• 한국언어정보학회지:언어와정보
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• 제8권1호
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• pp.1-26
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• 2004

This paper investigates the nature of the discourse domain involved with focus sentences. The major theories of focus including Roothian Alternative Semantics are critically reviewed: Alternative Semantics takes a contradictory attitude toward the truth conditional aspect of free focus. The truth conditional differences are treated as a pragmatic inference, while they are captured by the semantic mechanism, that is, the alternative sets generated by focus constructions. In addition, the alternative sets are ad hoc since they are generated only for focus constructions. This paper attempts to show that the alternative sets introduced by foci in the framework of Alternative Semantics are neither necessary nor sufficient for an analysis of focus. It is argued that the domain sets simply provided by the model itself suffices for a proper analysis of focus constructions.

• 한국산학기술학회논문지
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• 제12권3호
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• pp.1327-1335
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• 2011

XML은 계층적이고 스스로 기술하는 구조를 가지는 데이터를 표현하기에 좋지만 XML 자체는 시맨틱을 가지고 있지 않다. 하지만 XML이 널리 새로운 응용에서 사용됨에 따라 XML 시맨틱이 필요하게 되었다. 이 논문은 XML 데이터 처리 환경에서 시맨틱을 조사하였다. XML 시맨틱은 사용 용도에 따라 구조적 시맨틱, 관계 시맨틱, 확장 시맨틱과 시맨틱 웹으로 분류할 수 있다. 그리고 질의 처리와 같이 XML 문서 관리에서 활용하기 위해 확장된 관계 시맨틱을 제안한다.

• 한국언어정보학회지:언어와정보
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• 제14권1호
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• pp.197-227
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• 2010

This study reviews (i) the (dis)advantages of two major semantic theories of focus, i.e., the Alternative Semantics (AS) and the Structured Meaning Theory (SM), and (ii) the hybrid analysis consisting of these two theories proposed by Krifka (2006). After pointing out a problem of this hibrid analysis, this study attempts to show the third alternative, i.e., the theory of identificational predication for focus can solve this problem.

• 한국컴퓨터산업학회논문지
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• 제6권3호
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• pp.551-558
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• 2005

OMG가 UML 액티비티 다이어그램에 대한 텍츄얼한 시멘틱을 제공하지만 정확한 시멘틱의 부족으로 인하여 모호해지는 단점이 있다. OMG의 UML 액티비티 다이어그램이 제공하는 가이드로는 워크플로우 시스템의 정확한 시멘틱을 제공하지는 못한다. 이에 본 논문에서는 대안적인 방법으로 ASM을 사용하여 UML 액티비티 다이어그램의 정형화를 제시한다. 또한 워크플로우 시스템의 특성에 맞춰 ASM 시멘틱을 확장한다.

• 한국언어정보학회:학술대회논문집
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• 한국언어정보학회 1994년도 The Proceedings of the 1994 Kyoto Conference
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• pp.213-222
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• 1994

• 복식
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• 제54권3호
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• pp.13-25
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• 2004

The purpose of this study was to show the analysis system and the expression which is applied to fashion illustration by three major components in visual sign, metaphor and metonymy. The results of this study were as follows : Firstly, metaphor in qualisign of syntactics was revealed as a color such as realistic description, a pattern such as clothing of figure. etc. Metonymy was revealed as a social and cultural background color, a concept pattern. etc. In sinsign of syntactics. metaphor was revealed as a human body, non-human body and metamorphosis human body and metonymy as a human body and non-human body. In legisign of syntactics, the metaphor by perspective was used for a fantasy of space. and the metonymy was revealed as a color perspective representation, etc. The degree of change of texture was revealed as a metaphor and metonymy of gradation. And conventional custom sign was almost revealed in metaphor. Secondly, semantics showed about fashion image as juxtaposition of two similar objects in metaphor and as real description and simplification in metonymy Alternative fashion image in semantics was presented as a object related to fashion image. Conventional symbolic sign was presented as a role to clarify a fashion message in metaphor. Thirdly, the metaphorical and metonymical expression in pragmatics were usually presented as drawing and painting.

• 한국산학기술학회논문지
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• 제9권2호
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• pp.422-430
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• 2008

데이터 통합은 상이한 소스로부터 이종의 데이터를 결합하고, 사용자에게 단일 접근 점을 통해 다중 소스의 모든 데이터에 투명하게 액세스하는 것을 허용하는 기술이다. 데이터 통합의 어려움은 데이터의 이종성 즉, 스키마의 이종성, 시멘틱의 이종성이다. 따라서 데이터의 풍부한 시멘틱이 데이터 소스의 이종성으로 인한 충돌을 해결하기 위한 주요한 요인이다. 그러나 UML 클래스 모델에서는 데이터의 스키마 기반 시멘틱만을 표현하기 때문에 온톨로지와 같은 대안책을 이용해 추가적인 시멘틱을 제공하는 것이 바람직하다. 본 논문에서는 온톨로지 분석을 이용해 UML 클래스 모델로 표현된 두 데이터 소스를 통합하기 위한 방법을 제시한다. 여기서 온톨로지는 각 소스의 데이터에 대한 시멘틱을 표현하는데 적용된다. 온톨로지의 유사성과 차이점을 결정하기 위해 온톨로지를 분석하고 비교한다. 비교 결과는 통합 정보에 대해 질의가 가능한 통합 온톨로지를 구축하는데 사용된다.

• 한국언어정보학회:학술대회논문집
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• 한국언어정보학회 2001년도 학술대회 논문집
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• pp.227-229
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• 2001

This paper presents the observation that negative alternative questions across languages can be formed only when negation has not been inverted (Han (1999)), and proposes to derive this fact from the effects of Focus on negation and the LF-syntax of yn-questions. Although the questions in (1) have the same components (they both contain the proposition expressed by John drank coffee or tea plus negation), they do not have the same interpretation. (1b) has either a yn-question reading or an alternative question (alt-) reading. Under, the yn-reading, the possible answers are Yes, John drank coffee or tea and No, John did not drink coeffer or tea, John didn’t drink one of them, and the possible answers are John did not drink coffee and John did not drink tea (see Karttunen (1977), Larson (1985), Higginbotham (1993) on the semantics of alt-questions). (la), on the other hand, has only the yn-reading.

• 한국과학교육학회지
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• 한국언어정보학회지:언어와정보
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• 제10권2호
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• pp.47-65
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• 2006

In this paper I address the problems of defining the semantics of numerals and accounting for how pragmatic inferences are made. I basically assume that a numeral n simply means '${\lambda}P{\lambda}x[#(x)n\;&\;P(x)]$', as commonly assumed. Even when a numeral n has 'at least' interpretation, a sentence with the number does not entail a sentence with n replaced with n-1. But when a sentence with n-1 holds, it is possible that a sentence with n or a larger number holds too. This is not based on a semantic relation, but on pragmatic informativeness. In addition to pragmatic strength, the actual reading of a numeral is affected by some background knowledge of generalizations about the world, but the ordering of pragmatic strength among numbers always plays a role in determining unilateral interpretations. In such a case, we can assume that a set of numbers relevant in the context forms a scale. Forming a scale does not necessarily lead to a unilateral interpretation. The bilateral interpretation of a number is possible in the context where it is known whether or not alternative sentences with contextually salient alternative numbers are true.