명평가를 위해 재료의 노화손상은 철저히 파악되어야 한다. 또한 기계적 하중, 열적하중 등의 노화 촉진요인과 정상운전 및 시험도 노화손상에 영향을 미치므로 이들에 대해 상세 평가를 수행하여야 한다. 수명평가는 운전환경 및 노화촉진요인들과 밀접한 관련이 있으므로, SSC의 수명을 평가하기 위해서는 이러한 복잡한 변수들 사이의 연관관계를 구체적 으로 고려하여야 한다. 그러므로 SSC의 수명을 평가하기 위해서는 이러한 복잡한 변수들 사이의 연관관계를 구체적으로 고려하여야 한다. 그러므로 SSC의 설계, 제작, 설치, 시험, 운전상태 및 보수주기 등에 대한 정보파악이 선행되어야 한다.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.