• English Language & Literature Teaching
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• v.13 no.1
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• pp.133-158
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• 2007

The purpose of this study is to try to date the letters of Lady Susan and to find out which year's calender Jane Austen used to write the novel. The novel in forty-one letters with a brief narrated conclusion was transcribed as a fair copy by Jane Austen around 1805. However, no conclusive evidence for a precise date of composition exists, as only the fair copy survives. There is a watermark of 1805 on two leaves of the surviving manuscript of the transcribed copy. This indicates the period of the work's transcription but it does not indicate when it was first composed beyond suggesting that it was completed sometime before 1805. In the novel itself Jane Austen marked time sufficiently and frequently enough to allow us to follow it precisely. This strongly suggests that Jane Austen used a calender to write letters of the novel, even though dates and days were not given to the letters. To determine the most probable date of the calender is significant because it can be a clue to clarify when the novel was composed originally. Many words and phrases pointing to specific days or periods are mentioned in almost all the letters of the novel. From the words and phrases, a potential date to each letter can be successfully deduced and a potential possible calender for the novel can be made. In the end, all attempts to determine the authentic calender used for the novel fail. The main reason for the failure is that discovering clues to a specific authentic date to each letter proves internally impossible. Composition date of the novel still remains as a challenge requiring further study.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.468-480
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• 2004

It has been criticized that there are discrepancy between 'general statements' of the curriculum and subject-matter curricula. The possible reasons for this are as follows: The developers of the general statements were educational curriculum specialists. These specialists were not good enough to develop general statements and guidelines of subject matter curricula reflecting the characteristics of science contents, to examine developed science curriculum, and to give feedback to science curriculum developers. Under the present curriculum developing system where curriculum is developed in ten months or less by the research team commissioned unpredictably and imminently, it might be difficult to develop valid and precise science curriculum reflecting the purport of the general statements and teachers' needs. The inadequacy of these curriculum development processes resulted in (1) inconsistent statement about the school year to be applied to differentiated curriculum, (2) abstract and ambiguous stating about the characteristics, teaching-learning and assessment guidelines of enrichment activities, and (3) failure to reduce science contents to a reasonable level. Therefore curriculum development centers should be designated in advance to do basic research at ordinary times, and organized into a cooperative system among them. Two years or more of developing time and wider participation of scientists are recommended to develop more valid and precise science curriculum. In addition, commentaries on science curriculum should be published before textbook writing begins.

• The Southeast Asian review
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• v.22 no.2
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• pp.239-267
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• 2012

이 논문은 근대 민족국가 형성과 민족 공용어의 창출의 상관성을 염두에 두고 식민지기 버마에서 버마어가 어떠한 정치적, 사회적 환경 하에서 어떻게 공용어의 지위를 획득해나갔는지에 대해 주로 버마어 산문의 대중화라는 각도에서 분석한 것이다. 베네딕트 앤더슨의 연구가 시사하는 것처럼 근대적 인쇄매체의 출현과 더불어 근대 버마어의 등장 및 대중화는 버마의 근대적 민족 형성에 큰 영향을 미쳤다. 제1차 영국-버마 전쟁 종결 후, 정치, 사회, 경제적 상황 변화와 함께 인쇄산업의 발달과 더불어 버마어는 대중매체에서 공용어로서의 지위를 획득해갔다. 식민시기에 버마 내 여러 지역에 어학원이 설립되었고 버마인이 어학교육 담당자로 고용되었다. 1930년대 초반에 근대 버마어 산문이 많은 저자들에 의해 집필되었으며, 1930년대 후반에 들어서서 독자들 사이에서 널리 읽히는 호황을 누렸다. 일본군 점령 후에는 일본군 당국의 허가 하에 버마어는 제2차 세계대전 중에 공식적 언어로서 인정되었다. 이러한 바탕 위에 근대 버마어는 1947년 헌법에 버마의 공식 언어로 명기되었다. 이러한 과정에 대한 분석을 통해 이 논문에서는 버마어가 식민지기에 표준어로서의 지위를 획득하고 그 버마어로 작성된 근대 버마어 산문의 사용이 버마의 민족 형성과정에서 결정적인 역할을 하였다는 점을 부각시켰다.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.233-242
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• 2019

