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Purpose: The purpose of this study was to explore the plan of linkage between related institutions in the region that should be premised for a cycle model between lifelong education and employment for IDD. Method: FGI was used for professors and field experts related to lifelong education and employment services for IDD. Results: Through the link between majoring courses, training centers for IDD, and universities (MC-TCIDD-U), the basic operational direction, operational structure system, and mapping type for each operating organization related to the cycle between lifelong education and employment for IDD were presented. In this regard, the components of basic education, in-depth job training, linked education (package), comprehensive education, subject matter education, job reference and development education, supported employment, and follow-up management were considered based on independent life, lifelong education curriculum, employment service, vocational rehabilitation training, and independent life training for IDD. Conclusion: The connection between MC-TCIDD-U shows that lifelong education and employment services for IDD can be circulated around the whole life cycle and individual demand for adult life of IDD. In addition, the connection between the three regional institutions is considered not only to achieve the plan and performance of employment service through the composition of lifelong education centered on job training including comprehensive lifelong education for IDD, but also to expand the content base and performance of lifelong education curriculum according to the performance of employment service of IDD.

Our study proposes a socio-relational approach intended to inform the training of an artificial intelligence system for botnet detection. First, a corpus of accounts likely to be automated was assembled using individual criteria defined by the Beelzebot team (Brachotte et al.). These accounts were then analysed through their interaction dynamics in order to identify relational configurations that could serve as relevant signals for automated detection. The article presents a socio-relational analysis based on a three-step protocol: (1) identifying forms of self-interaction; (2) examining internal interactions among suspected accounts; and (3) analysing their external interactions with third-party actors. Conducted within the framework of the ANR Beelzebot project, which aims to develop the first French-language solution capable of detecting information manipulation strategies deployed by automated networks in the French-speaking X-sphere, this research constitutes an exploratory phase designed to calibrate the data-preparation methodologies required for training an AI model that integrates socio-relational indicators. In addition to producing a quantitative score, our model aims to provide a complementary qualitative output that offers insight into the characteristics of the botnet and the functional roles occupied by different bot profiles within the network. From an ethical standpoint, this approach contributes to the development of a more explainable AI model.

Recommendations of therapeutic exercise in Duchenne muscular dystrophy are still controversial. The hypothesis that a low-intensity training (LIT) protocol leads to muscle adaptations on mdx mice model was tested. Dystrophic male mice with 8 weeks old were separated in exercised (mdxE, n= 8) and sedentary (mdxC, n= 8) groups. Wild-type mice were used as control (WT, n= 8) group. Exercised group underwent a LIT protocol (9 m/min, 30 min, 3 days/wk, 60 days) on a horizontal treadmill. At day 60 all animals were analyzed regarding parameters of markers of muscle lesion and extracellular matrix turnover of muscle tissue by collagens fibers on tibial anterior muscle. Histomorphometry attested that centrally located nuclei fibers and the coefficient of variance of minimal Feret’s diameter was similar in mdxE and mdxC groups (P= 1.000) and both groups presented higher mean values than WT group (P< 0.001). Fraction area of collagen fibers of mdxE group was lower than mdxC group (P= 0,027) and similar to WT group (P= 0,751). Intramuscular area of Col3 of the mdxE group was higher than mdxC and WT groups (P<0.001). Intramuscular area of Col1 on the mdxE group was similar to the mdxC group (P= 1.000) and both groups were higher than WT group (P< 0.001). LIT protocol had not influenced muscle injuries resulting from the dystrophin- deficiency membrane fragility. Although, LIT had provoked adaptations on extracellular matrix bringing higher elastic feature to dystrophic muscle tissue.

En Argentine, quatre modeles didactiques ont domine Ia formation des traducteurs : le modele de communication, le modele informationnel, le modele sequentiel et le modele linguistique (Arrizabalaga, 2012a). Cet article a pour but,dans un premier temps, de decrire les programmes de formation des traducteurs de trois universites d'etat parmi les plus renommees du pays - Universite nationale de Cordoba (Cordoba), Universite nationale de La Plata (Buenos Aires) et Universite nationale du Comahue (Rio Negro)de maniere a 1) rassembler les sujets selon les competences en traduction qui y sont cultivees, et 2) identifier les modeles de formation a Ia traduction prevalant dans chaque universite. Dans un deuxieme temps, il presentera le modele de connaissance comme une gageure dans Ia formation des traducteurs, notamment en rapport avec le developpement d'un enseignement axe sur Ia recherche en Traductologie. Finalement, illaissera Ia place a quelques reflexions sur Ia mise en reuvre des modeles de formation des traducteurs dans les differents niveaux de formation, a savoir : niveaux debutant, intermediaire et avance.

