In this paper analyzed the features of how native Korean speakers (K) and native Vietnamese Korean learners (VKL) organize the Apology conversation, focusing on the functional phase. Based on the discourse analysis, a role play was conducted to collect data. In order to investigate the influence of social variables (social status, intimacy), learners' mother tongues and learners' Korean proficiency, different social variables were given in role-play situations, and learners' Korean proficiency was limited to intermediate and advanced levels. The results of analyzing conversations focusing on ‘Error Checking–Apology-Apology Acceptance’, which is the intermediate phase of Apology conversation, are as follows. First, in the Error Checking Phase, K tended to make indirect or preliminary remarks. In contrast, VKL immediately presented communication purposes, and advanced VKL tended to use indirect speech and additional statement. Second, in the Apology phase, the higher social status the other party has and the lower intimacy the two speakers has, the more passive K were. Interestingly, VKL showed the same pattern. For intermediate-level VKL, it was observed that the dialogue sequences were not completed. Third, in the Apology Acceptance phase, K repeatedly expressed apologies through complex dialogue sequences. However, VKL performed a concise conversation by simple dialogue sequences, and the intermediate-level VKL expressed ‘relief’ and ‘gratitude’.

이 논문은 원격수업을 위한 기악 수업 분야의 유튜브 콘텐츠를 분류하여 심동적 학습 단계를 중심으로 그 내용과 추구하는 목적을 가지고 연구하였으며, 기악 수업을 위한 온라인 강의 영상 제작 및 비대면 수업을 위한 유튜브 콘텐츠를 제작하는 교수자를 위한 방향성을 제시했다. 연구 방법은 유튜브 강의 콘텐츠의 분석 기준에 부합하는 국내의 기악 교육 유튜브 콘텐츠를 선별하여 심동적 학습 단계에 따라 분류, 단계별 높은 조회 수의 영상을 선정하여 분석하였다. 그 결과 세 가지 특징을 확인할 수 있었다. 첫째, 분석한 모든 단계의 유튜브 기악 수업 콘텐츠는 영상의 길 이, 교수자의 출연, 자막 활용, 시각 요소, 보충 자료 제공, 상호작용 등의 요소를 충족하며 효과 적인 원격수업을 위한 콘텐츠의 기준을 제시하였다. 둘째, 악기 연주의 기능적 숙달을 강조하는 콘텐츠와 창의적인 표현방식에 집중하여 제작하는 강의 영상은 내용과 구성 및 편집에 있어서 효 과적인 비대면 교습을 위한 차별화된 영상 제작 전략이 필요하였다. 셋째, 기악 수업 분야의 유튜 브 채널은 원격수업의 한계를 보완하기 위해서 교수자와 학습자 간의 온라인 및 오프라인 상호작 용을 포함한 다양한 노력을 하였다. 이러한 논의는 현재 부상하고 있는 기악 분야의 원격수업을 위한 영상을 유튜브 플랫폼을 활용하여 학습 단계에 따라서 제작하는데 실질적인 해결책을 제시해 주는 기초 작업으로 의미를 가진다. 더불어 본 연구 결과를 바탕으로 심동적 학습 단계를 중심으 로 한 기악 수업 분야의 유튜브 콘텐츠에 대한 시사점을 제시하였다.

Various inventory control theories have tried to modelling and analyzing supply chains by using quantitative methods and characterization of optimal control policies. However, despite of various efforts in this research filed, the existing models cannot afford to be applied to the realistic problems. The most unrealistic assumption for these models is customer demand. Most of previous researches assume that the customer demand is stationary with a known distribution, whereas, in reality, the customer demand is not known a priori and changes over time. In this paper, we propose a reinforcement learning based adaptive echelon base-stock inventory control policy for a multi-stage, serial supply chain with non-stationary customer demand under the service level constraint. Using various simulation experiments, we prove that the proposed inventory control policy can meet the target service level quite well under various experimental environments.

This treatise`s main point is to investigate the strategies of the developmental teaching and learning which are valid in the Danso-class of elementary school. Danso has been appointed as a musical instrument to be played in the class of elementary school since the fifth process of the educational course. Although 20 years has passed since then, however, this course is still considered very difficult to follow by most of the students and teachers who should be educated at least more than two times. It is my understanding, therefore, that we should try to develop various ways of solutions that can resolve many problems in Danso course of elementary school by providing the ``universal`` orientation for teachers. The point that we pay attention to in this treatise is that I apply the tonic solfa according to the movable-do system of Kodaly partially in order to improve the unsatisfactory circumstances of the Danso class of elementary school. His method provides us with very efficient means in learning syllable names and reading musical notes in Korean traditional music. In this study, we will see the strategies of the developmental teaching and learning in the Danso-class of elementary school according to the six levels.

The present study investigates the effects of teaching activity-based integrative reading and writing on the amelioration of written language in the elementary school classroom. This study was conducted during the first semester in 2003. The subjects were 160, 6th year elementary school students. They were divided into two groups, control and experimental. Both the control group and the experimental group were composed of 80 students each. Each group was divided into three levels: high, intermediate, and low, on the basis of a diagnostic evaluation. All the subjects of the experimental group were integratively taught reading and writing of the English alphabet, words, phrases, sentences, and context, according to their level. All the subjects of the control group were discretely taught reading and writing according to their curriculum and level. They were also given a questionnaire of affective and psychomotor domains. Statistical analyses were performed to determine: (a) the difference of the control and experimental groups, (b) the difference between the control and experimental groups, (c) the difference of their level (high, intermediate, and low) of the control and experimental groups on reading and writing in the pre- and post- achievement tests, and (d) the difference of the level of the control and experimental groups on the affective and psychomotor domains such as interest, self-confidence, understanding, participation, and motivation of reading and writing in the pre- and post- achievement tests. The results of this study reveal that significantly higher scores on the written language were obtained in the experimental group. The difference between the control group and the experimental group was not significant at the beginning of the term. However, the difference was significant at the end of the term. It was also found that in the experimental group, interest was improved at the intermediate level. Self-confidence and understanding were improved at the intermediate and low levels, and participation was improved at the low level. It is recommended that researchers and teachers develop integrative materials of reading and writing more widely according to the level.