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청소년 비애독자의 현황과 지원 방안 연구 : 2018-2020 독자개발연구의 결과 종합
이순영 ( Lee¸ Soonyoung ) 한국독서학회 2021 독서연구 Vol.- No.60
이 논문은 3개년간 진행된 독자개별연구의 결과를 종합하여 청소년 비애독자의 현황과 주요 특성을 확인하고, 이들을 위한 지원 방안을 탐색한 연구이다. 청소년 애독자와 대비되는 비애독자는 독서 빈도가 낮고 독서 태도가 긍정적이지 않은 독자로 이들의 이면에는 날로 팽배하는 반(反)독서 문화와 자발적으로는 책을 읽지 않는 비독서(aliteracy) 현상이 존재한다. 본고는 이러한 맥락에서 전체 청소년의 73.7%에 이르는 비애독자의 현황을 주요 지표(독자 유형별 구성, 자발적 독서량과 빈도, 독서 태도, 코로나19의 영향, 독서/비독서의 이유)별로 확인하였다. 두 번째로 청소년 비애독자의 주요 특성을 5대 영역(① 청소년 비애독자의 ‘형성 시기와 심화 양상, ② 독서/독자에 대한 인식과 자기 평가, ③ 독서의 대상, 매체에 대한 선호도, ④ 독서/비독서의 이유, ⑤ 독서 경험과 환경)에서 총 23개로 종합하여 정리하였다. 마지막으로 지금까지 살펴본 청소년 비애독자의 현황과 특징에 근거하여 지원 방안을 세 가지 차원(① 청소년 비애독자의 형성을 막는 예방적 차원의 독서교육과 복지(가정과 부모 역할), ② 청소년 비애독자의 독자 환원 차원(골든타임인 중학교, 학교 독서 활동의 역할), ③ 청소년 집단 내 반독서, 비독서 문화 확산을 막는 차원)에서 제시하였다. This study synthesized the results of reader development research conducted over the past three years to identify the status and characteristics of non-habitual and non-avid adolescent readers. Non-habitual readers are the readers with low reading frequency and attitude, amid a growing anti-reading culture and the phenomenon of aliteracy. In this context, this study first identified the status of non-habitual readers; up to 73.7% of all adolescents, based on key indicators including types of reader and the amount of voluntary reading. Second, 23 characteristics of adolescent non-habitual readers were organized in five areas (formation period and deepening pattern of readers, recognition and self-evaluation of reading/readers, text and preference for media related to reading, reasons for reading/non-reading, reading experience and environment). Finally, based on the status and characteristics of adolescent non-habitual readers discussed thus far, support plans were presented in three dimensions.
Breaking the Trapping Sets in LDPC Codes: Check Node Removal and Collaborative Decoding
Soonyoung Kang,Jaekyun Moon,Jeongseok Ha,Jinwoo Shin IEEE 2016 IEEE TRANSACTIONS ON COMMUNICATIONS Vol.64 No.1
<P>Trapping sets strongly degrade performance of low-density parity check (LDPC) codes in the low-error-rate region. This creates significant difficulties for the deployment of LDPC codes to low-error-rate applications such as storage and wireless systems with no or limited retransmission options. We propose a novel technique for breaking trapping sets based on collaborative decoding that utilizes two different decoding modes. While the main decoding mode executes message passing based on the original parity check matrix of the corresponding LDPC code, the sub-decoding mode operates on a modified parity check matrix formed by removing a portion of check nodes in the factor graph representation of the given code. The modified parity check matrix is designed to promote a passing of correct information into erroneous variable nodes in the trapping set. Theoretical properties of the proposed trapping-set-breaking technique have been established based on the notion of the improved separation for the trapped variable nodes. Simulation results show that the proposed collaborative LDPC decoding scheme switching between the two decoding modes back and forth effectively breaks dominant trapping sets of various known types of regular and irregular LDPC codes.</P>
( Soonyoung Shin ),( Yunsun Kim ),( Sukyoung Park ) 한국유아교육학회 2021 정기학술대회 논문집 Vol.2021 No.1
This study examined the relationship between the professional capital of childcare teachers and the principal’s transformational leadership, with regard to change commitment and organizational effectiveness using the structural equation model. As a result of the study, it was found that change commitment had a mediating effect in the relationship between childcare teachers’ professional capital and organizational effectiveness. A mediating effect was revealed in the path of immersion. Therefore, this study confirmed that childcare teachers’ commitment to change is an important variable on the organizational effectiveness of daycare centers. Based on this finding, the director discussed the necessity of fostering collective intelligence through teacher interaction and forming an innovative daycare center culture where the principal and teachers learn from each other in order to immerse themselves in change. This study also suggested that the qualitative improvement of daycare centers can be achieved through organizational change centered on teachers.