Recent advances in artificial intelligence (AI) have introduced a new turning point in the field of rehabilitation training. In particular, AI robot-based training has attracted attention by enabling patient-centered rehabilitation through precise biomechanical data analysis, motion correction, personalized exercise programming, and real-time feedback. In this study, a rehabilitation training program was designed based on the structure and functionality of the AI training equipment Moty, through collaboration among a team of experts consisting of AI developers, fitness trainers, sports education researcher, and rehabilitation professionals. The effectiveness of the program was qualitatively analyzed using the four levels of the Kirkpatrick model—reaction, learning, behavior, and results. Data were collected through participant interviews, rehabilitation journals, video analysis of training sessions, and expert consultations, and inductive category analysis was conducted using the constant comparative method. The results revealed that, first, in the reaction phase, Moty's automated weight adjustment and real-time feedback promoted psychological stability and engagement, fostering learners' sense of novelty and immersion. Second, in the learning phase, participants reported embodied understanding of muscle-specific stimulation through concentric, eccentric, and isokinetic modes, leading to deeper comprehension of exercise principles. Third, in the behavior phase, Moty's simplified setup and automatic data logging reduced physical burden and injury risks, encouraging more autonomous and consistent exercise behavior. Fourth, in the results phase, improvements in functional recovery and sustained rehabilitation participation were observed. Notably, the emotional support and continuous attention provided by rehabilitation professionals compensated for the limitations of AI technology, reinforcing participants' trust and motivation. Meanwhile, some limitations of technology-centered instruction were noted, including operational errors of the AI robot, difficulties in interpreting feedback, and mechanical constraints. In addition, the effectiveness of AI robot-assisted rehabilitation appears to be significantly enhanced when accompanied by human-centered interaction and empathetic communication.

본 연구는 화학안전 교육훈련 프로그램의 효과성을 평가하기 위한 방안을 탐색하고, 구체적인 평가 항목 및 문항을 개발하는 것을 목적으로 하였다. 이를 위해 Kirkpatrick의 4단계 모델에 기반하여, 화학안 전 교육훈련 프로그램과 관련된 자료 분석, 전문가 인터뷰, 선행연구 분석, 전문가 델파이 조사를 수행하 였으며, 주요 연구 결과는 다음과 같다. 첫째, 화학안전 교육훈련 프로그램 평가는 개인, 부서, 조직에 대한 기여도를 확인하는 데 중점을 두었으며, 각 4단계에서 12개의 구체적인 평가 방안이 도출되었다. 둘째, 평가 방안 도출 결과를 토대로 만족도 평가 공통문항 10개 항목 20개 문항, 현업적용도 평가 6개 문항이 확정되었다. 이 연구는 프로그램과 관련한 이해관계자들의 요구를 반영하고, 프로그램의 목적이 의도대로 진행되었는지 확인할 수 있는 실효성 있는 평가 방안과 문항을 개발했다는 데 의의가 있다. 이를 통해 화학안전 교육훈련 프로그램의 전반적인 효과를 종합적으로 평가할 수 있는 기반을 마련하고 화학안전 훈련교육 평가의 즉각적인 활용에 기여할 것으로 기대한다.

This study aimed to explore evaluation methods and assessment items for chemical safety training programs utilizing Kirkpatrick's four-level evaluation model. The research included an in-depth analysis of program materials, expert interviews, literature review, and a Delphi survey. The resulting twelve specific evaluation strategies which derived across the four evaluation levels were utilized to find twenty items across ten categories for the satisfaction level and six items for the behavior level. These results provide actionable insights for improving current evaluation practices for chemical safety training programs by establishing a foundational framework for a comprehensive evaluation of the overall effectiveness of these programs. This study is significant in that it reflects the needs of stakeholders and develops effective evaluation strategies and items to ensure that the program objectives are achieved as intended.

본 연구는 제주대학교가 주관한 2025년 제주 지역 늘봄학교 강사 연수 운영 사례를 분석하여, 지역의 특수성을 반 영한 역량 강화 연수 모형의 가능성을 탐색하는 데 목적이 있다. 이를 위해 기초 및 심화 과정 이수자 273명의 데이 터와 만족도 조사 결과를 실증적으로 분석하였다. 분석 결과, 연수 참여자의 70.9%가 40~50대 경력 보유 여성 및 중 장년층으로 나타났다. 연수 프로그램에 대한 전반적인 만족도는 5점 만점에 평균 4.85점으로 매우 높았으며, 특히 ‘디지털 ‧ 기술(98.9%)’ 및 ‘문화 ‧ 예술(99.1%)’영역에서 압도적인 만족도를 기록하고 분야 간 편차 없는 고른 역량 강화 효과가 입증되었다. 또한 제주의 생태 ‧ 환경 및 4.3 등을 주제로 한 ‘지역 특화형 융합 강좌’는 참여자들에게 높은 호 응을 얻었으며, 강사들의 현장 적용 효능감의 향상 인식이 확인되었다. 본 연구는 이러한 분석 결과를 바탕으로, 대 학과 지역 사회가 연계하여 지역 인재를 양성하고, 제주만의 교육 자원을 활용한 ‘제주형 늘봄 강사 역량 강화 모형’ 을 제안한다. 이는 향후 늘봄학교의 질적 제고와 지속 가능한 운영을 위한 기초 자료로 활용될 수 있을 것이다.

This study explores the potential of a regional competency-building model by analyzing the case of the 2025 Neulbom School Instructor Training Program hosted by Jeju National University. To this end, the study empirically analyzed participation data and satisfaction survey results from 273 trainees who completed the basic and advanced courses. The analysis revealed that 70.9% of the participants were middle-aged individuals, primarily women with prior career experience in their 40s and 50s. The overall satisfaction with the training program was exceptionally high, averaging 4.85 out of 5. Notably, the "Digital & Technology” (98.9%) and "Culture & Arts” (99.1%) sectors recorded overwhelming satisfaction rates, demonstrating a balanced competency enhancement effect across different fields. Furthermore, "Region-Specific Convergence Courses” focusing on themes such as Jeju's ecology and the April 3rd Incident were highly well-received, confirming a perceived improvement in the instructors' self-efficacy for field application. Based on these findings, this study proposes a "Jeju-type Neulbom Instructor Competency Building Model” that fosters local talent through university-community collaboration and utilizes Jeju’s unique educational resources. This study provides foundational data for the qualitative enhancement and sustainable operation of Neulbom Schools in the future.

