The Impact of Face-to-Face Sales in the Air Service Market

Yu-Lim SUNG,Hye-Yoon PARK 한국유통과학회 2020 유통과학연구 Vol.18 No.10

Purpose: This study aims to find out the relationship between the impact of Korean crew on airline service quality in the global aviation market, which is the representative of the face-to-face sales and can help in the face-to-face market of aviation services. Research design, data: The survey was conducted for about a month from March 1 to April 6, 2020, and a total of 300 copies were used in the analysis of the results. To verify the hypothesis, data was analyzed using the statistical package program SPSS 18.0, and frequency analysis, exploratory factor analysis, correlation analysis, and multiple regression analysis were performed. Results: It is a study on the sales of face-to-face service of crews of global airlines. Non-verbal elements in airline service face-to-face sales have been shown to have a significant impact on service quality. Conclusions: In the face-to-face service sales of global airlines, communication has been shown to affect service quality. A face-to-face sale using mother tongue means important. The better the flight attendant s linguistic face-to-face selling ability, the more positive on the airline s quality of service. It suggests that the communication skills of managers in the aviation service market are important for repurchase.

온라인에서 보낸 한 학기: 디지털 대면수업, 그 경험의 의미

주영진 ( Youngjin Ju ),박동숙 ( Dong-sook Park ),정금희 ( Kumhee Jung ),손새로 ( Saero Son ),( Qu Jing ) 한국교육공학회 2020 교육공학연구 Vol.36 No.S

본 연구는 2020년 봄학기 코로나 19라는 예상치 못한 위기 속에서 갑작스럽게 시행된 온라인 수업에 참여하게된 학습자들의 경험을 좇아보았다. 특히 전통적 대면수업에서나 기대할 수 있었던 상호작용성이 구현된 새로운 형태의 온라인 학습인 디지털 대면수업을 주요 연구주제로 삼았으며, 학습자의 경험의 본질을 통해 새로운 학습 방법에 대해 탐색적으로 조망해 보고자 하였다. 이를 위해 디지털 대면수업을 경험한 대학생 및 대학원생을 의도적 표집 후 눈덩이 표집으로 총 14명 선정하여 성찰적 접근방식의 심층 인터뷰를 진행하였다. 본 연구는 심층 인터뷰와 잠정적 분석을 병행함으로써 연구 질문의 변화를 겪었고, 궁극적으로 1. 디지털 대면수업에 참여한 학습자들은 전통적 교실수업과 비교하여 어떠한 차이를 느꼈으며, 어떻게 받아들였나? 2. 학습자들은 디지털 대면수업에 어떻게 적응하게 되었나? 3. 디지털 대면수업의 경험을 통해 새롭게 대두된 문제는 무엇인가?를 연구문제로 확정하였다. 최종 인터뷰 종료 후, 개방코딩으로 초기 분류 후 그 공통 속성을 도출하여 50가지 카테고리로 범주화하였으며, ‘질문하기’ ‘비교하기’ ‘뒤집어보기’ 등의 분석적 귀납방법(analytic induction)을 사용하여 이를 분석하였다. 인터뷰 결과, 초기 디지털 대면수업을 임시적인 수업으로 인식하던 학습자들은 전통적 교실수업과 다른 맥락에 많은 불만과 고충을 호소했으나, 막상 한 학기동안의 공식적 수업 방식으로 공표된 이후에는 오히려 적극적인 적응의 노력을 기울인다는 점을 알 수 있었다. 이와 함께, 학습자간의 관계에 있어서 윤리적 규범과 상호 교류의 부족, 교수자의 테크놀로지 격차 등이 새로운 문제로 등장하였다. 본 연구를 통해, 적극적 수업 참여자로서의 학습자를 확인할 수 있었으며, 디지털에서 다루기 힘든 학습자간 또는 학습자-교수자간의 정서적 연대를 위한 논의가 필요함을 알 수 있었다. 또한, 디지털 대면수업을 위한 윤리적 지침의 마련의 필요성과 디지털 대면수업의 효과를 제고하기 위한 테크놀로지적, 교수설계적 논의의 확장이 필요하다는 점을 강조하고자 한다. In this study, we explored the experience of learners who suddenly participated in new kind of online lessons, when full-scale digital face-to-face learnings were implemented due to the pandemic in the spring of 2020. In particular, the main research theme was digital face-to-face lessons that implemented the interactivity which was expected in traditional face-to-face lessons. This was qualitative research that utilizes in-depth interviews to examine university and graduate students who experienced digital face-to-face lessons on a reflective approach. Research questions were (1) What difference did the learners who participated in the digital face-to-face class feel compared to the traditional classrooms? (2) How did learners adapt to digital face-to-face classes? (3) What are the new problems that emerged through the experience of digital face-to-face classes? Learners expressed dissatisfaction and had complaints in the early days when they considered digital face-to-face lessons as an improvisation of classroom lessons. After being accepted into formal lessons, however, their perception and attitude dramatically changed with an effort to adapt to the new class style. Meanwhile, the lack of design and preparation of lessons optimized for the class and new emotional and ethical issues have emerged as a common cause of dissatisfaction. The article concludes with a discussion of the implications for digital face-to-face learning research and continued development.

