오프라인 공간 이동 게임은 (이하 공간 이동 게임) 정해진 실제 공간에 배치된 여러 퍼즐 문제와의 상호작용을 통해 해당 공간을 탈출하는 게임으로서 전 세계적으로 많은 인기를 끌고 있다. 본 논문은 공간 이동게임을 디자인할 때 도움이 되는 새로운 잠금 시스템을 제안하고자 한다. 해당 잠금 시스템은 여러 개의 스마트폰 장치를 활용하는 것으로, 터치 디스플레이를 이용해 장치 간의 배치를 추정할 수 있는 시스템을 기반으로 한다. 사용자는 공간 이동 게임 내에서 주어진 힌트를 이용해서 다수의 스마트폰 장치를 적절하게 배치한 후 스마트폰들의 배치를 추정할 수 있는 터치 제스처 데이터를 서버에 전송한다. 서버는 각 장치의 배치 상태를 추정하여, 배치 상태가 올바른 지 확인하고 게임을 진행시킨다. 제안한 잠금 시스템에 대해, 사용의 입력을 바탕으로 잠금 시스템으로서의 성능을 평가하였으며, 잠금 패턴을 구분하기 위한 적절한 파라미터를 선정하였다. 또한 이 연구결과를 바탕으로 공간 이동 게임에서 활용될 수 있는 시나리오를 제안하였다. 본 논문을 통해 제안된 새로운 잠금 시스템을 통해 공간 이동 게임에 보다 다양한 시나리오와 트릭이 활용될 수 있을 것으로 기대한다.

The purpose of this study is to examine the concepts and features of K-fishbone analysis used in the AeLT program and to find suggestions. For this purpose, I analyzed the AeLT Training Manual and lecture PPT file and AeLT final reports. The procedure of K-fishbone analysis is as follows. First, specify the problem to be solved. Second, brainstorm the cause and factor of the problem. Third, cluster problems and elements with the same factors. Fifth, the branching branches (2nd branch , 3rd branch) extending from large thorns become the sub-cause. After all the causes of the problem have been identified, the causal relationship and the correlational relationship are analyzed. The cause of receiving the most arrows is the fundamental cause and the priority of the solution. K-fishbone analysis should 1) consider as many causes and sub-factors as possible through brainstorming and 2) by doing casual and correlation relationship analysis, help to ① determine the more critical factors of the problem, ② remove unnecessary elements that hinder the discussion, so increase concentration on the subject, and ③ in the situation of the lack of data and information, improve the analyst's understanding of the problem and its causes. Moreover 3) It is suitable for solving problems especially in developing countries. The implications of K-fishbone analysis are as follows. First, it can be effectively used in invitational training for policy makers in developing countries. Second, it will be more widely used in inquiry classes in the school. Third, it can be widely extended and utilized as a method of RCA.

Given the important status of students as major stakeholders of the National English Curriculum, this study investigated specific needs of curriculum-takers for an English curriculum and compared the results with analyses of curriculum evaluation from curriculum-completers. We implemented a needs assessment survey targeting 68 elementary school students (current curriculum-takers) and an evaluation survey targeting 27 high school students (curriculum-completers) in Korean EFL context. Results showed similarities between students’ needs and evaluation in terms of the ideal time for starting English education and time allotments. However, we found significant gaps between the two groups in several domains related to their specific goals of learning English. While the current curriculum-takers showed a high motivation to learn English for both instrumental purposes and integrative purposes, the curriculum-completers were strongly biased toward instrumental purposes. Our findings provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL settings. This study also provides helpful resources for conducting needs and evaluation analyses.

현대의 경영환경에서 구성원의 행복은 조직의 목표 중 하나로 고려된다. 하지만 조직에서 구성원의 행 복은 규범적으로 추구되기 보다는 지속가능하게 추구되어야 한다. 구성원의 행복이 조직목표로 지속적으로 추구되기 위해서는 조직의 지속적인 성장이 필수적이며, 이에 본 연구는 심리적 웰빙을 중심변수로 삼아 구성원의 행복을 파악하고, 성과와의 관계를 규명하고자 한다. 그 과정에서 구성원의 참여와 자원소 모를 중심으로 사회적 태만과 직무열의를 주요 경로로 파악하고, 이에 영향을 미치는 상황적 요인으로서 임파워링 리더십의 영향을 확인한다. 국내의 12개 조직에 대한 333명의 개인수준 분석결과, 심리적 웰빙이 높은 구성원들은 사회적 태만에 적게 참여하고, 직무열의가 높아 성과와 조직시민행동을 높였다. 임파워링 리더십은 사회적 태만의 경로에만 유의하였다. 본 연구는 이론 전개와 실증분석을 통해, 사회적 태만 과 협력연구분야, 긍정조직행동론 분야와 리더십 분야에 기여하였고, 실무적 시사점을 밝혔다.

Background: Obstacle training affects lower limb muscle activity, balance, reducing the risk of falls, and making gait more stable. Objects: This study aimed to investigate the effects of aquatic and ground obstacle training on balance and muscle activity in patients with chronic stroke. Methods: The study subjects included 30 patients with stroke, who were divided into aquatic (n1= 15) and ground (n2=15) groups. Groups underwent obstacle training three times per week, 30 min per session, for six weeks that went as follows: walking over sites with the paralyzed leg, stepping onto and down from a box step, and walking over obstacles with the non-paralyzed leg. Results: The experimental results were obtained by comparing muscle activity. Activity of the rectus femoris, biceps femoris, tibialis anterior, and gastrocnemius were significantly increased in the aquatic group (p<.05). Activity of the biceps femoris and tibialis anterior were significantly increased in the ground group (p<.05); however, the rectus femoris and gastrocnemius were not significantly different. In the comparison of maximal distance regarding the limits of stability, it was significantly increased on the non-affected side, affected side, and anterior and posterior distance in the aquatic group (p<.05). It was significantly increased in the non-affected side and anterior and posterior distance the ground group (p<.05); however, maximal distance on the affected side distance was not significantly different. Conclusion: Gait training with aquatic and ground obstacles is effective for improving balance and gait ability of patients with stroke. However, it was more effective for the aquatic group than for the ground group.