• 한국빅데이터학회지
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• 제4권2호
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• pp.35-45
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• 2019

욕설과 비속어를 포함한 악성 댓글에 대한 피해는 최근 언론에 나오는 연애인의 자살뿐만 아니라 사회 전반에서 다양한 형태로 증가하고 있다. 이 논문에서는 양방향 장단기 메모리 신경망 모델을 이용하여 욕설을 검출하는 기법을 제시하였다. 웹 크룰러를 통해 웹상의 댓글을 수집하고, 영어나 특수문자 등의 사용하지 않은 글에 대해 불용어 처리를 하였다. 불용어 처리된 댓글에 대해 문장의 전·후 관계를 고려한 양방향 장단기 메모리 신경망 모델을 적용하여 욕설 여부를 판단하고 검출하였다. 양방향 장단기 메모리 신경망을 사용하기 위해 검출된 댓글에 대해 형태소 분석과 벡터화 과정을 거쳤으며 각 단어들에 욕설 해당 여부를 라벨링하여 진행하였다. 실험 결과 정제하고 수집된 총 9,288개의 댓글에 대해 88.79%의 성능을 나타내었다.

• 대한치과의사협회지
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• 제54권11호
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• pp.917-922
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• 2016

Attitudes of parents toward behavior guidance techniques used in pediatric dentistry have changed for decades. Some techniques were regarded acceptable with authority of dentists' assistance, but now face the objection of caregivers. For the way of breeding is changing, dentist should understand the situation and try to communicate with caregiver for eliminating misunderstanding of the procedures that could induce lawsuit for abusive techniques. Most of all, dentist should try to find the best method for the patient and help to overcome the fear and anxiety. The meaningful knowledge driven from clinical experience should be shared with other dentists to build up sound theoretical foundation.

• 초등상담연구
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• 제6권1호
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.