The Role of Eyes in Judgment on Face Animacy: An Adaptation Aftereffect Study

Yea Eun Chung,Sung-Ho Kim 이화여자대학교 이화사회과학원 2024 사회과학연구논총 Vol.40 No.1

Humans can readily differentiate between real and artificial faces, such as dolls or computer-generated faces. Recent research has shown that prolonged exposure to either human or doll faces leads to a shift in perception-faces previously recognized as human or doll may subsequently be judged as the opposite. This phenomenon known as the animacy aftereffect suggests that face animacy is a basic dimension of face perception. While various cues may guide this differentiation, the eyes emerge as a pivotal element. This study employs an adaptation aftereffect approach to explore whether isolated facial features can trigger an animacy aftereffect. Participants were exposed to various stimuli: a complete face, just the eyes, or a face devoid of eyes, belonging to either a human or a doll. Subsequently, they assessed the animacy of images that blended features from animate (human) and inanimate (doll) sources. The findings reveal that significant aftereffects arose from exposure to complete faces and eyes alone, whereas faces lacking eyes did not elicit the same response (Experiment 1). Additionally, exposure to a human face with doll eyes induced a notable aftereffect, whereas a doll face with human eyes did not (Experiment 2). These results highlight two critical insights: firstly, the eyes play a paramount role in judgments of animacy, surpassing other facial components; secondly, artificial eyes serve as more potent indicators of animacy compared to their human counterparts.

비대면 공연제작실습 실행 방안

홍란주 한국예술교육학회 2023 예술교육연구 Vol.21 No.2

The purpose of this study is how to effectively operate and implement non-face-to-face perform- ance production practice classes after the COVID-19 pandemic. Performance production practice in the new normal era promotes a new concept of university practical education approach based on in- teractive intermediary using image media, text creation, and daily time and space. In order to devel- op non-face-to-face subjects and operation methods as research methods, online performance pro- duction practice and online/offline blended learning classes based on project-based learning are designed. We will consider the implementation plan, focusing on the cases of killing with students in the first semester of 2020 and 2021. Non-face-to-face performance production practice begins with improvisation training, which is a warm-up, and breaks free from the restrictions of stage equipment to build creative texts and present performances. The blended learning method of online and offline classes provides multimedia education with images, sounds, and movements to replace text for learn- ers who freely use media and use visual media as a means of performance rather than a medium. motivates them to create performances. Participants actively perform non-face-to-face performance production practices by designing media and editing and quoting texts. The online performance pro- duction practice research process of this thesis actively accepts the performance production method using visual media for non-face-to-face performances, and conducts a non-face-to-face or a combi- nation of face-to-face and non-face-to-face performance production practice classes through re- search on performance production in the new normal era. It is intended to present alternatives to new subject development and management methods, teaching-learning methods, and performances. 본 연구는 코로나 19 팬데믹(pandemic) 이후 비대면 방식의 공연제작실습 수업을 어떻게 효과적으로 운영하고 실행 할 것인가에 목적이 있다. 뉴노멀 시대의 공연제작실습은 화상 매체, 텍스트 창작, 일상의 시공간을 활용하여 상호작용하는 인터미디얼리티를 바탕으로 새로운 개념의 대학 실기교육 접근을 도모한다. 연구방법으로 비대면 교과목과 운영방식을 개발하기 위해 프로젝트 기반 학습을 토대로 한 온라인 공연제작실습과온·오프라인 블랜디드 러닝 수업의 수업계획과 구성을 설계한다. 2020년과 2021년 1학기 학생들과 수업한살제 사례를 중심으로 실행 방안을 고찰한다. 비대면 공연제작실습은 워밍업인 즉흥연기훈련을 시작으로 무대장치의 제약에서 벗어나 창작 텍스트를 구축하고 공연을 발표한다. 온라인과 오프라인을 병행하는 블랜디드러닝(Blended Learning) 방식의 수업은 미디어를 자유롭게 활용하고 화상매체를 매체가 아닌 공연의 수단으로 사용하는 학습자들에게 텍스트를 대체할 이미지, 소리, 움직임 등으로 멀티미디어 공연을 만들어내도록 유도한다. 참여자들은 미디어를 설계하고 텍스트를 편집·인용하여 비대면 공연제작실습을 능동적으로 수행한다. 본 논문의 온라인 공연제작실습 연구과정은 비대면 공연의 화상매체를 이용한 공연제작 방식을 능동적으로 수용하여 비대면 혹은 대면과 비대면 혼합형 방식의 공연제작실습 수업 연구를 통해 뉴노멀 시대의 공연제작 원격수업의 새로운 교과목 계발과 운영방식, 교수학습법 및 공연 형태의 대안을 제시하고자 한다.