최근 드론 기술의 혁신으로 인해 다양한 산업 분야에서의 응용 시도가 두드러지게 증가하고 있다. 이 중에서도, 기 존의 고정형 CCTV 시스템을 대체하고자 드론을 활용한 감시 시스템을 구축하는 시도가 많아졌지만 센서의 무게 제한 및 캘리브레이션 문제와 같은 제약 사항이 발생한다. 이러한 어려움을 극복하고자, 본 논문에서는 인공지능 모 델을 기반으로 한 드론 감시 시스템을 소개한다. 우리는 인공지능 모델의 성능을 향상시키기 위해 가상 환경에서 합 성 데이터 수집 및 데이터 세트 구축을 수행하며, 실제 데이터 세트와 효과적으로 학습하는 몇 가지 학습 방법을 제 시한다. 뿐만 아니라, 드론 환경에서 자주 발생하는 작은 객체를 효과적으로 탐지하기 위한 방법론을 적용하고, 탐 지된 객체의 절대 좌표를 추정하기 위한 절대 좌표 추정 알고리즘을 제안한다. 더 나아가, 우리는 탐지된 객체에 대 한 고유한 식별 번호(ID), 속도 측정, 인체의 관절 위치와 같은 추가적인 속성을 통해 드론 감시 시스템을 고도화하 였으며, 이를 현실과 가상 환경에서 철저히 검증한다

Recently, drone technology innovations have led to a significant increase in application attempts in various industries. Among them, there are many attempts to build a surveillance system using drones to replace the existing fixed CCTV system, but constraints such as weight limitations and calibration problems of sensors occur. To overcome these difficulties, in this paper, we introduce a drone surveillance system based on an artificial intelligence(AI) model. To improve the performance of the AI model, we perform synthetic data collection and dataset construction in a virtual environment, and present several learning methods to effectively learn with real datasets. In addition, we apply a methodology to effectively detect small objects that often occur in the drone environment, and propose an absolute coordinate estimation algorithm to estimate the absolute coordinates of the detected objects. Furthermore, we enhance the drone surveillance system with additional attributes such as unique identification numbers (IDs), velocity measurements, and human keypoints for the detected objects, which are thoroughly validated in real and virtual environments.

본 연구는 한국어 쓰기 평가에서 채점 시 나타나는 여러 양상들을 살펴보고, 이를 바탕으로 채점 신뢰도를 높이기 위한 방안을 모색하는 것을 목적으로 한다. 또한 그동안 한국어교육에서 실증적인 채점자 신뢰도와 관련된 연구가 미비했는데, 채점 표본을 통해 채점자들의 채점 활동을 비교하여 보고, 채점자 간 신뢰도에 대한 문제점을 확인하였다. 그 해결 방안으로 한국어교육 현장에 적합한 채점자 훈련 모형을 제시하였다. 그러나 채점자 훈련을 진행시키지 못하고 단순히 모형만 제시한 것이 본 연구의 한계점이라고 볼 수 있겠다. 한국어 쓰기 평가의 채점 기준표를 통해 실제로 채점자 훈련을 진행하여 보고, 채점자 신뢰도 향상에 있어 채점자 훈련이 얼마만큼의 효과가 있는지에 대한 후속 연구를 통해서 밝힐 것이다.

In this study, the Korean writing assessment score that appears when you look at different aspects, based on this, to increase the reliability of scoring is intended to find ways. In the meantime, Korean education empirical research related to the lack of grader reliability, scoring a sample of the graders to compare the grading activities, the problems of inter-grader reliability was confirmed. Solution of the Korean writing assessment scoring standard to present, suitable for Korean education field was propose the model of grader training. In future by virtue of Korean writing assessment scoring standard, grader training progress in field and grader reliability is to improve grader training for sure how much of the effect will continue in subsequent studie.

This study examines a digital training model for the professional development of French language educators, focusing on module-based collaborative learning. It explores the theoretical foundations of teacher development, the concept and practice of digital training, and the educational implications of modular learning design. The case study analyzes a digital training program jointly operated by FEI and CNED in July 2020, which involved over 24,000 educators from 162 countries. Comprising eight modules, the program integrated digital content, real-time forums, and collaborative projects. Based on participant experiences, this study identifies key characteristics of digital training and essential factors for enhancing teacher competencies. Findings suggest that digital training fosters teachers’ digital skills and practical application while yielding positive outcomes in gamification strategies and sustainable online training models. However, challenges such as technological accessibility gaps, imbalances in program design, and cultural differences persist. To address these, the study proposes adopting a hybrid education model, strengthening practice-oriented module design, and expanding collaborative learning strategies to support an effective and sustainable training framework in the digital era.

