• American Studies
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• v.42 no.2
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• pp.57-78
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• 2019

The story of Lizzie Borden has served as a creative impetus in the American imagination; following the hundred years after the Borden murders, a remarkable body of creative work has been produced. Ann Schofield asserts that the Borden story has become an "ur-text for the contemplation of power, of patriarchy, [and] of sexuality" (92). In reading Mary Wilkins Freeman's "The Long Arm" (1895), this essay re-considers Schofield's claim that the Borden story and its subsequent renditions enable a revisionary take on female subjectivity and resistance to patriarchal order. More specifically, this essay examines how Freeman's text (one of the first to fictionalize the saga of Lizzie Borden) reflects back the gendered subjectivity in the in the gothic mirror for us to consider whether that reflection began as an image of subjection or that of autonomy.

• The Journal of Art Theory & Practice
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• no.13
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• pp.157-184
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• 2012

This essay examines Jacques Callot's Les Grandes Mis$\grave{e}$res et Malheurs de la Guerre (1633) as a moral meditation on war as catastrophe. It also uses Callot's Miseries to reflect on the nature of catastrophe as such, particularly as "An event producing a subversion of the order or system of things." As such, catastrophe refers less to nature or the natural gone awry, than it does to the abnegation or suspension of moral aspects of human nature. More than a reflection on war as catastrophe, and catastrophe as fundamentally moral, Callot's Miseries are a timeless meditation on aspects of the human condition; or on human beings in what amounts to state of nature-as evidenced in times of disaster. Such reflection, again, does not by itself imply that all war-even when catastrophic-is unnecessary, let alone necessarily unjust. But it does suggest that artistic engagement with war understood as catastrophic, may yield insights into human nature that are as important to human self-understanding as those represented in artistic subject matter that is more quotidian.

• Journal of English Language & Literature
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• v.57 no.5
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• pp.787-812
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• 2011

This essay aims to explore Herman Melville's recognition and resolution of the vicious link between law and violence in his posthumous Billy Budd, Sailor (1924). In order to investigate the issues, this essay refers to Freud, Benjamin, Derrida, Lacan, and Žižek, all perceptive to the uncanny affinity of law and violence. Especially, Žižek's arguments of "superego" as an embodiment of cruel and destructive violence supplementing the official law and of "love" as an ethical possibility beyond the limit of the problematic law are introduced in this study to make Melville's reflection of the inseparableness between law and violence much clearer. John Claggart and Captain Vere embody the legal (superegoic) violence. Claggart even procurs secret enjoyment, in the name of maintaining positive law. Billy Budd discloses another violence defending his justness according to natural law. However, Melville suggests the possibility of suspending the problematic tie of law/violence through "love," as portrayed at the last part of the story. The two final words from Billy and Vere, as a sort of delayed dialogue between them after the event of their secret interview before Billy's hanging, suggest that they finally distance from the obscene nightly law of superego-respectively from outward punitiveness toward Vere and from inward punishment for Vere's excessive enforcement of Billy's hanging-and identify each other's lack as their own. Their love implicated in the last words is for the real other-in Lacan's sense-who discloses the constitutive lack or incompleteness of beings and aporia of the law. This essay's examination of Melville's representations about the superegoic violence as the (im-)possible condition of law and the possibility of withdrawing from it would help us recognize Billy Budd, Sailor as the author's own last word for the possible vision of love cutting the vicious knot of law/violence.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.152-161
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• 2020

The purpose of this study was to conduct a task-based field experience program for medical care support departments in hospitals for 1st medical students, and then to analyze the their experiences and its meanings phenomenologically. We selected the following department in hospital; nursing, medical records, pharmacy, diagnosis laboratory, radiology, administration, customer consulting center, organ transplant center, palliative medical ward, and international medical center. The students visited the department and used various methods such as interviewing, observation, and experience to solve the given task. As a result, in the program satisfaction, students rated the highest as having many department in the hospital and understanding their role. The essential structure of the experience of medical care support department in the reflection journal written by the students was the recognition of reality, respect and collaboration, and self-reflection from experience recognition.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.357-373
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• 2008

This study compared the writing of Korean and Korean-Chinese adolescents using K-LIWC (Korean-Linguistic Inquiry Word Count Lee & Yoon, 2005). Three hundred ten (70 : Ulsan, Korea 90 : Yanji, and 150 : Shenyang, China) middle school students wrote a self introductory essay for unknown friends. K-LIWC yielded counts and percentages of word categories using the parts of speech of the Korean language and psychological (emotional, cognitive, sensory/perceptual, social, physical/functional and metaphysical processes) criteria. Results showed that use of pre-noun and present tense correlated with negative mood of the subjects. The writings of Korean-Chinese in Shenyang showed the most negative emotions among the three groups. This was interpreted to be a reflection of better protective factors for Korean-Chinese adolescents in Yanji compared with Shenyang.