대면과 비대면 교육 환경이 반복되는 상황에서 효율적인 소프트웨어 실습 교육 사례

전혜영 한국공학교육학회 2022 공학교육연구 Vol.25 No.6

Due to COVID-19, all activities in society are emphasized non-face-to-face, and the educational environment is changing without exception. Looking at the results of the survey after conducting non-face-to-face education, there was a lot of rejection of non-face-to-face practical education. The biggest reason was that instructors were not familiar with the non-face-to-face education method, and feedback was not smooth during or after education. In particular, software practice education was not easy to share the software development environment, but communication and feedback on class contents and tasks were important. In particular, if face-to-face and non-face-to-face are alternately variable, it is not easy for practical education to be consistently connected. Even if non-face-to-face hands-on education is changed to face-to-face hands-on education, we will present a plan to use a data sharing system such as question-and-answer, assignment, practicecontent, and board content so that it can proceed smoothly. This study presents an efficient software education process that can provide learners with a software integrated practice environment based on a shared server, question-and-answer between instructors and learners, and share feedback on tasks. For the verification of the presented process, the effectiveness was confirmed through the survey results by applying the face-to-face/non-face-to-face education process to 220 trainees for 30 months in software education classes such as A university hands-on education, B company new employees, and ICT education courses.

비대면 글쓰기 수업 사례 연구 : 동료 피드백 활동을 중심으로

이은진(Lee, Eun-Jin) 동남어문학회 2021 동남어문논집 Vol.1 No.51

본 논문은 2020-2학기 창원대의 글쓰기 수업 사례를 통해 비대면 글쓰기 수업에서 동료 피드백 활동의 역할과 가치를 살펴보았다. 우선 학생들을 대상으로 실시한 비대면 수업 진단 설문 결과를 분석하여 비대면 수업에 대한 학생들의 인식을 엿보았다. 학생들은 과중한 과제와 상호 소통 부재를 문제점으로 들었다. 이러한 문제를 해결하기 위해서는 비대면 수업 상황에서도 대면 수업과 같이 쌍방향 소통이 활발히 이루어져야 한다. 이에 글쓰기 수업은 학습 무기력과 과제 부담을 덜어줄 협력 활동 제시, 동료 피드백 활동을 통한 능동적인 태도 함양, 그리고 상호 소통과 협력에 의한 글쓰기 효능감 향상을 수업 운영의 기본 방향으로 삼았다. 이런 기본 방향에 따라 학생들은 동료들과의 소통에 초점을 두고 글쓰기 전 과정에서 동료 피드백을 진행하였다. 먼저 내용 생성과 조직 단계에서의 구조화 과정을 상호 첨삭활동으로 진행하였다. 집필하기와 고쳐 쓰기 단계에서는 온라인 플랫폼을 활용한 쌍방향 댓글 달기를 진행하고 모둠별 온라인 합평하기로 논의를 확대하였다. 이렇게 비대면 글쓰기 수업 전 과정에서 동료 피드백 활동은 수업 운영의 주요한 방식으로 활용되었으며 학습자의 글쓰기 역량과 효능감에도 영향을 미쳤다. This thesis examines the role and value of peer feedback activities in non-face-to-face writing classes through the case of writing classes at Changwon University in the 2020-2 semester. First of all, by analyzing the results of the non-face-to-face class diagnosis questionnaire conducted for students, students perception of the non-face-to-face class was examined. Students cited many tasks and lack of communication as problems. In order to solve these problems, two-way communication must be actively conducted as in face-to-face class even in non-face-to-face class situations. Therefore, the basic direction of the class management was to suggest cooperative activities to relieve the burden of learning helplessness and task, to cultivate active attitudes through peer feedback activities, and to improve the writing efficacy through mutual communication and cooperation. Following this basic direction, students focused on communication with peers and provided peer feedback throughout the writing process. First, the structuring process at the content creation and content organization stage was carried out as mutual correction activities. In the writing and rewriting phases, interactive commenting was conducted using an online platform, and discussions were expanded to co-operate online for each group. In this way, in the entire course of non-face-to-face writing, peer feedback was used as a major method of class management, and it affected the learner s writing competencies and sense of efficacy.