Cette étude analyse un modèle de formation numérique destiné au développement professionnel des enseignants de français, en mettant particulièrement l’accent sur l’apprentissage collaboratif basé sur des modules. Elle explore les fondements théoriques du développement professionnel des enseignants, le concept et la mise en oeuvre de la formation numérique, ainsi que les implications pédagogiques de la conception modulaire de l’apprentissage. L’étude de cas porte sur un programme de formation numérique co-organisé par le FEI et le CNED en juillet 2020, auquel ont participé plus de 24 000 enseignants issus de 162 pays. Ce programme, composé de huit modules, se caractérise par une conception intégrée incluant des contenus numériques, des forums en temps réel et des projets collaboratifs. Les résultats montrent que la formation numérique favorise le développement des compétences numériques des enseignants et leur capacité d’application pratique, tout en apportant des résultats positifs en matière de stratégies de ludification et de mise en place d’un modèle de formation en ligne durable. En réponse, cette étude propose l’adoption d’un modèle d’éducation hybride, le renforcement de la conception modulaire axée sur la pratique et l’élargissement des stratégies d’apprentissage collaboratif, afin de contribuer à l’élaboration d’un modèle de formation efficace et durable à l’ère du numérique.

본 연구는 임상 심리학계의 교육 모형에 관한 논의가 미미한 현 시점에서, 교육에 종사하는 전문가들을 대상으로 미래 교육 모형에 관한 합의를 도출하고자 하였다. 이를 위해 교육 모형 수정 및 합의 도출에 적절한 델파이 기법을 사용하였다. 전국 42명의 심리학과 교수를 대상으로 3차에 걸친 조사를 실시한 결과 17명이 최종 응답하였다. 1차 델파이 조사에서는 미래 교육 모형에 관한 예상되는 변화를 개진하도록하였다. 이를 바탕으로 제작한 2차 델파이 조사는 교육 모형에 관한 34개 문항에서 희망 정도와 가능성 정도를 추정하도록 하였다. 3차 델파이 조사는 다른 전문가 패널의 의견을 참고하여 34개 문항을 재추정할 수 있도록 하고, 주관적 의견을 기재할 수 있는 답변란을 제시하였다. 3차에 걸친 조사에서 전문가 패널의 의견 일치도를 알아보기 위해 Kendall's W test를 실시한 결과 희망 척도는 379.에서 .466으로 상승하였고 가능성 척도도 .201에서 .312로 증가하였다. Wilcoxon Signed-Rank Test를 실시한 결과 총 16개 문항에서 희망 척도와 가능성 척도 간 유의한 차이를 발견하였다. 각 문항의 평균 및 표준편차, 백분율 환산을 통한 차이 분석에서 희망 척도와 가능성 척도의 점수 차를확인하였다. 본 연구를 통하여 한국 임상심리학계의 곧 다가올 미래의 윤곽을 그릴 수 있었으며, 교육훈련모형을 통하여 나아가고자 하는방향성을 모색해 볼 수 있었다. 또한, 희망과 가능성의 차이를 통하여 임상심리학계의 발전에 있어서 걸림돌을 파악하였다. 본 연구의 의의는 학계 최초의 미래 임상심리학 교육훈련방향성에 대한 경험적인 논문으로서 단초를 제시한다는데 있다.

This study was carried out to find consensus on the future education and training model of Korean clinical psychology which had not been discussed in the past. Three phases of a Delphi survey targeted 42 professors of departments of psychology nationwide, and 17 of them finally responded. In the first phase of the Delphi survey, the participants were instructed to present their opinions on potential changes to the education and training model. In the second phase, drawn up based on the first phase, the participants were instructed to estimate their levels of hope and possibility through 34 questions. In the third phase, the participants were instructed to re-estimate their responses to the 34 questions by referring to the opinions of a panel of other Profesor, and an answer section through which subjective opinions could be presented was offered. Throughout the three phases of the Delphi survey, Kendall's W test was conducted to find the concordance rate with the specialist panel. The results showed that the scale of hope rose from .379 to .466, and the scale of possibility increased from .201 to .312. According to the Wilcoxon Signed-Rank test, significant differences were found between the scales of hope and possibility. An outline of the Korean clinical psychology field could be drawn through this study, and future directions could be sought through the education and training model. In addition, obstacles in the clinical psychology field could be identified through the difference between hope and possibility. This study is meaningful in that future directions for education and training in clinical psychology has been presented through an empirical study for the first time.

전 세계적으로 급격한 기술변화에 대응할 수 있는 역량을 갖춘 인력의 양성에 대한 강조가 지속됨에 따라 인적자원개발을 통하여 사회의 생 산성과 경제성을 강화하기 위한 중요한 수단으로서 직업훈련의 변화가 요청받고 있다. 이러한 사회적 요구에 대응하기 위하여 우리나라 고용 의 상당 부분을 차지하고 있는 중소기업의 수요를 반영할 수 있는 체계적인 훈련기회를 제공하기 위한 정책적 노력이 강조되고 있다. 본 연구 에서는 이러한 사회적 변화를 고려하여 중소기업의 특성을 고려한 PBL기반의 직업훈련 모델을 수립하였다. 첫째, 훈련모델의 교육방법 측면 에서 PBL 방식을 적용하여 ①이론 특화교육, ②현업적용 교육, ③개선활동 컨설팅의 이론과 실무 중심의 융합협 훈련으로 구성하였다. 둘째, 중소기업의 산업 및 직종을 고려하여 ①첨단제조 분야, ②기계 부품 생산 및 가공 분야로 훈련분야를 구성하고 기초-중간-고도화의 3단계 로 훈련 수준을 훈련 분야 및 수준에 따라 대상자를 차별적으로 구성하였다. 셋째, 산업 특수성과 공통성을 반영할 수 있도록 첨단제조 분야 훈 련 모듈과 기계 부품 생산 및 가공 분야 훈련 모듈을 개발하였다. 또한,, 훈련모델이 적절히 운영될 수 있도록 대내외 자원과의 연계 전략을 도 출하였다.

