• 융합신호처리학회논문지
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• 제2권3호
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• pp.16-23
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• 2001

본 논문에서는 대어휘 음성인식에서 널리 사용되고 있는 N-gram 언어모델을 중규모 어휘의 음성인식에서도 사용할 수 있는 의사(疑似) N-gram 언어모델을 제안한다. 제안방법은 ARPA 표준형식 N-gram 언어모델의 구조를 가지면서 각 단어의 확률을 임의로 부여하는 비교적 간단한 방법으로 1-gram은 모든 단어의 출현확률을 1로 설정하고, 2-gram은 허용할 수 있는 단어시작기호 와 WORD 및 WORD와 단어종료기호 의 접속확률만을 1로 설정하며, 3-gram은 단어 시작기호 와 WORD, 단어종료기호 만의 접속을 허용하며 접속확률을 1로 설정한다. 제안방법의 유효성을 확인하기 위해 사전실험으로서 국어공학센터(KLE) 단어음성에 대해 오프라인으로 평가한 견과, 남성 3인의 452 단어에 대해 평균 97.7%의 단어인식률을 구하였다. 또한 사전실험결과를 바탕으로 1,500단어의 중규모 어휘의 증권명을 대상으로 온라인 인식실험을 수행한 결과, 남성 20명이 발성한 20단어에 대해 평균 92.5%의 단어인식률을 얻어 제안방법의 유효성을 확인하였다.

• 영어어문교육
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• 제5호
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• 한국기록관리학회지
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• 제17권1호
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• pp.117-141
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• 2017

시소러스는 분류체계의 분류명을 제어해 주고, 분류표의 색인 역할을 수행할 수 있다. 기록관리에 있어서 시소러스는 기능어를 제어하고, 검색의 접근점을 확장시켜 기능분류체계를 보완해 준다. 그런데 최근에는 정보환경의 변화와 시소러스 구축 및 활용 시스템의 발전으로 시소러스 구축에 관한 국제표준인 ISO 25964가 개정되었다. 또한 기록관리 전반에 대한 국제표준인 ISO 15489의 제1부도 2016년에 개정되었다. 또한 영국의 IPSV나 유럽의 EuroVoc, 뉴질랜드의 FONZ 등은 최근의 경향을 반영하여 효과적으로 시소러스를 구축하고 연계하고 있었다. 이에 본 연구에서는 체계적인 기록관리를 위한 시소러스 구축지침을 관련 표준과 사례 측면에서 살펴보고, 현재의 우리나라 기록관리 분야 시소러스 구축지침의 개선 방안을 제안하였다.

• 정보관리학회지
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• 제33권3호
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• pp.321-343
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• 2016

본 연구의 목적은 1) 소설 속 지명 데이터베이스(DB)를 구축하고, 2) 확장 가능한 지명 DB를 위해 자동으로 지명을 추출하여 데이터베이스를 갱신하며, 3) 데이터베이스 내의 소설지명과 용례를 검색하고 시각화하는 파일럿시스템을 구현하는 데 있다. 특히, 학습자료(training)에 해당하는 말뭉치(corpus)를 확보하기 어려운, 소설지명과 같이 현재 잘 쓰이지 않는 개체명을 자동으로 추출하는 것은 매우 어려운 문제이다. 효과적인 지명 정보 추출용 학습자료 말뭉치 확보 문제를 해결하기 위해 본 논문에서는 이미 수작업으로 구축된 웹 지식(어휘사전)을 활용하여 학습에 필요한 충분한 양의 학습말뭉치를 확보하는 방안을 적용하였다. 이렇게 확보된 학습용 코퍼스와 학습된 자동추출 모듈을 가지고, 새로운 지명 용례를 찾아 추가하는 지명 데이터베이스 확장 도구를 만들었으며, 소설지명을 지도 위에 시각화하는 시스템을 설계하였다. 또한, 시범시스템을 구현함으로써 실험적으로 그 타당성을 입증하였다. 끝으로, 현재 시스템의 보완점을 제시하였다.

