본 연구는 그림책 수업에서 교사들이 갖는 어려움을 알아보고자 S시의 교사 2인을 대상으로 주 1회씩 3개월에 걸쳐 12회 교사면담을 통해 자료를 수집하고 분석하였다. 연구결과, 교사들은 그림책이 어렵고 그 책을 가지고 수업을 진행하는 것이 스트레스가 된다고 하였다. 교사들은 그림책의 그림을 간과한 채 글에 집중하는 경향이 있으며 그림책마다 자신이 선호하는 그림책이 다른 것으로 나타났다. 그리고 교사들이 그림책으로 수업을 진행하면서 갖는 어려움으로 그림책을 충분히 읽을 수 있는 시간적 여유가 없고 그림책의 선정기준에 대한 이해가 부족하며 그림책을 읽어주는 방법과 적절한 활동시간, 활동공간을 배려하는 것에 대한 어려움을 가지고 있었다. 본 연구는 그림책수업을 하면서 교사의 어려움을 지원하기 위해 적절한 교사 장학과 지원이 얼마나 중요한지에 대해 시사하는 바가 크다.

Despite a large amount of research on reading, little attention has been paid to experimental studies on the effects of purposeful reading. This study explored the effects of reading purpose on reading comprehension and perceived difficulty. 71 high school students participated in this study and were randomly assigned to three groups – graphic organizer (Purpose 1), key sentence (Purpose 2), and control. The learners’ reading comprehension was measured through pre-, post- and delayed tests. The participants’ perceived difficulty for the texts was also checked with a sevenpoint Likert scale. The result demonstrates no immediate effect of establishing reading purpose, though immediate reading purpose effects might be found if a longer treatment period is set. The results also reveal the sustained effect of reading purpose on reading comprehension. In perceived text difficulty, the Purpose 1 group found the reading passages the easiest among the three groups. This suggests that learners establishing a reading purpose can gain greater ease in reading than those without a reading purpose.

다양한 전자제품의 조작법을 빠르고 정확하게 학습하는 것은 일상적이고 중요한 과제가 되었다. 특히 소프트 웨어는 여러 제품들의 통제 및 조작에서 핵심적인 지위를 차지하고 있다. 본 연구는 기존 학습연구에서 중요한 변인으로 연구되어온 학습방법, 학습계획, 과제난이도가 소프트웨어 학습에 미치는 영향을 검증하였다. 실험1에 서는 2 (학습방법: 경험적 vs. 언어적) x 2 (학습계획: 간격 vs. 덩이진) x 2 (난이도: 쉬움 vs. 어려운)의 피험자간 요인설계를 사용하여 각 조건에서 참가자들이 윈도우 무비메이커를 사용하여 파일을 조작하는 방법을 학습하는 실험을 실시하였다. 그 결과 학습계획에 따른 수행의 차이는 발견할 수 없었으나, 언어적 학습보다 경험적 학습 에서 참가자들은 더 빠르게 평가과제를 완료하였다. 특히 과제난이도가 높아질 경우 참가들은 언어적 조건에서 경험적 조건보다 두드러진 수행저하를 보였는데, 이는 과제가 어려워질수록 경험적 학습이 효과적인 학습방법이라는 것을 시사한다. 즉 소프트웨어 학습에서 간단한 조작의 경우에는 매뉴얼 혹은 지시문의 형태로 구성된 언 어적 학습으로 충분하지만 어려운 과제의 경우에는 체험 프로그램이나 투토리얼 모드를 통해 학습하는 것이 효 과적일 것이다. 추가실험에서 난이도 증가에 따른 언어적 학습의 선형적 이득을 확인하기 위해 난이도를 3단계 로 세분화하여 검증하였으며 (실험 2) 학습계획의 효과를 확인하기 위해 학습시행간 간격을 증가시켰으나 (실험 3) 유의미한 결과를 발견하지는 못했다.

