• Journal of English Language & Literature
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• v.55 no.4
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• pp.619-639
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• 2009

In his 1993 stage play, Arcadia, Tom Stoppard appropriates scientific theories to dramatize the difficulty in predicting the future and in describing the past. Arcadia tracks the archaeological efforts of two present-day literary critics, Hannah Jarvis and Bernard Nightingale, as they attempt to piece together the events that occurred at a large country house called Sidley Park, from 1809 to 1812. While employing a variety of historical and cultural references to the changes taking place in British landscape gardening around the early nineteenth century, the play also turns around the intuitive-romantic versus rational-classical dichotomy represented by Hannah, and present in its discussion of science and the recoverable/irrecoverable past. Stoppard's use of chaos theory as a metaphor for the difficulties faced by those involved in biographical/bibliographical literary research suggests that unsubstantiated assumption can result in the construction of its subject, rather than in its recovery. This paper explores the way in which Stoppard uses scientific concepts, particularly the chaos theory, as a metaphor for human life and behaviour, and how he successfully describes the dilemmas and contradictions of life in so doing. Influences from his famous British predecessors, George Bernard Shaw and Oscar Wilde, are evident, but Stoppard transcends both playwrights and crafts a dramatic style distinctively his own. The combination of wit, comedy, intellectual depth, intriguing ideas, literary allusions, scientific concepts, metaphors, and cultural references, all combine to make Arcadia a dramatic edifice that will stand the test of time.

• Journal of English Language & Literature
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• v.57 no.5
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• pp.871-887
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• 2011

In Lacanian terms, the real, which is a non-representative Ding an sich, is indirectly approachable only in and through language. This 'speaking of the real' is made possible through a restoration of the missing link between one signifier, S1 and another signifier, S₂, as is manifested in the Lacanian formula of metaphor. In Freudian terms of textual metaphor, the missing link is restored by substituting a new edition for an old edition of one's historical text of life. This is what this essay means by the metaphorical/dualistic structure of the analytic/literary text. And this is a way of talking about an intertextuality between literature and psychoanalysis in the sense of the 'text as psyche' and the 'psyche as text.' Applying the 'signifying substitution' to the Oedipus complex, the Oedipal child can find a meaning(s), "my erotic indulgement with my Mom is wrong" by metaphorically substituting S₂: the Name of the Father for S1: the Desire of the Mother. This meaning leads to the constitution of the human subject and the formation of the incest taboo, one of the most significant distinctive features of the human being as distinguished from the animals. We can see a similar metaphorical structure of S1-S2 taking place in the literary texts such as Macbeth and "Dover Beach": in the course of the stage of life being substituted for the primal scene in the former, and the plain of Tucydides for a bed scene in the latter, respectively.

• Journal of English Language & Literature
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• v.58 no.6
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• pp.1193-1213
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• 2012

This essay "Twain's Contestation of Emersonian Transcendental Manhood in Huckleberry Finn" explores how Mark Twain's Adventures of Huckleberry Finn (1884) manifests his postwar contestation of Ralph Waldo Emerson's transcendental manhood that endorses the dogmatic, egocentric, and decorporealized position of the Cartesian subject, who believes his being's unity, elevation, and centrality through his fantasy of possessing direct access to divine truth. The connection between Emerson and Twain is based not on Emerson's influence on Twain but on their common interest in American landscape as a site for the redefinition of manhood and masculinity. I examine different types of manhood in their association with nature in Huckleberry Finn by comparing them with the two fundamental concepts of Emerson's philosophy: "a true man" in "Self-Reliance" (1841) and transparent eyeball vision in Nature (1836). Twain's use of Huck's ambivalent position-his centrality as a protagonist in the novel in spite of his marginality in society-renegotiates Emerson's valorization of nonconformity, wholeness, and nonchalance as the characteristics of both boyhood and "a true man," Emerson's term for the ideal individual in "Self-Reliance." I also read Twain's satire of two different types of masculine characters-Bob and the Child of Calamity, boatmen of the Southern frontier, and Colonel Grangerford, patriarch of a Southern aristocratic family-as Twain's denouncement of the antebellum desire for transcendental vision, which Emerson crystalizes into his notion of transparent eyeball in Nature.

• Journal of English Language & Literature
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• v.56 no.4
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• pp.617-635
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• 2010

This paper argues that what Edgar Allan Poe pursues in ;The Man of the Crowd" (1840) is not a story that can be told but an active reading that must be mediated. It is not only because the subject of the pursuit, the secret of the flaneur, remains veiled until the end, but also because the story proves itself to be a reading of various kinds of other texts: that is, the contemporary urban texts as well as the city itself. Although the 'man of the crowd' and his double (i.e. the narrator) embrace the figure of a modern flaneur, it is highly questionable whether the image of flaneur in the story fully qualifies itself as that of an ideal stroller, who can represent the free spirit of a detached collector. Rather, the narrator's flaneur reflects a panoptic perspective, systematically hierarchizing the constituents of the city. Still, it should be noted that ;The Man of the Crowd" raises questions about the idea of creation and appropriation, observation and originality, and reading and storytelling by ascertaining the impossibility of reading and through assimilating to the contemporary texts not without subtle acknowledgement. In short, this novella tries a new way of storytelling, of which meaning is not to be found in creation but to be mediated in modern experiences.