• 정보관리학회지
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• 제20권3호
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• pp.155-175
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• 2003

본 연구는 W3C를 중심으로 시맨틱 웹을 위한 표준 온톨로지 언어로 제안된 OWL(Web Ontology Language)을 바탕으로 패싯형 시소러스인 AAT(Art and Architecture Thesaurus)의 개념 체계를 이용한 온톨로지 스키마를 구현하여 시맨틱 웹 환경의 온톨로지 기반 시스템을 구축하였다. 특히, 개념의 범위를 AAT의 Furniture 패싯 이하의 용어에 한정하였고 이 중 개념관계가 다양하고 많은 어휘를 가진 하위 패싯인 Chair 개념을 중심으로 시스템 구현 및 테스트를 하였다. 이 시스템은 올톨로지로 정의된 개념을 검색하며, 동의어에 대해 항상 우선어(Preferred term)를 제시하여 어휘를 제어한다. 또한 질의어를 중심으로 한 용어간의 관계를 이용자에게 제시하고 관련어 및 개념의 분류기준 속성을 제시한다. 그 밖에 개념에 인스턴스 값을 입력하고 이를 RDF 문서로 재생산하는 시스템을 구축하여 온톨로지 시스템 응용의 일례를 제시하였다. 이 과정에서 여러 온톨로지를 도입하였고, 인스턴스 값을 담기위한 컨테이너 기반으로 메타데이터 요소를 사용하였다.

• 대한치과마취과학회지
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• 제14권3호
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• pp.143-149
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• 2014

Background: The purpose of this study was to analyze the equality between key words used in the Journal of Korean Dental Society of Anesthesiology and Medical Subject Headings (MeSH). Methods: A total of 666 English key words in 187 papers (average 3.5 words in a paper) from 2001 to 2014 were eligible for this study. We classified them according to matched, and non-matched terms. After descriptive analysis, we assayed patterns of errors in using MeSH, and reviewed frequently used non-MeSH terms. Results: Fifty nine point six percent (59.6%) of total key words were completely coincident with MeSH terms, 40.39% were not MeSH terms. Conclusions: The results show that the coincidence rate of key words with MeSH terms was at a moderate level. However, there is a need for us to understand MeSH more specifically and accurately. Use of proper key words aligned with the international standards such as MeSH is important to be properly cited. The authors should pay attention and be educated on correct use of MeSH as key words.

• 정보과학회 논문지
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• 제43권8호
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• pp.902-909
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• 2016

질의응답 시스템은 사용자의 질문에 대한 답을 찾아주는 시스템으로, 기존의 검색엔진이 사용자의 질의에 대해 관련된 문서의 링크만을 찾아주는 반면 질문에 대한 최종적인 답을 찾아준다는 차이점이 있다. 특정 분야에 국한되지 않고 다양한 질문을 처리해주는 오픈 도메인 질의응답 시스템에 필요한 연구들이 최근 자연어 처리, 인공지능, 데이터 마이닝 등 학계의 다양한 분야들에서 뜨거운 관심을 받고 있다. 하지만 관련 연구에서는 학습 데이터에는 없었던 단어들이 질문에 대한 정확한 답과 유사한 오답을 구별해내는데 결정적인 역할을 할 수 있음에도, 이러한 처음 보는 단어들을 모두 단일 토큰으로 치환해버리는 문제가 있다. 본 논문에서는 문맥 정보를 통해 이러한 모르는 단어에 대한 벡터를 계산하는 방법을 제안한다. 그리고 역문헌빈도 가중치를 활용하여 문맥정보를 더 효율적으로 처리하는 모델을 제안한다. 또한 풍부한 실험을 통해 질의응답 시스템의 모델 학습 속도 및 정확성이 기존 연구에 비해 향상됨을 확인하였다.

• Restorative Dentistry and Endodontics
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• 제45권2호
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• pp.21.1-21.12
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• 2020

The aim of this article was to review age-dependent clinical recommendations for appropriate root canal instrumentation techniques. A comprehensive narrative review of canal morphology, the structural characteristics of dentin, and endodontic outcomes at different ages was undertaken instead of a systematic review. An electronic literature search was carried out, including the Medline (Ovid), PubMed, and Web of Science databases. The searches used controlled vocabulary and free-text terms, as follows: 'age-related root canal treatment,' 'age-related instrumentation,' 'age-related chemo-mechanical preparation,' 'age-related endodontic clinical recommendations,' 'root canal instrumentation at different ages,' 'geriatric root canal treatment,' and 'pediatric root canal treatment.' Due to the lack of literature with practical age-based clinical recommendations for an appropriate root canal instrumentation technique, a narrative review was conducted to suggest a clinical algorithm for choosing the most appropriate instrumentation technique during root canal treatment. Based on the evidence found through the narrative review, an age-related clinical algorithm for choosing appropriate instrumentation during root canal treatment was proposed. Age affects the morphology of the root canal system and the structural characteristics of dentin. The clinician's awareness of root canal morphology and dentin characteristics can influence the choice of instruments for root canal treatment.