The purposes of this study were: 1) to show the item difficulty hierarchy of walking/moving construct of the International Classification of Functioning, Disability and Health-Activity Measure (ICF-AM), 2) to evaluate the item-level psychometrics for model fit, 3) to describe the relevant physical activity defined by level of activity intensity expressed as Metabolic Equivalent of Tasks (MET), and 4) to explore what extent the empirical activity hierarchy of the ICF-AM is linked to the conceptual model based on the level of energy expenditure described as MET. One hundred and eight participants with lower extremity impairments were examined for the present study. A newly created activity measure, the ICF-AM using an item response theory (IRT) model and computer adaptive testing (CAT) method, has a construct on walking/moving construct. Based on the ICF category of walking and moving, the instrument comprised items corresponding t walking short distances, walking long distances, walking on different surfaces, walking around objects, climbing, and running. The item difficulty hierarchy was created using Winstep software for 20 items. The Rasch analyses (1-parameter IRT model) were performed on participants with lower extremity injuries who completed the paper and pencil version of walking/moving construct of the ICF-AM. The classification of physical activity can also be performed by the use of METs that is often preferred to determine the level of physical activity. The empirical item hierarchy of walking, climbing, running activities of the ICF-AM instrument was similar to the conceptual activity hierarchy based on the METs. The empirically derived item difficulty hierarchy of the ICF-AM may be useful in developing MET-based activity measure questionnaires. In addition to convenience of applying items to questionnaires, implications of the finding could lead to the use of CAT method without sacrificing the objectivity of physiologic measures.

The objective of this paper is to propose a method of how to perform risk assessment in the early stage of defense research and development for the acquisition of weapon systems. An advanced method for risk assessment and its associated objective functions are developed first based on the concept of systems engineering. The developed method is then applied to carry out the analysis of alternatives in the trade-off environments. As a case study, the multi-purpose training ship is considered, where it is performed using the notions of technology readiness levels, degrees of difficulty, and technology need values to facilitate design space visualization and decision maker interaction. It is noted that decision makers can benefit from our approach as an improved risk assessment method in the context of multi-criteria decision making.

The purpose of this study is to examine the activity ratios of global trunk muscles and local trunk muscles in relation to adjustments in the level of task difficulty while performing stability exercises in easily applied bridging lumbar stabilization exercise. Twenty healthy subjects performed bridging lumbar stabilization exercise while the level of task difficulty was plate was used in the same posture for all the exercises. EMG was used to examine the activity ratios of the global muscles and multifidus in relation to the level of task difficulty. Moreover, the activity ratios of the multifidus muscle, the erector spinae and the gluteus maximus muscle were measured. A one-way ANOVA with repeated measures was used, and a Bonferroni correction was conducted (=.05). When the bridging lumbar stabilization exercise were performed at different difficulty levels, the activity of the multifidus muscle, which is a local muscle, was high in all three exercises. Also, compared to low intensity and intermediate intensity exercises, high intensity exercises showed more significant differences (=.05). Among all the muscles, the multifidus showed the highest activity at intermediate intensity. Based on these results, we suggest that in the case of bridging lumbar stabilization exercise, low intensity or intermediate intensity exercises are more suitable and efficient for local muscle stabilization.

어린이나 청소년을 대상으로 한 에듀게임은 타 게임과는 다르게 구매자와 이용자가 뚜렷하게 구분된다는 특징을 가지고 있다. 하지만 에듀게임의 구매자 측면에서의 국내 연구는 부족한 실정이다. 따라서 본 연구는 구매자 측면에서 에듀게임을 구매할 때 구매 의사를 결정하는 요인을 찾아내고, 구매 결정 요인을 중심으로 타 게임과의 특징적 차이점을 비교하고 파악함으로써 향후 에듀게임에 관한 연구 및 에듀게임 산업의 도움이 되고자 한다.