In line with the persistent emphasis on cultivating human resources capable of navigating rapid global technological transformations, the imperative to bolster societal productivity and economic efficacy through human capital development has underscored the significance of vocational training as a pivotal instrument. This heightened emphasis is particularly pronounced due to the need to adapt vocational training to accommodate the exigencies of swiftly evolving technological landscapes and to avert the marginalization of small and medium-sized enterprises (SMEs), which constitute a substantial share of employment in various economies. Consequently, policy endeavors have prioritized the provision of systematic training interventions aligned with corporate requisites. In the context of this research, a vocational training model attuned to the distinct attributes of SMEs has been formulated in response to these societal dynamics. The pedagogical framework of this model has been structured to encompass a Problem-Based Learning (PBL) methodology, delineated into three discrete phases: 1) a theoretical-oriented pedagogy, 2) an applied industry-centric curriculum, and 3) advisory consultancy geared towards enhancing corporate operational efficacy. Moreover, the training paradigm takes cognizance of the industrial sector and occupational facets germane to SMEs, delineating training domains into 1) cutting-edge manufacturing and 2) mechanical component fabrication and processing. Concomitantly, the training continuum is stratified into rudimentary, intermediate, and advanced tiers, stratifying participants differentially based on their training specialization and progression level. Furthermore, to engender a training curriculum that aptly reconciles industry-specific nuances with overarching knowledge domains, distinct training modules have been crafted for the sphere of advanced manufacturing and the realm of mechanical component fabrication and processing. Additionally, a strategic framework has been derived to orchestrate synergistic alignments between internal and external resources, engendering optimal operational coherence within the purview of the training model.

본 연구는 외국인 한국어 고급 학습자의 통역 실무 역량(Practical Interpreting Competence)을 효과적으로 강화하기 위하여 섀도잉 훈련을 단계별로 체계화한 5단계 모형을 제안하고, 그 교육적 효과와 학문적 의 의를 실증적으로 규명하는 데 목적이 있다. 연구 대상은 한국어를 제2언 어로 습득하고 현장에서 활동하는 베･한 통역사로 선정하였으며, ‘집중 듣기–섀도잉–암기 말하기–받아쓰기–암기 쓰기’로 구성된 순환적 훈련 과정을 치밀하게 설계하였다. 모형의 이론적 타당성은 인지심리학적 이 론인 감각기억–작업기억 모델 및 음운 루프 이론과 통역 선행 연구의 엄 밀한 검토를 통해 확보되었으며, 실제 훈련 적용 결과는 질적 및 양적 연 구 방법을 적용하여 다각적으로 분석되었다. 분석 결과, 제안된 훈련 모형은 학습자의 발화 정확성, 발화 속도, 억양 조절 능력 등 핵심적인 언어 수행 능력을 통계적으로 유의미하게 향상시켰음이 확인되었다. 더 나아가, 주의 집중력과 작업기억 활용 능력과 같은 인지적 요소뿐만 아니라, 학습 동기와 자신감까지 증대시키는 정의적 효과를 동시 에 창출하였다. 이러한 결과는 섀도잉이 단순 반복적 활동을 넘어 ‘청취–기 억–재구성–발화’의 전 과정을 통합적으로 훈련하여 통역 실무 능력 배양에 기여하는 효과적인 교수･학습 기제임을 입증한다. 본 연구는 단편적으로 활용되어 온 섀도잉 훈련을 이론적 근거를 갖춘 체계적인 단계별 모형으로 구체화함으로써, 통역 교육 현장에서의 실질적인 활용 가능성을 제고하는 데 기여하였다는 점에서 학문적 및 실천적 의의를 동시에 지닌다. 다만 후속 연구에서는 다양한 언어 배경과 언어 수준의 학습자를 포괄하는 비교 연구 및 장기간의 훈련 효과 지속성 검증이 필요하다.

This study examines a five-stage shadowing training model focused listening, real-time shadowing, memorised speaking, dictation, and memorised writing designed to enhance the interpreting competence of advanced learners of Korean. Grounded in cognitive psychology, the model integrates listening, memory processing, and structured output. Mixed-method findings show improvements in articulation accuracy, speech rate, and intonation, as well as increased attentional control, working-memory use, and learner confidence. The study demonstrates that shadowing functions as a systematic pedagogical process rather than simple repetition and organises previously scattered practices into a classroom-applicable framework. Limitations include a short training duration and a small sample; future research should examine diverse learner groups and long-term effects.

