• 영미문화
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• 제10권2호
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• pp.149-207
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• 2010

Written simultaneously with Prometheus Unbound, Shelley's "Julian & Maddalo" is a masterwork of dramatic poiesis, of doubling embedded in its couplets, dialogic debate on human nature and contrasted symbolic emblems. The emblems mirror each other and are themselves sites of generative paradox: the "heaven illumined" but "dreary tower" of the Maniac and the glorious sunsets on the "ever-shifting sand" of the Lido, a wasteland that is a place of self discovery but also of "abandonment" and barren mingling figured, inter alia, in its "amphibious weeds," a trope of the poem's personae. This essay also explores the poem's dramatic structure and various rhetorical devices, beginning with the Preface, a threshold of complex identity disguise that Shelley uses for veiled self-presentation, as in "Alastor," mirroring and literary references replete with nuanced ironies. I focus mainly on the complex figures of liminality Shelley uses to develop his own thoughts (as well as his ongoing debates with Byron) about man's potential for growth in thought, insight and empathy, in political reform and interpersonal and individual healing. Advancing Shelley's most optimistic ideas, Julian, escorted by Maddalo observes the Maniac, -- a living ruin whose pained eloquence reveals the link of eros to poiesis and the limits of the latter's ability to 'transform a world.' The Maniac is the core of muse-work (remembering, thinking and song) and Shelley presents him as its emblem. He also is prefigured in and reflects the quintessentially liminal Lido with its "barren embrace" of sea and land. Yet it is less the Maniac's feeling that his grief is "charactered in vain…on this unfeeling leaf" than Julian's rationales for leaving the site of pain that point to Shelley's final comment on poetry's transformative limits. As the primary haploids of the drama's meiosis re-combine and two of them, Maddalo and the maniac fall away, an analogy I briefly develop and embedded in the erotic dynamics of poiesis, Shelley suggests, as he did at the beginning of his poetic lyricism in "Alastor" and at its end in "the Triumph of Life"that images mislead and delude; that "the deep truth is imageless" and redemption is not in but beyond figuration.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• 한국콘텐츠학회논문지
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• 제16권3호
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• pp.536-545
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• 2016

본 연구는 문학과 연극, 인성교육을 융 복합시킨 교양교과목 <연극영화로 배우는 영어> 수업 사례이다. 교양교육의 목표가 대체로 '보편적 진리 탐구를 통한 지성인 양성'에 둔 교육 현장에 '실용적 가치에 기반을 둔 전문직업인 양성'이라는 새로운 과제가 도입되면서 융 복합 교육 방안에 대한 관심이 확장되었다. 이 교과목은 도구로서의 기술 훈련에 초점을 맞춘 영어 회화나 공인시험에서 고득점을 획득하기 위한, 이른바 취업 역량 강화 교과에 지나치게 치중하는 상황에서, 교양영어 교육에서 영어로 된 다양한 자료를 통하여 논리적 사고와 인식의 폭을 넓히는 훈련이 배제되어서는 안 된다는 생각에 따라 두 가지 목표를 아우르고자 구상되었다. 학생들의 지성과 감성을 자극할 수 있는 문학과 짧은 연극 대본을 선정하여 구어체 대사를 암기하며 자연스럽게 말하기를 익히고, 작품 분석과 이해를 통해 문학과 연극에 관한 지식을 함께 숙지할 수 있도록 하여 영어 학습에 폭넓은 지식을 더하였다. 또한, 조별 연극 공연을 통하여 책임감, 협동, 화합, 배려심의 중요성을 스스로 체험하게 하여 인성 함양에도 중점을 두었다. 이러한 융 복합 수업은 교수와 학생이 소통할 수 있는 양방향 수업을 실행하면서 학생들의 자기 주도적 참여를 이끌어 도구로서의 영어뿐 아니라 문학과 인성 함양에 긍정적인 성과를 보였음을 알 수 있었다.

• International Journal of Advanced Culture Technology
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• 제11권3호
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• pp.59-64
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• 2023

The ongoing war between Russia and Ukraine increases concerns around the world. Russian President Vladimir Putin attacked Ukraine, with a clear aim to protect ethnic Russians from Ukraine, and further to keep Ukraine from joining NATO. However, as the war takes longer than expected, Russia is getting more isolated from the world. Given this, we analyzed editorials from the New York Times by paying attention to the newspaper's viewpoint or ideological stance to the war, under van Dijk (1998)'s ideological square within the framework of critical discourse analysis. The analysis results are as follows: first, Ukraine, the United States and the Europe were designated as the ingroup, whereas Putin was as its outgroup; second, the editorials used negative words for their outgroup presentation, highlighting the outgroup's bad properties, while the positive words for their ingroup presentations were rarely used, indicating that the editorials reinforce outgroup exclusion only; third, it was only Russian President Vladimir Putin who was in their outgroup, while Russians were depicted as scapegoats to satisfy the pleasures of the maniacal Putin. Thus, it can be concluded that with the strategy of negative exclusion, the editorials clearly show their negative ideology towards the war by using negative words for the outgroup almost six times as often as positive words for the ingroup.