Robust face recognition via hierarchical collaborative representation

Vo, Duc My,Lee, Sang-Woong Elsevier science 2018 Information sciences Vol.432 No.-

<P><B>Abstract</B></P> <P>Collaborative representation-based classification (CRC) is currently attracting the attention of researchers because it is more effective than conventional representation-based classifiers in recognition tasks. CRC has shown high face recognition accuracy; however, its accuracy is degraded significantly if the number of training faces in each class is small. This is because the accuracy of CRC is only dependent on the results of minimizing the Euclidean distance between a testing face and its approximator in the collaborative subspace of training faces. In this research, we proved that the accuracy of CRC can be improved substantially by minimizing not only the Euclidean distance between a testing face and its approximator but also the Euclidean distances from the approximator to training faces in each class. Consequently, we presented a hierarchical collaborative representation-based classification (HCRC) in which a two-stage classifier is applied for training faces, and the recognition accuracy of the second-stage classifier is significantly improved in comparison to that of the first-stage classifier. Moreover, the recognition rate of our classifier can be considerably increased by using models of discriminative feature extraction. Since noise and illumination are the main factors that cause CRC to be less accurate, we propose combining HCRC with a wide model of local ternary patterns (LTP). This combination enhances the efficiency of face recognition under different illumination and noisy conditions. For dealing with face recognition under variations in pose, expression and illumination, we present a deep convolutional neural network (DCNN) model of discriminative feature learning, which transforms face images into a common set of distinct features. The combination of HCRC with this deep model achieves high recognition rates on challenging face databases. Furthermore both models are optimized to reduce computational costs so that they can be successfully applied for real-world applications of face recognition that are required to run reliably in real time. In addition, we also prove that combining state-of-the-art DCNN models with HCRC results in an significant improvement in face recognition performance. We demonstrate several experiments with challenging face recognition datasets. Our results show that the hierarchical collaborative representation-based classifier with the models significantly outperforms state-of-the-art methods.</P>

온작품 읽기 비대면 수업 방안

고아라,고상훈,이주섭,이근영,전제응 한국국어교육학회 2021 새국어교육 Vol.- No.129

Purpose: This study aims to examine the significance of the meeting between Onjakpum Reading and non-face-to-face lesson plan, then to determine how Onjakpum Reading can be designed in non-face-to-face lesson plan. Methods: The design direction was selected and the actual lesson plan was designed in consideration of the significance of the reading in non- face-to-face class. Results: Considering the significance of reading online works and meeting non-face-to-face classes, the design direction of the class is as follows. First, select works that can connect to the learner’s life. Second, there are no temporal and spatial restrictions on reading works. Third, the teacher plays the role of a learner in the class at the same time. Fourth, it provides learners with the most opportunities for expression. Fifth, establish a feedback environment using various digital media. The fourth class designed in consideration of the five directions suggested the possibility of non- face-to-face classes for Onjakpum Reading. Conclusion: When Onjakpum Reading met non-face-to-face classes, We were able to discover new significance and confirm the direction of the class. 목적: 이 연구는 온작품 읽기와 비대면 수업의 만남의 의의를 살피고 온작품 읽기가 비대면 수업에서 어떻게 설계될 수 있는지 확인하는 데 있다. 방법: 온작품 읽기 비대면 수업의 의의를 고려하여 설계 방향을 선정하고 실제 수업을 설계하였다. 결과: 온작품 읽기와 비대면 수업의 만남이 갖는 의의를 고려해 수업의 설계 방향을 선정하면 다음과 같다. 첫째, 학습자의 삶과 연결할 수 있는 작품을 선정한다. 둘째, 작품 읽기에서 시공간적 제약을 두지 않는다. 셋째, 교사가 수업에서 학습자 역할을 동시에 수행한다. 넷째, 학습자에게 표현의 기회를 최대한 제공한다. 다섯째, 다양한 디지털 매체를 활용한 피드백 환경을 구축한다. 다섯 가지 방향을 고려해 설계된 4차시 수업은 온작품 읽기 비대면 수업의 가능성을 제시하였다. 결론: 온작품 읽기가 비대면 수업을 만났을 때 새로운 의의를 발견할 수 있었으며 수업의 방향성을 확인할 수 있었다.

