논증적 글쓰기에서 반론 통합 교수학습 방안 설계 및 효과 분석

임지원 ( Lim¸ Jiwon ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

The purpose of this study is to demonstrate the effect of counterargument integration teaching and learning in argumentative writing education. Even though previous studies have addressed the issue that students can not effectively deal with the counterargument in argumentative writing, there has been lack of discussion about how to promote the use of counterargument that contributes to promoting acceptability of the author’s position in argumentative writing. In this regard, this study focuses on counterargument integration and examines the educational effect of counterargument integration teaching and learning for argumentative writing. In chapter Ⅱ, this study tried to construct the theoretical basis for the counterargument integration teaching and learning for argumentative writing. Based on literature review, this study examined the concept of counterargument integration and various factors of it. Counterargument integration is defined as “the use of counterargument and response on that counterargument which contributes to promoting the acceptability of the author's position in the argumentative writing that copes with the pros and cons of the argument”. In addition, various factors of counterargument integration are discussed based on the level of recognizing actual counterargument, constructing expected counterargument, and using counterargument on the text. In chapter Ⅲ, this study focused on designing the counterargument integration teaching and learning for argumentative writing. Based on literature review, curriculum and textbook analysis, and educational implications based on the students’ argumentative writing patterns, the counterargument integration teaching and learning activities were designed. Firstly, as for the educational activities for recognizing actual counterargument, exploring argumentative texts for understanding the controversial essence of argumentation and filling in a self-checklist for recognizing argumentative writing metacognitively were suggested. Secondly, as for the educational activities for constructing expected counterargument, conducting a small group discussion to understand pros and cons of arguments and making a list of pros and cons of arguments were suggested. Thirdly, as for the educational activities for using counterargument on the text, using a direct teaching model for learning counterargument responding strategies and using scaffolds for constructing arguments which respond to the counterargument were suggested. In Chapter Ⅳ, this study tried to demonstrate the effect of the counterargument integration teaching and learning for argumentative writing which is designed in chapter Ⅲ. For this purpose, a quasi-experimental study was designed, which consists of an experimental group, a comparative group, and a control group (25 students for each group). As a result of one-way ANOVA on thestudents’ prior argumentative writing level, it was confirmed that each group had the same level. As for the experimental group, the counterargument integration education was conducted. As for the comparative group, the argumentative writing education using the pre-existing ‘Speaking and Writing’ textbooks. As for the control group, there was no educational instruction given. In order to demonstrate the effect of education, mixed research method was used to confirm argumentative writing level after the education. As a result of quantitative analysis, there was a difference between the groups on the level of argumentative writing. Based on this, it was confirmed that the counterargument integration teaching and learning for argumentative writing education was effective. Qualitative analysis was conducted by selecting the average level of students’ argumentative writing in each group in order to point out thequalitative aspects of argumentative writing before and after the education. The qualitative aspects of the argumentative writing at the average and superior level of argumentative writing in the experimental group were also examined. The result of this study suggests that further research on the counterargument integration teaching and learning in argumentative writing education is needed.

Second primary colorectal cancer among endometrial cancer survivor: shared etiology and treatment sequelae

Lim, Myong Cheol,Won, Young-Joo,Lim, Jiwon,Seo, Sang-Soo,Kang, Sokbom,Yoo, Chong Woo,Kim, Joo-Young,Oh, Jae Hwan,Bristow, Robert E.,Park, Sang-Yoon Springer Berlin Heidelberg 2018 Journal of cancer research and clinical oncology Vol.144 No.5

<P><B>Purpose</B></P><P>To evaluate the incidence of colon cancer as a second primary cancer (CCSPC) and the survival outcomes of women with and without CCSPC after the diagnosis of endometrial cancer (EC).</P><P><B>Methods</B></P><P>The standardized incidence ratio (SIR) of CCSPC and survival outcomes of EC survivors with and without CCSPC were analyzed using data from January 1 1993 to December 31 2011, obtained from the Korea Central Cancer Registry.</P><P><B>Results</B></P><P>Of 14,797 EC survivors, 147 (0.99%) developed CCSPC after an average interval of 5.5 years. The SIR of CCSPC among EC survivors was 2.56, higher than that of colon cancer in the general population. The SIR of CCSPC was highest for the ascending (3.77), followed by the transverse (3.45), descending colon (2.06), and rectum (1.99). The risk of a proximal site of CCSPC was high, especially within 5 years after the diagnosis of EC in the ascending (SIR, 4.37) and transverse (4.91) colon, and in young survivors (< 60 years) in the ascending (5.19) and transverse (3.82) colon. The 5- and 10-year overall survival rates were 84.8 and 80.4% among survivors with EC only and 89.2 and 76.3% for survivors with CCSPC, respectively.</P><P><B>Conclusions</B></P><P>The risk of CCSPC among EC survivors increases especially in the proximal colon in young survivors. These results could be used for surveillance and counseling of EC survivors.</P>

