• Journal of the Korean housing association
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• v.12 no.2
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• pp.65-76
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• 2001

The study background is that Mo-Jung happens as the produce of the agricultural society but it is not easy to find it beside Ho-nam area. Because of this, it results construction has. The study progress is to understand the happening time, and regional cause the Mo-Jung construction has. The study progress is to understand the happening time of Mo-Jung, constructional meaning, and the meaning of Mo-Jung with the investigation method of literature consideration of the village society, data of the existing study, survey investigation, interview, and question through the process of analyzing the characteristics of differentiation of the village and Dure organization. 1. Mo-Jung construction has the meaning of vernacular construction reflecting the meaning of village community intensively as an element comprising the village, and the territory of Mo-Jung space is revealed as the male space. 2. The economic wealth of the village community and the image reflecting the community sense are stood out. 3. It is the reason why Mo-Jung construction is limited to Ho-nam area and is explained as the life style difference each village community has, the regional characteristic difference Dae-dong play of Yong.Ho-nam areas have, etc. so to speak. 4. It is estimated that the happening time of Mo-Jung is after the 18th century when the agricultural As my suggestion, Mo-Jung construction is the construction phenomenon reflecting the phenomenon of social change directly and it is to suggest the possibility of approaching the regional housing construction as the life style difference the life community of each area has is reflected. production quantity was increased and Dure organization was activated.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.119-139
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• 2017

The construction in the ancient Greek era had more meanings than a construction in the present education. Based on this fact, this study examines the meaning of the current textbook. In contrast, we have extracted the meaning of the constructions in Euclid Elements. In addition, we have been thinking about what benefits can come up if the meaning of the construction in Euclid Elements was reflected in current education, and suggested a way to exploit that advantage. As results, it was confirmed that the construction in the current textbook was merely a means for introducing and understanding the congruent conditions of the triangle. On the other hand, the construction had four meanings in Euclid Elements; Abstract activities that have been validated by the postulates, a mean of demonstrating the existence of figures and obtaining validity for the introduction of auxiliary lines, refraining from intervening in the argument except for the introduction of auxiliary lines, a mean of dealing with numbers and algebra. Finally we discussed the advantages of using the constructions as a means of ensuring the validity of the introduction of the auxiliary line to the argument. And we proposed a viewpoint of construction by intervention of virtual tools for auxiliary lines which can not be constructed with Euclid tool.

• Korean Institute of Interior Design Journal
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• v.24 no.6
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• pp.107-118
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• 2015

Today, The representation of the modern space is experimented with shape and surface of the de-structural point of view to make architecture and space, in terms of not being able to make defined by single regulation. However, it can correspond to the rapidly changing modern, but it is easy to fade of architecture fundamental meaning. Along with the need for the rise of the construction of fundamental space, should be built a 'tectonic' spatial, which is said to be building of logos. Tectonic, as norms for expressing the fundamental meaning of architecture, as to expression of construction, be unfolded with dualism such as science and art, technology and express, structure and formation, and it was introduced into the architecture through the construction expression of space that was a tectonic discussion of 19c german architects. On the other hand Constructivism which is avant-garde formative movement with Russia revolution, constructed 'sculpture' with the formative principles as tectonic. Tectonic's Formative characteristics can draw a conclusion with of tectonic characteristics of constructivism sculpture, space of logos will be realized through its study. Other hand, The pavilion, as symbol space, can be analyzed by tectonic properties, Pavilion, meaning the space is expressed in a variety of tectonic expression. As tectonic construction, fundamental ideology and symbolization of space is revealed metaphorically and visually.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.299-312
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• 1998

In this study, we have investigated the meaning and mechanism of the 'construction' in the operational constructivism and the social constructivism. According to Piaget, a mathematical concept is the operational sch me, which is constructed through the reflective abstraction from a general coordination of activities and operations. The process of the reflective abstraction consists of 'reflechissement'and 'reflexion'. The reflechissement starting from 'intriorisation' concludes with 'thematisation', and the reflexion consists in the 'equilibration' of the result of reflechissement. The 'construction' in the social constructivism includes two process. One is the process from the individual, subjective knowledge of mathematics to the social, objective knowledge of mathematics, and the other is vice versa. The emphases is placed on the 'social interaction' and the 'representation' in this two processes. In this context, if we want to apply the social constructivism, we should clarify the meaning of 'society', and consider the difference between the society of mathematicians and the society of students.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.261-292
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• 2015