The researchers’ experiential knowledge demonstrates that the task of predicting and controlling the difficulty level of the multiple-choice items of the College Scholastic Ability Test (CSAT) for English is substantially left to the subjective judgment of experienced item writers. The present study accordingly recognizes a need to identify item difficulty predictors and build an item difficulty prediction model to handle this pertinent issue. While taking separate interest in constructing a model for the multiplechoice reading subset of the CSAT, the study was conducted by identifying item difficulty predictor variables from previous research, and by validating the candidate predictors via questionnaires by highly experienced teacher-raters when asked to analyze reading items from the English reading subset of the preliminary CSAT (i.e., yun-hap-hak-ryuk-pyung-ga) administered in March 2009. Using multiple regression technique and maximum likelihood estimation, an item difficulty prediction model was generated. In order to check validity and applicability of the prediction model, the hypothetical model was finally tested on a subsequent version of the test administered in September 2009. This type of model building is expected to guide test developers design an item pool in accordance with special needs, such as to construct multiple test forms, which have similar mean difficulties.

This paper aims to examine the differential degree of the task difficulty presented in high school English activity books. To achive the aim, the researchers analyzed tasks for three levels(high, intermediate, and low) in five English activity books currently published based on the revised 7th National Curriculum for high school freshmen. The criteria utilized for grading task difficulty are modified from Ellis(2003a, 2003b) which were developed to account for task complexity in terms of input, conditions, processes and outcomes. The results revealed that in general, the tasks of the activity books were organized in the sequential order of difficulty from low, imtermediate to high proficiency, but the difference of task difficulty across the three proficiency levels was not significant. It was also discovered that among three main factors determining task difficulty, task condition, task process, and task outcomes, task process and required task outcomes were more frequently adopted to di fferentiate the task difficulty level. In addition, there was lack of communicative tasks integrating four language skills (listening, speaking, reading, and writing) in all the five activity books. Further study suggesiotns and limitations are followed.

The purpose of focus-on-form instruction is to attract learners' attention effectively to linguistic forms of the target language during a meaning-focused activity. However, there is always competition of learners' attention between to form and meaning due to the fact that human attentional resources are limited. Task difficulty is identified asa critical factor which depletes learners' attention during language activities by many researchers. The purpose of the present study is to examine how task difficulty affects the allocation of learners' attention between form and meaning during different types of focus-on-form instruction, which are Textual input enhancement and Dictogloss. The results showed that learners' attention to form during the instruction was not affected by the task difficulty, while their attention to meaning was negatively affected by it. it means that focus-on-form instruction needs to be designed appropriately based on learners' level of language proficiency in order for it not to be focus-on-formS instruction which focus only on linguistic forms separately from meaning.

This study treats the distinction between the prisoners' rights and mere priviliges. In other words, the purpose of this study is to indicate the prisoners' fundamental rights and difficulty of interpreting the law about prisoners' rights and to show the complex environment in which corrections exist. This study discusses many topics and problems treated by many countries' laws and rulings, pertinent to prisoners' rights and those limit, especially in the light of history of in the United States. Because throughout the history of corrections of that country, prisoners' have had comparatively few rights. Maybe the court's reluctance to interfere with prison management stemmed from the belief that such intrusions would only make the administration of correctional facilities more difficult to correct effectively (so to speak hands-off doctrine). Discussing the Inmate rights are frequently seen by the public as unnecessary expenses and luxries. Reflecting this kind attitude, for a long time the special penal-servitude relation theory had affected the theory and judiciary of western world, in the continental as well as in the anglo-american legal system. Today none upholds this old pattern theory, instead every citizen, including prisoners, has the catalog of inalienable rights. Consequently every government can restrict those rights reasonably related to interfere with legitimate penological interest, or legitimate penological objectives of the prison environment.