Investigation on Hydration Process and Biocompatibility of Calcium Silicate-Based Experimental Portland Cements

Jiwon Lim,Jae-Geun Guk,Bhupendra Singh,Yun-Chan Hwang,송선주,김호성 한국세라믹학회 2019 한국세라믹학회지 Vol.56 No.4

In this work, the hydration process and cytotoxicity of lab-synthesized experimental Portland cements (EPCs) were investigated for dental applications. For this purpose, EPCs were prepared using laboratory-synthesized clinker constituents, tricalcium silicate (C3S), dicalcium silicate (C2S), and tricalcium aluminate (C3A). C-A was prepared by the Pechini method, whereas C3S and C2S were synthesized by solid-state reactions. The phase compositions were characterized by X-ray diffraction (XRD) analysis, and the hydration process of the individual constituents and their combinations, with and without the addition of gypsum, was investigated by electrochemical impedance spectroscopy (EIS). Furthermore, four EPC compositions were prepared using the lab-synthesized C-A, C3S, and C2S, and their hydration processes were examined by EIS, and their cytotoxicity to HPC and HIPC cells were tested by performing an XTT assay. None of the EPCs exhibited any significant cytotoxicity for 7 days, and no significant difference was observed in the cell viabilities of ProRoot MTA and EPCs. The results indicated that all the EPCs are sufficiently biocompatible with human dental pulp cells and can be potential substitutes for commercial dental cements.

Constrained Adherable Area of Nanotopographic Surfaces Promotes Cell Migration through the Regulation of Focal Adhesion via Focal Adhesion Kinase/Rac1 Activation

Lim, Jiwon,Choi, Andrew,Kim, Hyung Woo,Yoon, Hyungjun,Park, Sang Min,Tsai, Chia-Hung Dylan,Kaneko, Makoto,Kim, Dong Sung American Chemical Society 2018 ACS APPLIED MATERIALS & INTERFACES Vol.10 No.17

<P>Cell migration is crucial in physiological and pathological processes such as embryonic development and wound healing; such migration is strongly guided by the surrounding nanostructured extracellular matrix. Previous studies have extensively studied the cell migration on anisotropic nanotopographic surfaces; however, only a few studies have reported cell migration on isotropic nanotopographic surfaces. We herein, for the first time, propose a novel concept of adherable area on cell migration using isotropic nanopore surfaces with sufficient nanopore depth by adopting a high aspect ratio. As the pore size of the nanopore surface was controlled to 200, 300, and 400 nm in a fixed center-to-center distance of 480 nm, it produced 86, 68, and 36% of adherable area, respectively, on the fabricated surface. A meticulous investigation of the cell migration in response to changes in the constrained adherable area of the nanotopographic surface showed 1.4-, 1.5-, and 1.6-fold increase in migration speeds and a 1.4-, 2-, and 2.5-fold decrease in the number of focal adhesions as the adherable area was decreased to 86, 68, and 36%, respectively. Furthermore, a strong activation of FAK/Rac1 signaling was observed to be involved in the promoted cell migration. These results suggest that the reduced adherable area promotes cell migration through decreasing the FA formation, which in turn upregulates FAK/Rac1 activation. The findings in this study can be utilized to control the cell migration behaviors, which is a powerful tool in the research fields involving cell migration such as promoting wound healing and tissue repair.</P> [FIG OMISSION]</BR>

Investigation on Hydration Process and Biocompatibility of Calcium Silicate-Based Experimental Portland Cements

Lim, Jiwon,Guk, Jae-Geun,Singh, Bhupendra,Hwang, Yun-Chan,Song, Sun-Ju,Kim, Ho-Sung The Korean Ceramic Society 2019 한국세라믹학회지 Vol.56 No.4

In this work, the hydration process and cytotoxicity of lab-synthesized experimental Portland cements (EPCs) were investigated for dental applications. For this purpose, EPCs were prepared using laboratory-synthesized clinker constituents, tricalcium silicate (C₃S), dicalcium silicate (C₂S), and tricalcium aluminate (C₃A). C-A was prepared by the Pechini method, whereas C₃S and C₂S were synthesized by solid-state reactions. The phase compositions were characterized by X-ray diffraction (XRD) analysis, and the hydration process of the individual constituents and their combinations, with and without the addition of gypsum, was investigated by electrochemical impedance spectroscopy (EIS). Furthermore, four EPC compositions were prepared using the lab-synthesized C-A, C₃S, and C₂S, and their hydration processes were examined by EIS, and their cytotoxicity to HPC and HIPC cells were tested by performing an XTT assay. None of the EPCs exhibited any significant cytotoxicity for 7 days, and no significant difference was observed in the cell viabilities of ProRoot MTA and EPCs. The results indicated that all the EPCs are sufficiently biocompatible with human dental pulp cells and can be potential substitutes for commercial dental cements.