The purpose of this study was to explain the process of meaning construction on children's happiness by mothers with young children. The study participants were 16 mothers with young children. The data were collected through the interviews which were conducted during 10 months from March, 2013 to December, 2013. The Data were analyzed according to a grounded theory methodology. The process of meaning construction on children's happiness by mothers included 4 stages, which are as follows. 'Following inseparated social desire and demands', 'Looking around my desire and children's happiness', 'Rearranging interlacing desire' and 'Going to find my children's happiness and my happiness'. And the stages were interacting mothers'time perspectives and diverse ecosystems. Based on the results, the study discussed the characters of interaction on time perspectives and parenting, and discussed influences of meaning construction on happiness.

• Cross-Cultural Studies
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• v.39
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• pp.329-354
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• 2015

The major goals of this paper are to identify the degree into which the meanings of 'see' verb can be extended, focusing on the extended meanings shown in the expressions that denote our instinctive actions for survival, such as eating or drinking, etc., and to clarify the doubt on whether any syntactic pattern can be associated with the meaning in the process of meaning extension of 'see' verb. For doing this task, this paper picked out 2,000 examples randomly from COCA (Corpus of Contemporary American English), in which the verb 'see' is used. This paper classified the sentences into thirteen different sentence types, according to the syntactic patterns. This research showed that these thirteen syntactic types lead us to figure out the process of the meaning extension of the verb 'see'. With this result, this paper made an attempt to provide the four steps toward the meaning extension of verb 'see'. The verb 'see' in the first step denotes the meaning of purely seeing the visualized objects. This verb in the second step expresses the shifted function, under which the agent in the subject position takes the seeing action as a secondary task in order to carry out other main task. The verb in the third step denotes the extended meanings irrelevant to the seeing action, because the sentences on this step do not contain any visualized objects. In the last step this verb functions as conventional implicature whose meaning does not contribute to the whole meaning of a sentence. In addition, this paper identified that the syntactic properties are deeply associated with the process of meaning extension of the verb 'see', and tried to formalize this relationship between the syntax and semantics within the framework of Construction Grammar based on A. Goldberg.

• Journal of the Korean Institute of Navigation
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• v.17 no.2
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• pp.107-119
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• 1993

When the breach of contract is at issue between the contracting parties, the decision of the contents of obligation has an important meaning. The contents of obligation is decided by the construction of cont-ract. Therefore, the construction of contract has very important meaning for the decision of the contents of obligation. And the Civil Law of Korea includes provisions to settle disputes related to contract, and most of these provisions have the nature of voluntary law. And when there is no intention of the contracting parties, or it is not clear, the voluntary law comes into application(Civil code art. 105). Ultimately, voluntary law not only becomes the standard of the construction of the contract, but also it is applied as the law to settle dispute. Thus, it needs to clear what is the relation between the construc-tion of contract and the application of law. Therefore, this paper aims to clarify the relationship between the construction of contract and the appli-cation of law.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.129-142
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• 2004

These days, constructivism has become a central theory in mathematics education. A essential concept in constructivism is 'construction' and the meaning of construction of mathematical knowledge is a core issue in mathematics educational field. In the basis of Dewey's epistemology, this article is trying to explicate the meaning of construction of mathematical knowledge. Dewey, Kant and Piaget coincide in construction of knowledge from the viewpoint of the interaction between mind and environment. However, unlike Dewey's concept, Kant and Piaget are still in the line of traditional realistic epistemology. Dewey's concept of construction logically implies teaching-learn learning principles. This can be named as a principle of genetic construction and a principle of progressive consciousness.

• Cross-Cultural Studies
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• v.52
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• pp.393-416
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• 2018

Negative Stripping Construction in English involves the disjunction but, the adverb not, and a constituent NP. This construction is an incomplete sentence although it delivers a complete sentential meaning. Interpretation of this construction may be ambiguous in that the constituent NP can either be construed as the subject, or as the complements including the object. To generate such sentences and resolve the issue of ambiguity, we propose a construction-based analysis under direct interpretation approach, rejecting previous analyses based on deletion approaches. In so doing, we suggest a negative stripping construction rule that can account for ambiguous meaning. This rule further can enable us to explain syntactic structures and readings of Negative Stripping Construction.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.