Three-dimensional Face Recognition based on Feature Points Compression and Expansion

Yoon, Andy Kyung-yong,Park, Ki-cheul,Park, Sang-min,Oh, Duck-kyo,Cho, Hye-young,Jang, Jung-hyuk,Son, Byounghee Korea Multimedia Society 2019 The journal of multimedia information system Vol.6 No.2

Many researchers have attempted to recognize three-dimensional faces using feature points extracted from two-dimensional facial photographs. However, due to the limit of flat photographs, it is very difficult to recognize faces rotated more than 15 degrees from original feature points extracted from the photographs. As such, it is difficult to create an algorithm to recognize faces in multiple angles. In this paper, it is proposed a new algorithm to recognize three-dimensional face recognition based on feature points extracted from a flat photograph. This method divides into six feature point vector zones on the face. Then, the vector value is compressed and expanded according to the rotation angle of the face to recognize the feature points of the face in a three-dimensional form. For this purpose, the average of the compressibility and the expansion rate of the face data of 100 persons by angle and face zone were obtained, and the face angle was estimated by calculating the distance between the middle of the forehead and the tail of the eye. As a result, very improved recognition performance was obtained at 30 degrees of rotated face angle.

인문소양 함양을 위한 교과연계 대면첨삭-건국대 글로컬캠퍼스 글쓰기랩 운영을 중심으로

안미영 한국교양교육학회 2017 교양교육연구 Vol.11 No.2

This article introduced the significance of face-to-face correction that was conducted in Konkuk University’s glocal campus writing lab. Recently, the writing subject has various extracurricular programs for the improvement of education. Most universities carry out clinics and correction activities. Various types of writing are performed and feedback is provided. Konkuk University’s local campus implemented a face-to-face correction extracurricular program that linked reading, writing and interviewing activities for one year in 2016. Every student read classics in basic liberal arts, writing and philosophy subjects, and the professor conducted individual interviews with the students through subject matter related the book report. Beyond the revision activity of writing, the face-to-face correction had the following educational values. First, counseling activities may help students to understand correctly the classics they read. Second, vivid and immediate feedback was possible through face-to-face correction between professors and students. Third, it was a chance to build a sense of intimacy between the professor and the students, which enabled them to induce more active participation in the class. Fourth, it provided opportunities for college freshmen to lead university life and career guidance. The face-to-face correction is an activity that makes reading, writing, college life, and career guidance possible for students, although it is a big burden other than regular class to the professors. Today, as online courses become more popular, college education demands a close contact with students. Face-to-face correction activities need to be encouraged through basic liberal arts aimed at improving ‘communication skills’. 이 글에서는 건국대학교 글로컬캠퍼스 글쓰기랩에서 실시한 대면첨삭의 의의를 소개했다. 최근 글쓰기 교과는 교육 내실화를 위해 다양한 비교과 프로그램을 운영하고 있다. 대부분의 대학은 클리닉을 비롯한 첨삭활동을 시행한다. 다양한 형태의 글쓰기를 실시하고 그에 대한 피드백이 이루어진다. 건국대 글로컬캠퍼스는 2016년도 1년 동안 읽기-쓰기-면담 활동이 연계된 대면첨삭 비교과 프로그램을 시행했다. 기초교양, 글쓰기와 철학 교과에서 모든 수강생을 대상으로 교과와 연계하여 고전을 읽혔고, 담당 교수는 독후감을 통해 수강생들과 개별 면담을 실시했다. 대면첨삭은 글쓰기의 퇴고활동을 넘어서서 다음과 같은 교육적 가치가 있었다. 첫째, 상담활동을 통해 자신이 읽은 고전에 대한 올바른 이해를 도울 수 있었다. 둘째, 교수와 학생 간 면대면(面對面) 첨삭지도를 통해 생생하고 즉각적인 피드백이 가능했다. 셋째, 교수와 학생간의 친밀감을 쌓는 계기가 되어, 본 수업에서 더 활발한 참여를 유도할 수 있었다. 넷째, 대학 신입생들에게 대학생활지도 및 진로지도의 기회를 제공했다. 대면첨삭은 교수에게 수업 이외 부담이 큰 활동이지만, 학생들에게는 읽기, 쓰기, 대학생활 및 진로지도를 가능하게 하는 활동이다. 온라인 강좌가 성행하는 오늘날에 이르러 대학교육은 학생들에 대한 밀착지도가 절실히 요구된다. ‘의사소통능력’ 향상을 목표로 하는 기초교양교과를 통해 대면첨삭 활동은 더욱 권장될 필요가 있다.