The purpose of this study is to compare a supposedly "pot boiler", Sanctuary and Sanctuary: The Original Text and examine the fact that Horace Benbow in The Original Text is a more complicated and many-sided character who has suppressed desire, Oedipus complex, sense of guilt for a long time, until he came to confront Temple-Popeye case. Since literary narration means unconscious procedure, Horace's incestuous love for his step daughter and Oedipal relation reveals Faulkner's own psychology. In this sense, The Original Text serves as a matrix of many of Faulkner's major novels in terms of themes, characters, and the relationship between past and present. Among these novels are The Sound and the Fury, As I Lay Dying, and Flags in the Dust. Faulkner, while writing about his own world creating Yoknapatawpha County, tries to portray characters with artistic value through whom he wanted to express the deep anxiety and turmoil of the 1920s. Starting with Horace Benbow, Quentin Compson, Darl Bundren and young Bayard Sartoris can be doubling through his major works, conveying author's profound despair in the context of modern world.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.547-574
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• 2017

The purpose of analysis of foreign curriculums and textbooks is to aimed to get the implications for the revision of curriculum, publishment of textbooks and teaching mathematics. In this study, Common Core State Standards and its textbooks was analyzed. The U. S. doesn't have the national mathematics curriculum. So, it can be happen some problems: students' lower mathematical achievement, assessment policy, decision of teaching contents, etc. In 2010, Common Core State Standards was developed by states. Furthermore, The California Department of Education reshaped standards: CA-CCSSM. This study analyzed the contents of fraction in CA-CCSSM and its textbooks. Fraction has many concepts and methods and models in teaching process. This study analyzed the equal parts, introducing fraction concept, the types of fraction, equivalent fractions, comparison of fractions. The conclusions are as follows; The equal parts are the important concept of fraction and introduced in geometry area before teaching of fraction. CA-CCSSM aims to understand a fraction as a number on the number line and represent fractions on a number line diagram. There are some similarity and difference in mixed number, fractions as a division and ratio, equivalent fractions and comparison of fractions between Korean curriculum and textbooks and CA-CCSSM.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.95-112
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• 2005

This thesis attempts to describe motherhood discourses in colonial period based on analysing $\lceil$Shinyeosung$\rfloor$ (1923-1934). The motherhood discourses written in $\lceil$Shinyeosung$\rfloor$ were generally divided as follows : (1) women's motherhood (2) recognition of the children (3) eugenic (4) care and education of the children (5) disease of the children and their nursing (6) pregnancy and delivery. Main writers were also experts like medical doctors and professors. It was science that contributed to highlighting the greatness of mother. Science put emphasis on how 'pregnancy, delivery, care' are challenging and dangerous job. Accordingly, every woman, regarded as a potential mother, was requested to equip herself with all kind of skills in care. As new women's role were restricted within private area, they were cut off from various public issue. This type of motherhood became an essential part of 'modern family'.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.35 no.1
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• pp.1-9
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• 2017

The present study is designed to examine categories and characteristics of the scenic sites depicted in the "Joseon MyungSeung SiSun(Collection of Poems on Joseon Dynasty Scenic Sites, 朝鮮名勝詩選)" written by Narushima Sakimura(成島鷺村) during the early period of the Japanese Colonization to introduce the scenic sites of the Korean Peninsula. Introduction and forewords are construed in order to define the purpose of the Collection, and thorough analysis are conducted on category, location, and distinct characteristics of approximately 1,700 scenic sites described in the body. From the study, it is identified that there are twice as many cultural landscapes introduced in the Collection than natural landscapes, and the most frequently introduced sites are historical Buddhist sites, pavilions, famous mountain in the respective order. Further, the study reveals that the Collection makes reference of the verses written by virtuous Korean scholars in order to broaden the significance of the scenic sites, and also that the Collection marks the time period when the new scenic sites with symbolic implications of the modern period at the turn of the Japanese colonial period are began to be introduced. Such new scenic sites include modern parks and commemorative structures, beaches, train stations, etc. Nevertheless, the scope of study presents limitation as its scope of analysis does not take the changing perceptions of people on scenic sites before and after the colonial period into consideration, and also further comparative analysis on other documentations made record on the scenic sites of the Korean Peninsula will need to be continued in the future studies.