• 한국중재학회지:중재연구
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• 제19권3호
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• pp.179-198
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• 2009

This paper aims at assessing reasonableness for restraining the independence principle in the operation of documentary credit in case of the illegality appeared in the underlying transactions. It has been a major rule under the independence principle to keep the credit operation free from the defences made by the issuing bank and/or credit applicant with a view to prevent the payment as specified under the credit. And also, it is generally accepted in the international commercial community to examine a presentation to determine, on the basis of the document alone, whether or not the documents appear on their face to constitute a complying presentation. Even though these two essences are major rules in the credit operation, if a presentation is made with the documents forged or materially fraudulent, the issuing bank can refuse to pay the documents in respect of fraud rule based on fraud exception for which a court of appropriate jurisdiction would enjoin such honour. Now we have newly come to another situation to determine whether or not we have to apply the same as fraud rule which is applicable to the illegality in the underlying contract under the new conception of illegality principle based on illegality exception. English Commercial Court handled the illegality case under the case of Mahonia Ltd., v. JP Morgan Chase Bank in 2003 and Justice Colman decided that issuing bank can rely on illegality affecting a letter of credit as an excuse for failure to pay. This judgement brought about the acceptance of illegality principle based on illegality exception as a defence to payment under a letter of credit as far as the illegality concerned in the underlying transactions. It is noticeable that this case will affect our international commercial community more to rely on the illegality in the underlying transactions as a good issue to stop payment for the issuing bank in the L/C operation.

• The International Journal of Costume Culture
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• 제13권2호
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• pp.160-168
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• 2010

This paper examines a particular period in Japanese history. when clothing was systemically changed through government policy. It demonstrates the complex relationships between an Eastern nation and a Western clothing system. It also explores the complexity of roles which clothing plays in society, clothing which brands a nation as masculine, but which resists the discourses of modernity, which were found on native clothing. It demonstrates that native, Japanese clothing has always been developing to meet the needs of its wearers, according to technology, sumptuary laws and prevailing tastes, and therefore that fashion is not any more a product of Europe than it is of the East. It reveals the Japanese fashion system as a complex and multi-dimensional one, about surface design rather than change in shape, bur also being about inner and deep surfaces as well as outer surfaces for public presentation, and thus being a carrier for private as well as public discourses. This examination also demonstrates that whilst fashion may be intimately bound up with the forces of society and also politics, it is also a force which resists outside control, and develops because of the signification with which the embodied wearers endow it.

• 대한기관식도과학회:학술대회논문집
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• 대한기관식도과학회 1979년도 제13차 학술대회 연제순서 및 초록
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• pp.5.1-5
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• 1979

축두골에 발생하는 단골섬유성리형성증은 극히 드문 이과학적 질환으로서 일반검사성적이 정상이며 병소에 무통성골조직증식을 주 소견으로 출현한다. 저자 등은 본증에 의하여 외이도 폐쇄와 심한 패쇄성외이도각화증을 동반하여 고도의 부음성난청을 일으킨 1례에 대하여 외이도형성술을 시행하여 치험하였기에 문헌고찰과 함께 보고하는 바이다.

• International Journal of Advanced Culture Technology
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• 제9권1호
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• pp.162-167
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• 2021

The aim of this paper is to analyze the development of effective online Problem-Based Learning (PBL) and Project-Based Learning (PjBL). The collaborative PBL/PjBL become one of the hot issues with the rapid growth of online learning in the era of COVID-19. Educators try to get innovative to continue instruction without sacrificing student engagement, thus adopting an instructional model of PBL/PjBL. The PBL process involves clarifying terms, defining complex problems, brainstorming, structuring and hypothesis while PjBL includes project-planning, implementation, communicating the results of a project in a presentation and evaluations with immediate individually tailored feedback within a predetermined period. Despite the differences between online and offline learning, the benefits of learning online or offline are practically the same if enough bidirectional interactions between instructors and students are possible. We argue that online qualifications are just the same as those of offline ones in PBL/PjBL models, therefore, the standards of online/offline learning are identical since education is a two-way communication.

• Journal of Information Science Theory and Practice
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• 제12권2호
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• pp.36-48
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• 2024

For consumers making health decisions, Wikipedia is a popular source for health information. This study investigated major factors influencing consumer satisfaction with Wikipedia medical/health articles. Using a crowdsourcing method, data were collected from 322 adults who read/edit English Wikipedia medical/health articles and reside in the US. The results showed that the presentation of information was the most influential factor. Trustworthiness was the second most important factor for consumer satisfaction with the quality of information, followed by reliability, and topic coverage. Study participants did not consider other factors such as accuracy and currency to be crucial factors. Moderating effects of the control variables such as editing experience with Wikipedia articles, gender, and age were also examined to enhance the internal validity of the study. Implications for the Wikipedia editor community and researchers, and directions of future research are presented.

• 여성건강간호학회지
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• 제14권3호
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• pp.213-221
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• 2008

Purpose: This study aimed to examine the accuracy and adequacy of research papers reporting statistical testings for correlation and regression. Method: Original research articles utilized correlation and regression analysis were reviewed from the Korean Journal of Women Health Nursing published from the year 2004 to 2006. Thirty-six papers were evaluated in accordance with formatted criteria in respect to an inclusiveness of research title, accuracy of statistical methods and presentation styles, and errors in reporting statistical outcomes. Result: Thirty articles (83.3%) utilized Pearson's correlational analysis, and ten articles did regression analysis. Lack of accurate understanding and interpretation of the statistical method was a main fault. Basic assumptions and diagnostic testings for each statistical method were not performed or described in most of the studies. Some points like consistency of research questions with statistical methods and criteria for sample size were still left out in part. Details of the presentation in the reporting of outcomes were not complied with the guidelines, which need careful concerns of the writers. Errors in English of result tables were found in more than one third of the tables. Conclusion: The outcome would be reflected in the submission guidelines for future writers. To reach the level comparable with internationally recognized nursing journals, concrete knowledge to apply statistical methods should be ensured in the processes of submission, reviews, and editing.