최근 발생한 코로나 19 바이러스의 확산으로 국내 대학들은 비대면 원격교육을 전면적으로 시행하게 되었다. 이에 따라 교육부는 비대면 원격교육을 향후 미래의 혁신적인 교육 방안으로 유지해 나갈 수 있도록 장려하겠다는 견해 를 밝혔으며 다양한 비대면 원격강의 모델 제시가 필요하다. 그러나 현재까지는 실질적인 강의 모델 개발에 관한 연구 가 활발하게 이루어지지 않으며 디자인 분야, 특히 모바일 홈페이지 제작에 대한 사례 연구는 많지 않다. 이에 따라 본 연구는 새로운 디자인 실습 환경 개선방안으로 도메인 생성 및 온라인 마케팅 서비스를 제공하는 모두(modoo) 프로 젝트를 제시하고자 한다. 연구자는 본 연구를 통해 혼합형(블렌딩) 수업 방식을 활용할 것을 제안하고, 프로젝트 기반과 플립드 러닝 방식이 적절히 결합하였을 때 교육효과가 배가될 수 있음을 알 수 있었다. 연구 방법으로는 강의 내용과 강의 운영의 두 영역으로 나누어 진행하였으며, 강의평가를 통해 그 효과를 평가하였다. 연구 결과 수업 만족도는 대면 교육과 비교해 5% 이상 상승하여 활용도가 커질 가능성을 확인하였다.

Due to the recent coronavirus outbreak, many universities in Korea have started to implement remote education. Accordingly, the Ministry of Education has stated its plans to continuously encourage and maintain remote learning as the future innovation model for education and suggested the need for a diverse range of remote learning models. However, studies on the development of practical learning models have not been carried out actively until now. Particularly, there are not many case studies in the field of design, especially regarding mobile website development. As means to improve the newly designed practice environment, this study therefore proposes the “modoo” project that offers domain creation and online marketing services. As a result of this study, the researcher suggests the use of a mixed(blending) teaching method and realized that the effectiveness of education multiplies when project-based learning and flipped learning is combined appropriately. The research methodology was divided into two big sections, education content and operations, and the effect was evaluated using the course evaluations. The study results confirmed that the applicability will increase given that learning satisfaction levels increased by more than 5% compared to face-to-face learning.

This study proposes a methodology for constructing linguistic resources to train Natural Language Understanding (NLU) models for the legal counseling service. A dataset based on the language resources we propose is essential for developing non-face-to-face legal services that provide information related to legal problems. The linguistic resources were constructed through a bottom-up analysis of linguistic patterns of legal expressions, background descriptions, and discourse types in online legal counseling texts. Moreover, we analyzed the hierarchical classification of keywords in existing legal service systems and newly determined 20 keywords that belong to 4 representative legal categories. Local Grammar Graphs (LGGs), effective in describing local linguistic phenomena, were adopted to describe various linguistic patterns in this domain. These local language patterns, modularized in LGG format, are converted into Finite State Transducers (FSTs) and generate datasets required for training a language model for NLU. To evaluate this processing, we trained an NLU model of the open-source chatbot architecture Rasa with our dataset. The model performance shows a 0.91 f1-score, which affirms that the linguistic resources and the methodology proposed in this study can be practically applied in developing legal counseling chatbot systems.

혁신창업교육 및 법학교육의 통합적 개발은 중국의 많은 법률교육기관의 오 랫동안 지속되어 온 단점을 제거하고, 수년 동안 해결하기 어려운 많은 고질적 문제를 해결하고 홍보하기 위한 역사적인 기회이다. 법률전문가 육성의 근본적 인 개혁은 새로운 시대를 배경으로 합법적인 인력양성의 전 과정을 포괄하고, 혁신적인 기업가 정신교육의 개념을 통합할 필요가 있다. 혁신적인 기업가 정 신교육의 개념에 따라 법률전문가의 육성방식에 근본적인 변화의 길을 모색하 고, 법률전문가 교육의 공급 측면의 개혁을 실현하기 위해서는 독특한 특징을 형성하는 것이 필요하다. 양질의 혁신적이고 기업가 지향적인 법률교육 시스템 은 "혁신 중국"과 "법치 중국"의 실현에 있어 법률전문가의 기여가 필수적이다. 따라서 "혁신 중국"과 "법치 중국"이라는 이중적 실현은 혁신적인 창업 정신교 육에 의한 법률전문가 양성방식의 근본적인 개혁을 이끌기 위한 것이다. 혁신적인 기업가 정신교육에 의한 법률전문가의 육성에 있어 근본적인 개혁 을 하는 목표는 혁신적이고 기업가적인 법률전문가를 양성하는 것이다. 현재 이를 위한 구체적인 제안은 다음과 같다. 첫째, 국내외 교육의 성공 또는 실패 를 분석하여 인공지능시대의 새로운 의미를 전달한다. 법과대학 및 법학전문학 부는 혁신적으로 이를 변형시키고 법학전공을 위한 혁신 및 기업가 정신교육의 목표와 교수 및 학생을 위한 평가지표 시스템을 구축해야 한다. 두 번째, 학제 를 상호 통합한 "영역법학"의 구축을 통해 통합된 학업 및 교육 시스템을 구축하고, 양질의 혁신을 위한 시장경제 사고와 시스템 및 메커니즘의 장벽을 깨야 한다. 셋째, 법학전공의 장점을 최대한 발휘하고, 법학전공의 "주요 지위"에 충 실하며, 주요 단계의 혁신 및 기업가 정신교육의 주요 영역을 개척한다. 넷째, 법조인 교육의 근본적인 개혁을 위한 커리큘럼와 조직체계 및 보증체계를 구축 해야 한다. 그 중 벤치마킹에 대한 인식을 강화하고 혁신적이고 기업가 지향적 인 법률인재 교육목표에 6가지 교육 시스템의 적응성과 일관성을 강화하는 데 특별한 주의를 기울여야 한다. 문제에 대한 인식 강화, 교수법 및 교과 과정의 개혁, 그리고 지식 부여 및 실습의 효율성을 제고한다. 학제 간 및 전문직업훈 련 촉진 등이 포함된다. 서클 통합, 학교 내부 및 외부의 실질적인 교육 및 혁 신적인 창업 교육 자원 통합, 보장인식 강화, 정보기술 확립선도, 합법적인 교 육체계의 근본적인 변화에 대한 보장 메커니즘 구축 등이다.