• East European & Balkan Studies
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• v.35
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• pp.153-186
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• 2013

Literature has been special for the Polish who suffered from the numerous invasions from surrounding countries for her geographical location at the center of Europe. In the late 18th century at a time when Poland was divided and ruled by Russia, Prussia and Austria, literature played an important role in uniting Poland. During the 2nd world war in which Poland was occupied by the Soviet Union and by Germany, and during the Cold War period under socialism system(1948~1989), the Polish literature was in the front to keep unique national culture with overseas migration community at the center. The Polish Diaspora literature from 19th century up to now has naturally embodied national sufferings from foreign powers in their literary tradition linked to the problem of 'migration'. In addition, they belong to other cultural sphere, but keep their own unique identity, which is similar to Korean Diaspora literature to a great degree. This study has two stages. In the first stage, it figures out the formation and trend of the Polish Diaspora literature followed by their meaning in the history of Polish literature. In the second stage, specific texts (two dramas) are analyzed before and after system transition in 1989. * Before system transition: S. Mrożek, Emigranci (1974), * After system transition: J. Głowacki, Antygona w Nowym Yorku (1992) Mrożek and Głowacki had themselves migration experiences with high achievement and recognition in literature not only in Poland but also in the world. In their works, hardships as 'strangers' in foreign countries, emotional wandering and agony, nostalgia to lost home land and exploration of identity were described vividly. By comparing the 2 literature texts, this study attempts to trace the change of Diaspora consciousness which Polish migrants experienced in foreign countries with different political system like socialism and capitalism.

• The Journal of Korean Philosophical History
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• no.50
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• pp.269-303
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• 2016

There are two ways of viewing the Taoism of the Joseon dynasty. One is to view it from the point of view in Joseon, another is to view it from the outside of Joseon, i.e. foreigners' point of view. Maurice Courant(maurice courant,1865~1935)'s Bibliographie Coreenne is the Korean first bibliography(書誌) recorded from the latter's point of view. This research examined the Taoist scripture in Maurice Courant's Bibliographie Coreenne. Maurice Courant classified the Taoist scripture of the Joseon into three: '1. Sacred books(經書類)', '2. Worship of Gwanseongjegun(關聖帝君), Munchangjegun(文昌帝君), Buwoojegun (孚佑帝君)', '3. Various works'. Through this category, it was determined that the belief in three gods (Gwanseongjegun Munchangjegun Buwoojegun) was widely prevalent in the Joseon dynasty in the late 19th century. In the chapter 1, he composed the books of representative Taoist scripture as Lao-tzu and Chuang-tzu, 'God(太上)', and 'King of heaven(九天上帝)'. Maurice Courant determined in chapter 2 that 1890s' Joseon Gwanwoo (關帝) belief was activated, and mentioned 'Musangdan(無相壇)', namely, Joseon's first religious organization. However, he could not determine that the scriptures relevant to three gods were recorded to be divine revelations uttered by gods. 19th century's 'Musangdan' was not introduced by being imported with Chinese Taoist scripture, but was published with the Joseon Taoist scripture through Gangpil(降筆: recording divine revelations uttered by gods). Also, through Maurice Courant's Bibliographie Coreenne, the point that 'belief in three gods' was prevalent in the social leader group during that period could be determined. The reason how such research could be possible seems, because Maurice Courant had Korean assistants who were good at Chinese classics. In chapter 3, Maurice Courant arranged the books based on Taoist ethic and the scriptures on Taoist social practical movement. Through the interpretation of Taoism bibliographies included in Maurice Courant's Bibliographie Coreenne, first, it could be determined that belief based on the three gods(三聖信仰) was prevalent during the 19th century, second, there were lots of the Taoist scriptures made in the late Joseon, third, the first Taoist religious organization and Taoist social movement form could be investigated.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.667-675
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• 2014

It is important to know science terminology when learning science. In terms of linguistic and psychological perspectives, the context of encountering a terminology for the first time is critical. If a student has not learned the terminology properly the first time, it might cause misconceptions or be a barrier in following learning. This study aims to identify how careful science terminology are used in science textbooks, and the relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 National Curriculum. In addition, the educational need, the importance of science learning, proper time for teaching, & difficulty of the terminologies have been surveyed among teachers and students. As results of study show, only 25% of terminologies in science textbooks have appeared in the curriculum, and about 10% have been used in middle school science textbooks prior to science curriculum. The survey results suggested that many of those terminologies could cause problems in teaching and learning situation. The solution for them have been divided into the following: avoiding usage in textbook prior to curriculum, using earlier in textbooks, using earlier in curriculum, and reflecting curriculum precisely in the textbook. In general, the curriculum needs to state performing objectives concretely. And it is needed to examine science terminology advertently when writing textbooks.