This paper examines Korean learners’ difficulties with English unaccusative verb acquisition. 41 high school students, comprising the low proficiency group and 50 university students, constituting the high proficiency group, participated in judging two kinds of grammaticality tests (context-given and context-free). The first results revealed that at their English proficiency levels, context did not make any difference in judging the grammaticality of unaccusative verb. The second results showed that both groups of learners had more difficulty in acquiring melt-type (unaccusative verbs with transitive counterparts) than die-type (unaccusative verbs without transitive counterparts), and had the most difficulty unlearning NP-be+Ven structure of melt-type, followed by NP-V-NP structure of die-type and NP-be+Ven structure of die-type. It is suggested that the results of this study can be applied to learning and teaching unaccusative verbs in English classrooms and that future research focus on the possibility of advanced learners’ accepting nativelike NP-V order of unaccusative verbs.

The purpose of this study was to develop a statistical model of predicting item difficulty of the English reading test of College Scholastic Ability Test(CSAT). At the initial phase, the study investigated variables that were significantly correlated to item difficulty of English reading test. Using the correlated variables an instrument was designed to gather the data on item difficulty of each item of the English reading tests of 2002 and 2003 CSAT. Correlation analysis was done to get models which could predict item difficulty of the tests. To validate the results of the analysis, the models were applied to the September Tests of 2003 and 2004 CSAT. It was found that the 2003 linear regression equation model showed the acceptable level of stability and predictability. The study also revealed that statistically significant predictors were grammar, inference and options. It was also found that the proportion of variance accounted by the predictors was different. Some implications for CSAT design and further research were drawn from the findings.

해상교통시스템은 선박, 조선자, 선박과 조선자를 둘러싼 환경으로 구성되어 있다. 항행환경은 조선환경, 교통환경, 정보사회환경으로 분류하며, 항로설계는 조선환경의 일부를 설정하는 것이다. 본 연구는 항만설비 중 항로설계기준의 적정성을 확인하기 위하여 조선자의 입장에서 직선항로와 항로만곡부에서의 조선부담감을 정량적으로 평가한 것이다. 환경스트레스모델을 이용하여 대상항로에서 항로폭, 선박전장, 선속 등의 요소를 고려하여 선박조종 난이도를 평가하고, 그 상관관계를 구하였으며 조선부담의 경감방안을 제시하였다.

목적: 본 연구는 시각적 착시에 의한 지각된 난이도 변화가 동작 수행에 어떠한 영향을 미치는지 알아보고자 하 였다. 방법: 본 연구의 참여자는 정상이거나 교정시력을 보유한 8명(남자 6명, 여자 2명)으로 우세 손이 오른손인 자들로 구성되었다. 연구 참여자는 Verbal 판단과제, 판단수행과제, 그리고 연속수행과제를 수행하였다. 각 과제별로 5cm, 10cm, 20cm로 난이도가 구분이 된 Inverted-T 도형을 무작위로 제시하였다. Verbal 판단과제는 도형을 보여준 뒤 수평선과 수직선 중 어느 선이 더 길어 보이는지 구두로 표현하게 하였다. 판단수행과제는 연구 참여 자가 수평선과 수직선의 거리를 마크가 부착된 막대를 벌려 제시하게 하였으며, 이때 제시된 마크를 촬영하였다. 연속수행과제는 각 도형별 주어진 타겟을 40회 왕복 태핑 하는 과제를 실시하였으며 총 운동시간을 측정하였다. 결과: Verbal 판단과제 수행 결과 참여자 8명 모두 수직선이 길다고 판단하였다. 판단수행과제에서 5명의 참여자 가 수직선이 수평선보다 길다고 판단한 것으로 나타났다. 반면 3명의 참여자는 수평선이 수직선보다 길다고 하였다. 연속수행과제에서는 연속적인 움직임 수행 시 착시가 영향을 미치지 않는 것으로 나타났다. 반면 난이도 지수가 커질수록 운동시간이 늘어나는 것으로 나타났다. 결론: Inverted-T 도형은 지각 판단 시 수직선을 긴 것으로 지각하였으나, 연속수행과제 시착시는 동작에 영향을 미치지 않는 것으로 나타나, 시각시스템이 두 개의 경로로 나뉘어 처리되는 것을 시사한다.