• Industrial Engineering and Management Systems
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• v.7 no.3
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• pp.266-287
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• 2008

To manage collaborative negotiation in software system design, we have built a socio-technical argument-based negotiation management approach by integrating a Socio-technical Co-construction Process (STCP) with an Argument-based Negotiation Process (ABNP). This paper reviews relevant research work and presents each step of this approach. The STCP provides rich contextual information of technical decisions and social interactions in a system design process. The ABNP provides STCP with a negotiation management and conflict resolution strategy by guiding software engineers to generate, exchange and evaluate their argument claims in negotiation activities. In addition, this paper describes a prototype system which implements this new approach using the advanced Web-based software technologies with the goal of demonstrating how to systematically enhance the negotiation management capabilities in a dynamic socio-technical framework.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.309-317
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• 2015

This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.195-204
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• 2002

The purpose of this paper is to analyze the lexical-semantic structure of morphologically derived passive verbs in Korean based on Pustejovsky (1995)'s Generative Lexicon Theory (GL) and to explain the change of the root verb's lexical-semantic structure by means of passivization. Passivization in this paper is defined as the unaccusaztivization. In Argument Structure of derived passive verbs, the agent argument is deleted and the theme argument is realized as a syntactic subject. As for Event Structure, derived passives express left-headed event (achievement), whereas their roots denote right-headed event (accomplishment). In Qualia Structure, passive verbs and root ones have the same Fomal Role, but in Agentive Role of passive verbs, an act weakens to a process. Both Formal and Agentive Roles have the same theme argument.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.25-58
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• 2001

This study explores the lexical-semantic structure of derived causative verbs in Korean based on Pustejovsky(1995)'s Generative Lexicon Theory (GL), Mor-phological causative verbs are derived from their root stems by affixing ‘-i, -hi, -li, -gi’ in Korean and the meanings of derived predicates are closely related to the meanings of their root verbs. In particular, the change of the ARGUMENT STRUCTURE by morphological derivation leads to the change of the EVENT STRUCTURE. In this study, causation is defined as the cause-effect relation having a causer. The ARGUMENT STRUCTURES of derived causative verbs includes a causer argument, which is added to the ARGUMENT STRUCTURE of their root verbs. Their EVENT STRUCTURE has a headed process related to a causer and their result is the event which their root verbs represent. This approach can also suggest that the (in)directness of causative is determined by which verb is its root and explain the difference between the morphological causativization and the syntactic causativization in Korean.

• Language and Information
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• v.11 no.2
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• pp.87-103
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• 2007

This paper reanalyzes examples with missing verbs. Northern Mandarin rejects argument nominal phrases after a silent verb, as well as silent verbs inside islands. These restrictions suggest a grammatical process which silences verbs. I propose that these restrictions are the result of VP-topicalization followed by ellipsis. This analysis accounts for the island sensitivity of these constructions: since VP-topicalization feeds ellipsis, constructions with elided VPs are not derivable from configurations where movement is impossible. Also, to avoid topicalization along with the VP, the argument must move out of VP; the subsequent topicalization of the VP containing the argument's trace would then give rise to a configuration where that trace c-commands the moved-out DP. Adjuncts do not pose a problem because they are located outside of that smallest VP-shell. The data presented here are accommodated by neither of Tang's (2001) proposals for silent verbs (gapping and empty verbs). Instead, they provide support for a third source for silent verbs, VP-ellipsis via topicalization.

• Language and Information
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• v.6 no.2
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• pp.57-82
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• 2002

This study explores the lexical-semantic structure of derived causative verbs in Korean based on Pustejovsky(1995)'s Generative Lexicon Theory (GL). Morphological causative verbs are derived from their root stems by affixing ‘-i, -hi, -li, -gi’ in Korean and the meanings of derived predicates are closely related to the meanings of their root verbs. In particular, the change of the ARGUMENT STRUCTURE by morphological derivation leads to the change of the EVENT STRUCTURE. The ARGUMENT STRUCTURES of derived causative verbs include a causer argument, which is added to the ARGUMENT STRUCTURE of their root verbs by means of the causative derivation. Their EVENT STRUCTURE has a headed process related to a causer and its result is the event which their root verbs denote. This approach can also suggest that the (in)directness of causative is dependent on is the semantics of its root verb.

• International Journal of Advanced Culture Technology
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• v.5 no.3
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• pp.35-39
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• 2017

The human body is structured as sentence of healing. This study examines how the mechanism of healing works in the human body by the narrative relation of functor and argument. So, we predict the way of extreme healing by literary or human narrative. For this purpose, we analyze the principle that the emotional and semantic arguments are called by the functor set by the sentences containing the fingerprints of mind in Gosijo and the mechanism of healing works extensively. We analyze the process of the transition from the narrative of the literary to the narrative of the human body. Thus, the barcode of the healing, which is made up of the relationship between the functor of the literature and the argument, is transferred to the human body and it is judged that the fingerprint of the human mind is operated through the stage of encoding and re-encoding due to the action potential. In addition, it was predicted that the neurotransmitters such as dopamine and the secretion of hormones would be promoted and the healing level would be increased. In results, we conclude that the function of argument and functor which contains the fingerprint of the mind in the third sound step on the last sentence of Gosijo is transferred to the human body and is especially heavily focused and operate with healing.

• Journal of the Korean Chemical Society
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• v.68 no.4
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• pp.221-234
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• 2024

The purpose of this study was to examine the impact of Argument-based Inquiry approach on elementary school students' critical thinking in elementary school science class. For this purpose, 23 students from two 5th grade elementary school classes in a metropolitan city were selected. One class (11 students) was assigned as the experimental group which Argument-based inquiry approach on 10 topics were applied. To determine the impact of Argument-based Inquiry approach on critical thinking, we analyzed the results of critical thinking tests before and after class and recordings of the discussion process of students in the experimental group. As a result of the critical thinking analysis, the average score of the experimental group in the deduction section was statistically and significantly higher than that of the comparative group. And as a result of analysis of recordings of the discussion process, students used deductive reasoning more often than inductive reasoning, and their use of this reasoning increased significantly at the claim·evidence stage.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.1007-1026
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• 2012

The purpose of this study was to develop analytic framework for dialogic argumentation to show the context and flow visualizing interactions of argumentation, to be able to present quality of argumentation specifically. For this, we formulated a method of the argumentation diagram using feature of diagram simple and structurally visualizing interrelation between argument components, and then quantified quality of argumentation to argument level score on this basis. We have developed the learning material for argumentation about a vertical circular motion and used the obtained translations from applying it in developing the framework. We chose argument statements among full transcript and then coded as Toulmin's argument components, and these codes was effectively arranged and linked to show argumentation diagram. Results by argumentation diagram could be useful understanding of interactive argumentation context and the flow and present frequency, the combination of argument elements, rough qualitative level of argumentation. To quantify argumentation quality, we gave different scores to different link lines reflecting indication of argumentation quality like that diversity of argument component, justification, presence or absence of rebuttals. The process of identification of argument level is very simple, qualitative level of argumentation represented as concrete score could present various and concrete argument level. Developed analytic framework might contribute to argumentation research field, because it can present effectively dialogic argumentation result. Also, various analysis cases might guide designing an effective argumentation practice and circular motion learning.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.583-592
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• 2014

The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.