• 영어어문교육
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• 제10권1호
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• 영어어문교육
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• 제10권1호
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• pp.1-22
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• 2004

The primary purpose of this study is to investigate the applicability of content and formal schemata for processing the scientific texts which encompass the human knowledge of the physical world. In general, schema theory is based on the culture-oriented background of a text. From this point of view, the problem as to whether both content and formal schemata are applicable to the comprehension of a scientific text deserves a focal attention in terms of information processing modes. The results of empirical study indicate that whereas the universality of general knowledge content about the natural world attenuates the tenets of schema theory, the rhetorical organization of scientific texts encourages the application of the schema-based approach; the reader's familiarity with the structural patterns of a text facilitates his reading comprehension.

• 한국실내디자인학회논문집
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• 제16권1호
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• pp.21-30
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• 2007

Frank O. Gehry is known to be an architect whose work ranges over different realms, especially between fine arts and architecture. He himself mentioned about this interdisciplinary aspect of his own work: he was inspired by, worked together with, and sometimes directly influenced by contemporary artists. Among the artists, the most influential ones are the sculptors, especially Richard Serra of Post-Minimalism and Claes Oldenburg of Pop Art. Based on this historically known fact, although very brief, this study explores how the features of Post-Minimal sculpture were transferred into Gerhy's architecture, and how Gehry has developed them into his own language. In Post-Minimal sculpture, the main concept 'Anti-Form' was realized by emphasis on materiality, process and intuitiveness of work of in. Those features appeared vividly in Gehry's works especially in his second stage of his life, but seemed to have disappeared in the third stage. However, in the fourth stage, Gehry went beyond the influence of Post-Minimalism, and he created very unique formal language dialectically formed between Post-Minimal sculptural language and his architectural language.

• Journal of Computing Science and Engineering
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• 제7권4호
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• pp.251-262
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• 2013

Bad smells are usually related to program source code, arising from bad design and programming practices. Refactoring activities are often motivated by the detection of bad smells. With the increasing adoption of Design-by-Contract (DBC) methodologies in formal software development, evidence of bad design practices can similarly be found in programs that combine actual production code with interface contracts. These contracts can be written in languages, such as the Java Modeling Language (JML), an extension to the Java syntax. This paper presents a catalog of bad smells that appear during DBC practice, considering JML as the language for specifying contracts. These smells are described over JML constructs, although several can appear in other DBC languages. The catalog contains 6 DBC smells. We evaluate the recurrence of DBC smells in two ways: first by describing a small study with graduate student projects, and second by counting occurrences of smells in contracts from the JML models application programming interface (API). This API contains classes with more than 1,600 lines in contracts. Along with the documented smells, suggestions are provided for minimizing the impact or even removing a bad smell. It is believed that initiatives towards the cataloging of bad smells are useful for establishing good design practices in DBC.

• International journal of advanced smart convergence
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• 제13권1호
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• pp.99-107
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• 2024

In AI image generation tools, most general users must use an effective prompt to craft queries or statements to elicit the desired response (image, result) from the AI model. But we are software engineers who focus on software processes. At the process's early stage, we use informal and formal requirement specifications. At this time, we adapt the natural language approach into requirement engineering and toon engineering. Most Generative AI tools do not produce the same image in the same query. The reason is that the same data asset is not used for the same query. To solve this problem, we intend to use informal requirement engineering and linguistics to create a toon. Therefore, we propose a sequence diagram and image generation mechanism by analyzing and applying key objects and attributes as an informal natural language requirement analysis. Identify morpheme and semantic roles by analyzing natural language through linguistic methods. Based on the analysis results, a sequence diagram and an image are generated through the diagram. We expect consistent image generation using the same image element asset through the proposed mechanism.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• 정보처리학회논문지D
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• 제8D권1호
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• pp.99-104
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• 2001

소프트웨어 위기를 해결하기 위한 한가지 대응책으로 최근 컴포넌트기반 소프트웨어공학(혹은 컴포넌트웨어)이 등장하였다. 컴포넌트기반 소프트웨어공학을 이루는 관련 기술들 중 하나로써 컴포넌트기반 소프트웨어 개발 프로세스들이 제안되고 있다. 컴포넌트기반 소프트웨어 개발 프로세스중 컴포넌트 명세활동은 재사용 가능한 컴포넌트를 생성하기 위해서 꼭 필요하며 매우 중요한 활동이다. 그러나, 기존의 컴포넌트기반 소프트웨어 개발 프로세스에서는 컴포넌트 명세를 자연어로 기술함으로써 명세에 있어서 정확성을 갖지 못했고 사용자의 요구사항이 제대로 반영되었는지 검증할 수 있는 방법을 제공하지 못하고 있다. 본 논문에서는 정형방법에서 사용되고 있는 분석력과 논리성이 검증된 정형 명세 언어 Z를 이용하여 컴포넌트를 명세 하는 정형 활동을 제안하였다. 제안 활동은 5개의 태스크와 12개이 서브태스크들로 구성되며 10개의 산출물을 구체적으로 제시함으로써 재사용을 위한 컴포넌트 기반 소프트웨어 개발의 기초가 되는 컴포넌트 정형 명세 활동을 제안하였다. 제안 활동은 컴포넌트기반 소프트웨어 개발 프로세스의 초기단계에 사용자의 요구사항 명세의 정확성과 검증을 통하여 컴포넌트의 품질을 향상시킬 수 있다.