中国法学专业敎育在大规模扩招后的近二十年来, 尤其是在 “大衆创业、万 衆创新”的新时代背景下, 已经暴露出诸多问题, 其中最为根本的是理论与实践 脱节, 学科结构单一, 旣难以坚持重视实务敎育的传统办学特色, 也难以通过实 践和学科交叉融合驱动创新。在新时代背景下, 有必要进一步将创新创业敎育 理念覆盖法律人才培养全过程、融入各环节, 幷以创新创业敎育理念为引领, 探索法学专业人才培养模式根本变革的路径, 实现法学专业人才培养的供给侧 改革, 形成特色鲜明的高素质创新创业型法治人才的培养体系和风格, 才能切 实提升法学专业人才培养对 “创新中国”和 “法治中国”的支撑度和贡献度。因 此, 以创新创业敎育引领法学专业人才培养模式的根本变革也是 “创新中国”和 “法治中国”对中国法学敎育提出的双重使命。 以创新创业敎育引领法学专业人才培养模式根本变革的目标是培养创新创业 型法治人才, 目前对路径探索的具体建议是: 第一, 在总结中外法学专业敎育成 败得失的基础上, 对法学院校传统办学特色赋予人工智能时代的新内涵幷予以 创造性转化, 构建起法学专业创新创业敎育的目标体系和师生考核评价指标体 系；第二, 通过建设跨学科的、交叉融合的 “领域法学”, 建设一体化的学术体 系和敎学体系, 幷以市场经济思维打破体制机制壁垒, 创新优质敎育资源的有 效整合机制；第叁, 发挥法学专业优势, 坚守法学专业的 “主阵地”, 分步骤突 破法学专业创新创业敎育的重点领域；第四, 构建法学专业人才培养模式根本 变革的课程体系、组织体系和保障体系。其中, 尤其要注重强化对标意识, 增强六大敎学体系对应创新创业型法治人才培养目标的适配性与连贯性；强化问 题意识, 改革敎学方法和课程组织体系, 同步提高知识传授和实务训练的效 能；强化跨界意识, 促进学科与专业跨界融合, 整合校内外实务敎育和创新创 业敎育资源；强化保障意识, 以信息化建设为龙头构建法学专业人才培养模式 根本变革的保障机制。

In the past two decades after the large-scale enrollment expansion, especially in the context of the new era of “mass entrepreneurship and innovation”, China’s legal education has exposed many problems, among which the most fundamental one is the separation of theory and practice, the single discipline structure, which makes it difficult to adhere to the traditional school-running characteristics of practical education, and to drive innovation through the integration of practice and discipline. Under the background of the new era, it is necessary to further cover the whole process of legal personnel training with the concept of innovative entrepreneurship education and integrate it into all links. Guided by the concept of innovative entrepreneurship education, we should explore the path of fundamental change in the training mode of legal professionals, realize the supply-side reform of legal professionals training, and form a distinctive training system of innovative and entrepreneurial legal talents with high quality. Only in this way can we enhance the support and contribution of legal professionals to “innovative China” and “rule of law China”. Therefore, it is also the dual mission of "Innovating China" and "Rule of Law China" to lead the fundamental reform of the training mode of legal professionals by innovative entrepreneurship education. The goal of leading the fundamental reform of the training mode of legal professionals by innovative entrepreneurship education is to train innovative and entrepreneurial legal professionals. At present, the specific suggestions for the path exploration are as follows: Firstly, on the basis of summing up the success or failure of legal profession education at home and abroad, the traditional characteristics of law schools are endowed with new connotation of the era of artificial intelligence and creatively transformed, and the creation of legal profession is constructed. The goal system of new entrepreneurship education and the evaluation index system of teachers and students; secondly, through the construction of interdisciplinary and cross-integrated “domain law”, the construction of an integrated academic and teaching system, and with market economy thinking to break the barriers to institutional mechanisms, innovate an effective integration mechanism of high-quality educational resources; thirdly, give full play to the advantages of law specialty, adhere to the “master” of law specialty. Firstly, we should break through the key areas of innovation and entrepreneurship education in law major step by step. Fourthly, we should construct the curriculum system, organizational system and guarantee system of fundamental change in the training mode of law professionals. Among them, we should pay special attention to strengthening the awareness of benchmarking, enhancing the adaptability and coherence of the six major teaching systems to the training objectives of innovative and entrepreneurship-oriented legal personnel; strengthening the awareness of problems, reforming teaching methods and curriculum organization system, and simultaneously improving the effectiveness of knowledge imparting and practical training; strengthening cross-border awareness, promoting cross-border integration of disciplines and specialties, and integrating practical education and innovation inside and outside the school. Enhance the awareness of security, and take the information construction as the lead to construct the guarantee mechanism for the fundamental change of the training mode of legal professionals.