• Archives of Craniofacial Surgery
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• v.22 no.1
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• pp.17-25
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• 2021

Background: This study aims to report how the practice of plastic surgeons and their attitude was during the first measure period of coronavirus disease 2019 (COVID-19) pandemic. Methods: A survey study was held among members of the Indonesian Association of Plastic Reconstructive and Aesthetic Surgeons during week 5 after the first report of COVID-19. A 10 multiple-choice questions (MCQs) and 1 essay covered key questions on the area of surgery and operating room, clinics, internal meeting, and consultation. The only open-ended question relates to the last MCQ addresses a future "flipped" medical practice. Results: Response rate was 45.6% among 228 members, with 89.4% did no practice or limited their service to emergency and urgent cases only. Only 1.9% kept their official meeting as usual, while the majority modified it. The practice in the operating theatre and clinic were also altered to comply with the measures; with 21.2% from the total respondents only allowed patients with exposure to come for visit after taking 14 days of self-quarantine. Teleconsultation was practiced by 50% of the respondents, while 41.3% agreed and 10.6% disagreed upon the future "flipped" medical practice. Conclusion: In general plastic surgeons have made supportive actions during the pandemic. Surgery was performed with all precautions at the utmost as a reflection of high alert of viral infection. Teleconsultation has been embraced via existing social media. Agreement upon the future "flipped" medical practice is reasonable. All in all, the actions were considered as most relevant.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• Korean Journal of Social Welfare
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• v.61 no.2
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• pp.247-276
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• 2009

The purpose of this essay is to explore the methodological standpoint and the meaning of 'Discourse Analysis' in policy science. I discussed it in three dimensions including: 1) the ontological point of view, 2) the epistemological perspective, and 3) researcher's position in policy research. 1) From the ontological standpoint, I explained the policy as a text, context, discourse, and ideology, that is focused on being constructed by the formative power of language. 2) The ontological standpoint produced "the argumentative turn" in the policy analysis, and many policy analysts emphasize the argumentative process of policy making and evaluation. This argumentation process includes the interpretative and critical viewpoints as well as the normative and ethical characteristics of policies in the discourse analysis. We should reexamine reality critically because discourse is ultimately influenced by the prevailing cultural and social norms. Therefore, an interpretative and critical viewpoint is an epistemological perspective in the discourse analysis. This critical approach creates an awareness of the limitations on our thinking under the particular major discourse, and requires the self-reflection within and beyond the discourse. This process leads to the human emancipation. 3) In order to achieve this emancipation, the last approach suggests that we need to scrutinize "the subject" as a researcher, who is also influenced and subjectified by the major discourse and, thus must deconstruct his or herself. Last but not least, we should emphasize the researcher's role as a listener of the minor voice(discourse) and even the silence of the clients.

• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• Journal of Korean Philosophical Society
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• no.117
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• pp.139-167
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• 2017

This essay attempts to reveal how taste spontaneously cultivates and why it is necessary for cultivating taste to edify our personality and to develop culture. It is a key of the solution of the problems that taste always reflects its judgment through pleasure. Because the grounds of the universal validity of the judgment of taste are found, whenever taste tests the validity of its own judgment, the so-called 'delight of discovery' makes taste cultivate itself. For having the moral personality, we need to practice spontaneously the morality of our own behaviour and for judging whether an artwork to represent the period is succeeded or not, we need to have a high insight to select the cultural heritage. But the autonomous thinking can delightfully be made a habit, judging the beauty of artworks. In the main body of this essay, it is determined from the three examples of the negative judgment of taste which Kant suggested in deduction. According to Kant, the negative judgment of taste means that the beautiful work is displeased, but what it asserts is that taste is cultivated. I formalize the methods of reflection of taste revealed in three negative judgments of taste into'resisting', 'indicating of error', 'self-retracting'.(Chapter 2) And from this, I emphasize the necessity to cultivate taste in the way that these methods of the cultivation of taste can affect building our personality by stimulating our reason to have interest in moral(Chapter 3) and in the way that taste directly judges the product of cultural succession.(Chapter 4) In the end of last chapter, I examine further essentially the method of the reflection of taste, to inquire into how to enable it.(Chapter 5) Especially, I try to illuminate its grounds through Schiller's concept of the "impulse of amusement(Spieltrib)", because his explanation helps us to understand the dynamics of taste's delight of discovery. Although the abilities of mind conflict with each other, taste has the characters that it reflects to encourage them for each other and that it is vitalized by its own activity. We, as it were, can pleasantly handle two tasks, because taste makes the impulse of amusement from conflictive impulses in mind. In conclusion, I state that we have to experience directly the impulse of amusement like creative artist, because it is maximized from creation.