인지인문학과 인지적 화용론의 연계성

임지원(JiWon Lim) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.4

인지인문학은 인지과학의 체계적이며 역동적인 학문의 틀과 인문학이 융합된 새로운 패러다임의 실천적 논의라 할 수 있다. 그동안 어문학, 역사, 철학 등으로 불리던 인문학의 학문적 영역이 매우 배타적인 것에 반해, ‘인지인문학’은 이 시대 인간을 바르게 읽어내는 동시에 인간과 문화 언어 환경을 연계시켜 미래사회에 다함께 소통할 수 있는 상징적 학문체계를 구축하는 연구의 일면이라 생각한다. 필자는 인문학과 인지과학적 영역을 통섭해줄 수 있는 새로운 학문의 일축으로써, 사회문화적 특성을 규명토록 하는 다학제 다학문적 측면의 실험적 연구를 시도하였다. 모든 환경과 인간 삶이 상호작용한다는 의미에 초점을 두고 환경과의 상호작용 행위 가운데 매 상황에 대한 역동적인 반응들이 단편적으로 한 시점에서 고립되는 것이 아니라 모든 시점에 연결이 되어 순간순간 상황들을 인식하고 그 인식된 것들이 연결되어서 이루어낸 마음이 미래 인지인문학이 밝혀내야 할 과제임을 인식하였다. 실험 기제로 광고 속 언어를 인지적 화용론에 접목시켜 올바른 의미를 도출한 뒤, 이 시대 인간, 환경, 미래, 본성 등의 문제가 어떠한 위치를 차지하고 인문적 사고와 연결되어 있는지 그 의미 체계의 재구성을 제언하고자 했다. Cognitive humanities is a practical discussion of a new paradigm; this is the humanities converged with the systematic, dynamic and academic frame of cognitive science. By now, the academic field of humanities so called literature, language, history and philosophy has been exclusive. On the contrary, ‘Cognitive humanities’ is considered as a part of the research that constructs symbolic academic system which enables people to communicate with each other in the future society by understanding contemporary human being in a right way and connecting humans with culture-language environments simultaneously. In this paper, experimental pragmatics in the multidisciplinary field will be represented; this discussion will allow the social-cultural characteristics to be clarified as the part of a new study integrating humanities with cognitive-scientific field. It is important to focus on the meaning of all environments and the interaction between human life and the environment, so that the dynamic responses to each situation are not isolated at all but connected at one point in time. It combined the language in advertisements with a research mechanism to derive the correct meaning by applying it to the cognitive chemical theory, and then connected it with the humanitarian thinking system based on the positions of human beings, environment, future, and nature in question.

STT 효율 증대를 위한 음성 주파수 correlation 기반 노이즈 필터링 방안

임지원(Jiwon Lim),황용해(Yonghae Hwang),김규헌(Kyuheon Kim) 한국방송·미디어공학회 2021 한국방송공학회 학술발표대회 논문집 Vol.2021 No.11

현재 음성인식 기술은 인공지능 비서, 전화자동응답, 네비게이션 등 다양한 분야에서 사용되고 있으며 인간의 음성을 디바이스에 전달하기 위해 음성 신호를 텍스트로 변환하는 Speech-To-Text (STT) 기술을 필요로 한다. 초기의 STT 기술의 대부분은 확률 통계 방식인 Hidden Markov Model (HMM)기반으로 이루졌으며, 딥러닝 기술의 발전으로 HMM과 함께 Recurrent Nural Network (RNN), Deep Nural Network (DNN) 기법을 사용함으로써 과거보다 단어 인식 오류를 개선하며 20%의 성능 향상을 이루어냈다. 그러나 다수의 화자 혹은 생활소음, 노래 등 소음이 있는 주변 환경의 간섭 신호 영향을 받으면 인식 정확도에 차이가 발생한다. 본 논문에서는 이러한 문제를 해결하기 위하여 음성 신호를 추출하여 주파수성분을 분석하고 오디오 신호 사이의 주파수 영역 correlation 연산을 통해 음성 신호와 노이즈 신호를 구분하는 것으로 STT 인식률을 높이고, 목소리 신호를 더욱 효율적으로 STT 기술에 입력하기 위한 방안을 제안한다.