연구목적: 본 연구는 시대적 환경의 변화에 따른 경찰의 다양한 활동에 대한 성과를 효율적으로 증진시 킬 수 있는 메타버스 기반 경찰교육훈련모델을 제안하고자 한다. 연구방법: HMD과 햅틱기술을 이용 하여 표현되는 Avatar Controller를 생성하고, Network Interface에 접속하여 Cloud Education Server에 서의 지휘통제모듈과 교육훈련콘텐츠모듈, 분석모듈 등을 통하여 개인 또는 팀 단위로 교육훈련 할 수 있다. 연구결과: 본 연구의 제안모델에서는 개인이나 팀 단위의 메타버스 기반 교육훈련 시 지휘통제모 듈을 접목시킴으로써 테러나 범죄 상황 전반에 대하여 지휘감독요원들이 실시간으로 상황을 모니터링 하여 지휘통제 하에 대응훈련을 하게 함으로써 팀원들 간의 유기적인 협업훈련도 가능하게 하였다. 결 론: 메타버스를 기반으로 한 개인 또는 팀 단위의 경찰교육훈련은 몰입감, 상호작용 그리고 다양한 상황 에서의 신속한 판단 등을 바탕으로 현실과 거의 흡사한 환경을 조성함으로써 보다 더 효율적이고 안전 적인 교육훈련환경을 제공할 수 있기 때문에 향후 각국에서 메타버스를 기반으로 한 교육훈련 대응모 델들은 지속적으로 성장하며 교육훈련에 있어서 새로운 대안으로 제시될 것으로 기대된다.

Purpose: This study proposes a Metaverse-based police education and training model that can efficiently improve the performance of various police activities according to changes in the environment of the times. Method: The structure of this system can generate Avatar Controller expressed using HMD and haptic technology, access the Network Interface, and educate and train individually or on a team basis through the command control module, education and training content module, and analysis module. Result: In the proposed model of this study, the command and control module was incorporated into individual or team-based education and training, enabling organic collaborative training among team members by monitoring the overall situation of terrorism or crime in real time. Conclusion: Metaversesbased individual or team-based police education and training can provide a more efficient and safe education and training environment based on immersion, interaction, and rapid judgment in various situations.

미래 전쟁의 패러다임이 네트워크 중심 작전(NCO)으로 변함에 따라, 군 훈련의 효율성에 대한 네트워크 통신 효과를 분석하는 연구의 중요성이 증대되고 있다. 기존의 훈련 효율성은 네트워크 중 심이 아닌 주로 플랫폼 중심으로 분석되었다. 따라서 네트워크 통신 기반에서의 훈련 효과를 분석하 는 것이 필요하다. 본 논문에서 제안한 모델은 현재 화재진압 훈련체계, 보라매 모델, 공군지휘통제체 계 전장상황도를 네트워킹 하여 기존보다 사실적인 모델로 설계하였고, 미 국방성 네트워크 중심작전 개념 프레임워크(NCO CF) 분석도구를 이용하여 통신 효과를 분석하였다. 비행기지 화재 현장에서는 많은 불확실성이 존재하여 훈련요원은 임무수행 시 많은 준비와 훈련이 필요하다. 본 논문에서 새롭 게 제안한 화재진압 훈련 모델을 사용할 경우, 공유 정보에 의한 상황인식 증가로 기존보다 빠른 결 심이 가능하며, 훈련 효과가 향상될 수 있음을 확인하였다.

As a paradigm of future warfare is changed to the network centric operation (NCO), the importance of the research analyzing the effect of network-communication on the military training effectiveness has been increased. The existing research investigating the training effectiveness was mainly based on the platform centric warfare rather than the network centric warfare. Consequently analysing the training effect based on the network-communication is needed. In this paper, we propose a realistic model networking the present Fire Fighting Training System (FFTS), the Boramae model, and the Air Force Command and Control System Common Operational Picture (AFCCS COP). Furthermore, we analyzed the communication effect by using the Network Centric Operation Conceptual Framework (NCO CF) analysis tool. Under the uncertainty of Air Base battlefield fire due to explosive and volatile matter, fireman who executes duty would be in needs of much training and readiness. It is clear that a new Fire Fighting Training Model capable of the increased situational awareness by sharing information improves not only the training efficiency but also the decision-making tempo.

This paper aims to identify the sub-competences needed for consecutive interpreting in various communication conditions and develop an appropriate training model for strengthening the strategic sub-competence. For this, sub-competences including the strategic sub-competence for consecutive interpreting were defined. Considering that the strategic sub-competence covers situation analysis, problem solving as well as coordinating all the other sub-competences according to communication conditions, specific consecutive interpreting conditions were identified and classified. In addition, domestic consecutive interpreting demand for the past two years was collected and expert interviews were conducted to identify the specific condition factors worth covering in order to develop an effective and efficient training model. A model composed of three types of distinct conditions was developed and applied. Surveys conducted after each application reveal that the training model is effective in making students more conscious about different interpreting conditions and in developing their strategic competence.