• Journal of architectural history
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• v.7 no.4 s.17
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• pp.77-91
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• 1998

The theory of tectonic appeared in the midst of 19th century as German architects adopted new materials and structural technology, invented by creative engineers, into architectural design. This does not merely mean a technical problem but concern the redefinition of architecture in term of an aesthetic, cultural, and ontological identity. Furthermore it alluded to a desire on the part of architectural theorists to actualize artistic and spiritual goals out of new constructional necessities. Because of their complex discourse that assumed the possibility of communication between philosophical and technical aspects, between ideal and real concerns, tectonics becomes until now the most important issue in architecture. The concept of tectonic was intensively investigated by Gottfried Semper's and Karl B$\ddot{o}$tticher architectural writings. They contributed to clarify the principle aspects of tectonic within architectural, philosophical, and anthropological discourses of 19th century. Gottfried Semper stressed an understanding of how architecture took on physical form in earliest human culture. He placed great importance on the artistic expression of materials. But unlike Semper who argued the cladding of the structural frame by decorative wall system, Karl Botticher required maximum visibility of structural frame. This represents the different positions between Gottfried Semper and Karl Botticher

• English Language & Literature Teaching
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• v.12 no.2
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• pp.215-235
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• 2006

This paper explores the effects of two different methods of instruction for 106 low-level Korean learners of English at a college in learning request expressions. Both of the methods contained the focus-on-form and function characteristics, while the degree of explicitness for input enhancement was differentiated. Abundant email samples written by English native speakers for the input were provided and email writing practice for the output was proceeded for both groups of the students in the treatment sessions. The numbers of target forms used in pretest and posttest results were compared quantitatively: The tests included email writing and open-ended Discourse Completion Test (DCT). The results indicated that the target pragmatic features were slightly better learned under the condition of relatively high degree of explicit instruction with metapragmatic information, even though the difference was statistically insignificant. In addition, the students' use of request strategies both in email and DCT was affected positively by the treatment with email input and output. That is, the students applied the request strategies they learned through email into their oral production (open-ended DCT) as well as their email writing. Further study on the output effect of target features in advancing pragmatic competence is suggested.

• Korean Medical Education Review
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• v.17 no.3
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• pp.97-104
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• 2015

This literature review explores relevant research and evaluation on pedagogy and physical learning spaces. This study also is intended to encourage discussion among stakeholders on the best medical school developments, in light of emerging learning trends relevant to their institutions. The study has revealed that new environments for learning are being designed or reshaped in response to changing pedagogical approaches, to incorporate new information technology, and to accommodate the changing abilities of new generations of learners. Formal teaching spaces for large groups with a 'sage on a stage' are becoming less common than smaller lecture rooms, although classrooms form a large component of universities and will continue to dominate in the future. However, the traditional layout of these spaces is being transformed to incorporate multiple learning modes. Classrooms should be profound places of revelation and discovery. A well-designed space has the ability to elevate discourse, encourage creativity, and promote collaboration. Within the classroom walls, a learning space should be as flexible as possible, not only because different teachers and classes require different configurations, but because in order to fully engage in learning, students need to transition between lectures, group study, presentations, discussions, and individual work time.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.173-192
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• 2007

We define mathematical learning as a process of overcoming framing difference of teachers and students, two main subjects in a mathematics class. We have reached this definition to the effect that we can grasp a mathematical classroom per so and understand students' mathematical learning in the context. We could clearly understand the process in which the framing differences are overcome by analyzing mutual negotiation of informants in specific cultural models, both in its form as well as in its meaning. We review both of the direct and indirect forms of negotiation while keeping track of 'evolution of subject' in terms of content of negotiation. More specifically, we discuss direct negotiation briefly and review indirect negotiation from three distinct themes of (1) argument structure, (2) revoicing, and (3) development patterns and narrative structure of proof. In addition, we describe the content of negotiation under the title of 'Evolution of Subject.' We found that major modes of mutual negotiation are inter-reference and appropriation while the product of continued negotiation is inter-resemblance.