작문교육에서 관찰학습 구현을 위한 쟁점과 과제

임지원 ( Lim Jiwon ) 한국작문학회 2021 작문연구 Vol.- No.50

본 연구의 목적은 ‘관찰학습(observational learning)’과 관련한 학문적 담론이 지니는 작문교육 차원의 가능성과 유의미성을 탐색하고, 국내 작문교육에서 관찰학습의 구현을 위한 쟁점과 과제를 짚어 봄으로써 작문교육의 내용 및 방법으로서 관찰학습의 실천을 제안하는 데 있다. 본 연구에서는 작문교육에서 관찰학습의 교육적 가능성으로, 첫째 관찰학습이 교수로부터 학습으로 초점을 전환함으로써 학습자 중심 교육을 구현하는 데 기여할 수 있으며, 둘째 관찰학습이 수행으로부터 관찰로 초점을 전환함으로써 쓰기 과정 교육을 내실화할 수 있음을 제시하였다. 또한 작문교육에서 관찰학습의 구현을 위한 쟁점과 과제를 관찰학습의 과제 구성, 교수학습 내용, 평가 및 관찰 방법론의 측면으로 구분하여 논의하였다. 관찰학습은 학습자로 하여금 필자로서의 쓰기 수행의 부담을 내려놓고, 관찰자로서 타인의 쓰기 과정을 관찰, 분석, 평가, 성찰함으로써 쓰기 능력을 함양할 수 있다는 점에서 의미가 있다. 관찰학습은 학습자가 쓰기 지식을 어떻게 경험하고 체득하도록 하여 쓰기 학습을 통한 성장을 이루게 할 것인가에 대한 하나의 교육적 방안이 될 수 있다. 본 연구를 시작으로 국내 작문교육에서 관찰학습과 관련한 이론적, 실증적 연구들이 마련되기를 기대한다. This study explores issues and tasks for the application of observational learning in writing education in Korean language education. Although observational learning in writing has been studied widely, few studies have been published on the field of Korean language education. This study proposes educational implications for observational learning in writing education. First, it moves the focus from the teaching of teachers to the learning of learners. Second, regarding writing process education, it moves the focus from executing writing to observing writing. This study raises issues and tasks for the application of observational learning in writing education. These issues and tasks are discussed regarding writing tasks, teaching and learning contents, assessments, and the methodology for observational learning.

ALD를 이용한 Al₂O₃ 증착유무에 따른 페로브스카이트 태양전지의 성능비교

임지원(Jiwon Lim),김예진(Yejin Kim),백승재(Seungjae Baik),김규민(Gyu Min Kim) 한국태양에너지학회 2022 한국태양에너지학회 학술대회논문집 Vol.2022 No.10

유튜브 시대, 공익미디어 크리에이티브와 감성소구를 활용한 사고와 표현교육

임지원(Jiwon Lim) 마인드교육융합학회 2022 마인드 교육 Vol.1 No.2

본 논문은 대학생의 의사소통 능력 확장을 위해 공익광고 미디어에 담긴 크리에이티브적 감성소구들의 표현을 추출, 인지원리에 기댄 의미분석 모델을 적용시켜 대상 텍스트의 소구 파악 및 분류·분석·재구성하는 적극적인 사고와 표현 교육 도구로써 제안하고자 한다. 이러한 논의는 추후 의사소통교육의 확장과 관련하여 설득적 스피치의 내용구성에 적용시킬 수 있다는 점에서 기대할 수 있다. 이 글에서 대학생을 위한 사고와 표현교육의 궁극적인 목적인 비판적이며 설득적인 표현력의 생산 작업을 위한 논의 과정은 우선, 1차시에 도식화된 인지적 분석 과정을 지도한 후 수업시간에 초고를 쓰게 하도록 하였다. 초고에 대한 내용 및 구조에 대하여 전체 맥락 및 부분 맥락에 대한 퇴고가 교수자와의 피드백을 통해 이루어진 후 그 결과물을 학습자가 재검토하고 다음 차시에 과제로 제출하는 것으로 진행하였다. 총 2차시에 걸친 이상의 수업은 기존의 일반적인 문장력 강화라는 사고와 표현교육 수업에 비해 학생들의 호응도가 매우 높았으며 비판적인 사고 능력과 미디어를 활용한 능동적인 사고와 표현교육 재생산 훈련에 많은 도움이 된 것으로 생각된다. The paper shall actively apply and analyze the meaning analysis model of creative emotional emotions included in public interest advertisement media, and analyze the meaning analysis model, analysis model and analyze the meaning analysis model of the target text. These discussions may be expected that it can apply to the content structure in relation to the expansion of communication education. The experiment of this discussion for the production of critical and persuasive expression, the ultimate purpose of thinking and expression education for college students, first guided the cognitive analysis process schematized in the first class and then wrote a draft in class. After the review of the contents and structure of the draft was made through feedback with the instructor, the learner reviewed the result and submitted it as a task next time. The above classes, which spanned a total of two sessions, were highly responsive to the existing general thinking and expression education classes, and it is thought to have been very helpful in active thinking and expression education reproduction training using critical thinking skills and media.