• Asia pacific journal of information systems
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• 제21권1호
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• pp.103-122
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• 2011

Recently, numerous documents have been made available electronically. Internet search engines and digital libraries commonly return query results containing hundreds or even thousands of documents. In this situation, it is virtually impossible for users to examine complete documents to determine whether they might be useful for them. For this reason, some on-line documents are accompanied by a list of keywords specified by the authors in an effort to guide the users by facilitating the filtering process. In this way, a set of keywords is often considered a condensed version of the whole document and therefore plays an important role for document retrieval, Web page retrieval, document clustering, summarization, text mining, and so on. Since many academic journals ask the authors to provide a list of five or six keywords on the first page of an article, keywords are most familiar in the context of journal articles. However, many other types of documents could not benefit from the use of keywords, including Web pages, email messages, news reports, magazine articles, and business papers. Although the potential benefit is large, the implementation itself is the obstacle; manually assigning keywords to all documents is a daunting task, or even impractical in that it is extremely tedious and time-consuming requiring a certain level of domain knowledge. Therefore, it is highly desirable to automate the keyword generation process. There are mainly two approaches to achieving this aim: keyword assignment approach and keyword extraction approach. Both approaches use machine learning methods and require, for training purposes, a set of documents with keywords already attached. In the former approach, there is a given set of vocabulary, and the aim is to match them to the texts. In other words, the keywords assignment approach seeks to select the words from a controlled vocabulary that best describes a document. Although this approach is domain dependent and is not easy to transfer and expand, it can generate implicit keywords that do not appear in a document. On the other hand, in the latter approach, the aim is to extract keywords with respect to their relevance in the text without prior vocabulary. In this approach, automatic keyword generation is treated as a classification task, and keywords are commonly extracted based on supervised learning techniques. Thus, keyword extraction algorithms classify candidate keywords in a document into positive or negative examples. Several systems such as Extractor and Kea were developed using keyword extraction approach. Most indicative words in a document are selected as keywords for that document and as a result, keywords extraction is limited to terms that appear in the document. Therefore, keywords extraction cannot generate implicit keywords that are not included in a document. According to the experiment results of Turney, about 64% to 90% of keywords assigned by the authors can be found in the full text of an article. Inversely, it also means that 10% to 36% of the keywords assigned by the authors do not appear in the article, which cannot be generated through keyword extraction algorithms. Our preliminary experiment result also shows that 37% of keywords assigned by the authors are not included in the full text. This is the reason why we have decided to adopt the keyword assignment approach. In this paper, we propose a new approach for automatic keyword assignment namely IVSM(Inverse Vector Space Model). The model is based on a vector space model. which is a conventional information retrieval model that represents documents and queries by vectors in a multidimensional space. IVSM generates an appropriate keyword set for a specific document by measuring the distance between the document and the keyword sets. The keyword assignment process of IVSM is as follows: (1) calculating the vector length of each keyword set based on each keyword weight; (2) preprocessing and parsing a target document that does not have keywords; (3) calculating the vector length of the target document based on the term frequency; (4) measuring the cosine similarity between each keyword set and the target document; and (5) generating keywords that have high similarity scores. Two keyword generation systems were implemented applying IVSM: IVSM system for Web-based community service and stand-alone IVSM system. Firstly, the IVSM system is implemented in a community service for sharing knowledge and opinions on current trends such as fashion, movies, social problems, and health information. The stand-alone IVSM system is dedicated to generating keywords for academic papers, and, indeed, it has been tested through a number of academic papers including those published by the Korean Association of Shipping and Logistics, the Korea Research Academy of Distribution Information, the Korea Logistics Society, the Korea Logistics Research Association, and the Korea Port Economic Association. We measured the performance of IVSM by the number of matches between the IVSM-generated keywords and the author-assigned keywords. According to our experiment, the precisions of IVSM applied to Web-based community service and academic journals were 0.75 and 0.71, respectively. The performance of both systems is much better than that of baseline systems that generate keywords based on simple probability. Also, IVSM shows comparable performance to Extractor that is a representative system of keyword extraction approach developed by Turney. As electronic documents increase, we expect that IVSM proposed in this paper can be applied to many electronic documents in Web-based community and digital library.

• 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.