• Archives of design research
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• v.20 no.2 s.70
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• pp.17-28
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• 2007

Despite a current fascination with East Asian iconography such as Zen Style among contemporary designers, there is a lack of genuine cross-cultural discourse that could enable us to share essential design experiences. To bring the discussion a deeper level, traditional Japanese tea-house in its design philosophy of body-mind interplay is explored. Tea-house is a superb manifestation to reveal a holistic understanding of the world. Nondualistic realization is generally associated with the dominant tendency of traditional East Asian philosophy, namely the view that the self and environment, and that the mind and the body exist in unity. The essence of tea-house is not in its poetic style or meticulous details, but in its unmistakably monistic approach of creating inseparable form, function and meaning. Tea-house bestows dignity upon restraint, imperfection, discomfort, poverty, and even humility. This concept offers a tremendous insight since it implies that the rational and effective design solution to the greatest degree is not sufficient. Perhaps the most challenging question about tea-house is: How does our experience with human-made 'design' in the broadest sense help both our body and mind attain a full harmony of being? It is the heading which this research inquires.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of Korean Academy of Nursing
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• v.32 no.4
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• pp.470-481
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• 2002

This study was carried out to identify and re-establish the professional identity in clinical nurses. Method: From Dec. 1999, for 4 months, the study had been conducted by narrative analysis method based on hermeneutic principles. Subjects were ten nurses with 3-4 years of nursing experience at a university hospital. The data were collected and transcribed through narrative interviews. Result: As a result, the maternal role was identified as the most dominant discourse in which nurses formed their identity. Subjects felt that a maternity is socio-culturally needed in case of nursing. Reconstruction of professional identity consists of 3 stages, Telling, Retelling and Rebuilding. At first, nurses felt confused by skeptism of the profession, interpersonal difficulties, and heavy work loads. However, during the interviews, nurses recognized that nursing is not regarded as significant, effort to make nursing meaningful were small, and there was a lack of understanding others. From this new insight, they re-established a new image of nursing ″through better understanding of others, seeking knowledge, and making positive efforts towards qualified nursing". Conclusion: The above narrative interviews may help nurses reflect and contextually interpret themselves, so that a new identity could be established. Furthermore researchers can obtain new insight from the subjects, while the subjects form a new nursing image from self-reflection.tion.

• Journal of Digital Convergence
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• v.9 no.3
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• pp.235-247
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• 2011

The Mind is a still vastly vague and unknown notion. But the more we view this phenomenon with multi-faceted viewpoints and depth, the more we discourse of the Mind with profundity and develop the concept of the Mind with more objectivity which will become that much more perfect. This article proposes to capture the Theory of the Mind, to some extent, in various academic fields and in parallel studies to organize the whole perspectives of the Mind in form of a digital knowledge Mind Map and present a thinkable model of the topology of the Mind.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.145-155
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• 2019

The strength or resilience of refugees is a less emphasized area as the discourse in refugee mental health study mainly weighs on pathologizing the effects of refugee experiences. Within the lenses of strength and resilience, this study explored how refugees and asylum seekers, who experienced violence and loss, coped with trauma and hardship in their newly established lives in South Korea. In this study we analyzed survey data collected from 100 participants (55 asylum seekers and 45 refugees) through open-ended questions. We analyzed narratives for both content and form and provided evidence for factors that reflect coping strategies used by participants to overcome their life adversities. The findings gave rise to; (a) character traits like strong religiosity, personal determination, patience to forbear, hopefulness, and peaceful acceptance of current circumstance; (b) relationships, in the sense of meaningful strong bonds within family members and the instinctive personal resourcefulness to utilize support resources within and outside of their communities; (c) learned skills after migraing to korea; (d) knowledge sets in how to get by in korea; (e) personal talents, and (f) extra abilities that gave power to pass socio-economic difficulties. The findings underscore the importance of considering the strength-based approach either in discussing resilience or intervention. Our approach will allow practitioners to acknowledge that refugees and asylum seekers potentially have a unique set of strengths and abilities that they rely on to overcome their immediate and future problems. It will also guide practitioners as they devise their intervention schemes.

• Journal of Korea Game Society
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• v.13 no.2
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• pp.143-154
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• 2013

This article explores on the deploying of game rating system in the context of whole game governance. Rating system is critical apparatus of game policy because it works as a kind of counterweight between different actors. We analyse to apply the three form of governmentality by Faucault. Rating system can be commonly considered as security mechanism. Korean rating system has hoped to be so but its effect was not actually. We should see why that system evolve to disciplinary mechanism, not toward security mechanism. Sound governance shows to be ensure all actors to participate its procedures practically, through constituting more rich discourse.