• 한국컴퓨터정보학회논문지
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• 제24권12호
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• pp.85-92
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• 2019

기업들은 소셜 미디어로부터 특정 주제 및 자사 제품에 대한 다수의 사용자들의 의견을 수집하고 분석하여 사용자 집단이나 소비 트렌드를 식별할 수 있고, 이를 기반으로 미래 예측 및 마케팅 등의 다양한 목적으로 활용하고 있다. 따라서 현재 소셜 미디어 분석 도구들이 네트워크 통계 분석을 통해 기업의 소셜 미디어 마케팅의 성과를 측정하기 위한 수단으로 사용되고 있다. 그러나 이러한 도구들은 방대한 양의 소셜 미디어 데이터를 수집하고 이를 분석하기 위해 고가의 컴퓨팅 자원 및 네트워크 자원을 소모하고, 복잡한 소프트웨어 플랫폼 구축 및 운용에 따른 비용 부담과 많은 운영 노하우를 필요로 한다. 그 결과 중소기업이나 개인 사업자의 경우는 이러한 소셜 미디어 데이터를 효율적으로 활용하지 못하는 어려움이 있다. 따라서 본 논문에서는 중소기업이나 개인 컴퓨터에서도 운영이 가능한 소셜 미디어 데이터 수집 및 분석 시스템 개발에 필요한 프레임워크 설계와 제시된 프레임워크 설계에 대한 완전성이나 일관성을 검증하기 위한 정형 명세 기법을 제시한다. 또한 정형명세 기법으로 Z 언어를 통해 명세한 결과를 Z-EVES Tool을 통해 Z 모델 체킹을 수행하여 프레임워크 설계의 명확성을 검증한다.

• 한국멀티미디어학회논문지
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• 제3권2호
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• pp.174-183
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• 2000

시스템 수준의 프로토콜 명세를 위한 정형 기법들은 S/W 구현에 중심을 둔 반면, 성능의 향상을 위해서 프로토콜의 설계를 H/W로 구현하는 것에 대한 필요성이 증대되고 있다. 따라서, 특정한 프로토콜을 이용한 시스템의 S/W적 구현에서 H/W적 구현으로 기반 환경이 변화함에 따라 IP(Integrated Processing)기술의 도입이 필요하게 되었다. 또한, 정형 명세로부터 시작하는 H/W의 구현 방법은 정형 명세의 특성에 의해, 구현된 H/W의 정확성, 신뢰성을 보장할 수 있다. 본 논문에서는 형식기술기법중의 하나인 ESTELLE로 정형화된 프로토콜을 H/W언어인 VHDL로 변환하는 방법을 제시한다. 우선 ESTELLE 명세를 VHDL 명세로 변환하는 변환방법을 기술한다. 이는 개념적인 변환방법으로 프로토콜 명세화의 기본 단위인 computation unit과 communication unit의 동작과 H/W에서의 프로세스간 동작의 유사성 등을 비교 분석하였다. 그 후 변환 모델을 기술하고, Inres 프로토콜을 통하여 실제로 ESTELLE을 VHDL로 변환하는 예를 제시한다.

• 대한수학교육학회지:학교수학
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• 제14권4호
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• pp.469-493
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• 2012

본 연구는 증명을 성공적으로 구성하는 학생들은 수학적 개념을 어떻게 이해하고 있으며, 증명을 어떻게 구성하는 지를 살펴보고 이를 통해 증명을 구성하는 다양한 방식과 개념 이해의 관련성을 분석하는 데 목적이 있다. 증명 구성에 도움이 되는 수학 학습에 제언을 얻기 위해서는 증명을 구성하는 과정과 그 과정에서 개념이 어떻게 반영되고 이용되는 지를 살펴볼 필요가 있다. 이를 위하여 4명의 수학교육과 학생들을 대상으로 사례연구를 실시하였다. 그 결과 구문론적 증명을 하는 학생들은 형식적 개념의 내용을 정확하게 알고 있을 뿐만 아니라 그 개념이 담겨있는 명제는 어떠한 방식으로 증명하는 지 그 방법까지 알고 있었다. 실제 증명에서도 평소 증명 경험을 통하여 학습한 증명 전개 방법을 이용하여 증명하는 것을 볼 수 있었으며, 이로부터 증명 방법에 대한 절차적 지식이 구문론적 증명에는 중요한 요소라는 결론을 얻을 수 있었다. 의미론적 증명을 하는 학생들은 형식적 개념의 내용을 정확하게 알고 있고 그 내용과 의미를 본인만의 언어나 그림으로 표현한 개념 이미지를 가지고 있었다. 구문론적 증명을 하는 학생들의 개념 이미지와 비교해보았을 때, 의미론적 증명을 하는 학생들의 개념 이미지는 구문론적 증명을 하는 학생들의 개념 이미지보다 형식적 개념의 내용을 잘 반영하고 있었다. 이러한 개념 이미지는 개념 이미지를 활용하여 증명의 아이디어를 생각하고, 생각한 아이디어를 증명의 형식에 맞게 표현하는 데 사용된다는 점에서 의미론적 증명에 필요한 요소라는 것을 발견할 수 있었다.