• Journal of English Language & Literature
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• v.56 no.3
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• pp.557-575
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• 2010

Pierre breaks the rules of convention and acquires the 'potential not to do.' To transform the traditional hero into the new potential subject, Pierre moves from his hometown, Saddle Meadows, New York City to the dungeon of the city prison and creates three different relationships that symbolize what ideology and principles repress his mind and behavior and how he handles them. Firstly, in Saddle Meadows, Pierre has a narcissistic relationship with his mother, Mary, who teaches him the principles of American manhood and forces him to be docile: he has to obey Mary's order that a man should be a gentleman. Therefore, since he does not know his potential, he does not create his own work and is involved in plagiarism. Secondly, in New York City, Pierre creates an associated relationship with Isabel, his half-sister, who represents an ambiguous and mysterious character and has the 'potential not to do' that leads Pierre to destroys the beliefs of American manhood and performs the potential to do. Consequently, Pierre puts himself in an extreme situation and is absolutely liberated from the influence of his dead father, who unconsciously controls Pierre's behavior and thoughts. Thus, he makes a dissociated relationship with his father. In the dungeon, he physically dies, but symbolically metamorphoses into Isabel, so that he blurs the differences between Isabel and himself. Furthermore, he never stays in his own way: in this on-going process, Pierre cannot determine which is good or bad, legitimate or illegitimate and life or death.

• Journal of English Language & Literature
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• v.57 no.5
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• pp.701-725
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• 2011

This paper attempts to read "The Nightingale" as an experimental proponent of Lyrical Ballads of 1798, one that inaugurated British Romanticism. It is never accidental for this poem to come to replace "Lewti" at the last moment of publication and to be tied to the poetic principles manifested in the "Advertisement" of the 1798 volume. The speaker of this poem, for example, is an ordinary man, who presents himself as a friend and a loving father. Opting for conversational styles rather than blindly copying literary conceits, he even incorporates an evening episode he happens to recall into a legitimate subject matter. The notion of "conversation," which appears in the subtitle, offers a key to figuring out the ideal of poetic language, the figure of the poet, and compositional procedures Coleridge and Wordsworth proposed in their collaborative project. "The Nightingale" can be a dubious, if not totally failed, poetical journey to subverting an incidence of misnaming acts. He finally reaches the limits of poetic figuration in a process of textualizing nature. The leitmotif of "In nature there is nothing melancholy" testifies to the fact that the bird nightingale, which the narrator is hard at work to rename as a joyous bird, is nothing but a poetic metaphor. "The Nightingale" is more likely to be a revisional, regenerative performance based on the strategy of conversation than an embodiment of a daring novelty.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.621-630
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• 2015

The purpose of study is to comprehend learning satisfaction and academic achievement about the mobile program of nursing English learning constructed as a solution of supporting smart education in J college. The study was conducted from March to December in 2014. The subjects of study are 342 freshmen (39 males, 303 females) of nursing department. Learning satisfaction was analyzed through questionnaires, and academic achievement was investigated through test produced by 3 professors who majored in nursing. Resources analysis was implemented by SPSS 21.0. The study leads to 3 results from the macroscopic perspective. First, there is a difference of satisfaction with whole program between all factors such as mainly used devices, available times, available days, average hours of use per day, available places. Also, items under program satisfaction (subject or content, availability, academic ability) has a difference. Lastly, change of achievement scores by each time was significant.

• 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 Creative Information Culture
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• v.7 no.4
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• pp.197-206
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• 2021

This study is a case of convergence education using the AI model of entry in elementary schools. The subject is English, and the class was conducted based on the image learning model among the convergence activities with the art department drawing and the AI model of the entry. In order to effectively achieve the learning goals of speaking and writing in English education. The class was designed by combining art and SW. Students experienced communication using AI, improved confidence, and were able to improve creativity and communication skills by expressing not only listening and speaking but also expressing through various media such as pictures and photos. In addition, in order to find out the effectiveness of the class, a survey was conducted on students and the results were analyzed. As a result of the analysis, it was found that it had a positive effect on students' participation rate, degree of understanding AI after class, interest in AI, satisfaction with AI classes.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.51-58
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• 2022

The article emphasizes the features of the modern education system in Poland, reveals the peculiarities of improving the professional competence of a specialist in Poland through the implementation of multimedia technologies. Various forms of innovations implemented in improving the professional competence of a specialist are listed: improvement (rationalization), modernization, innovation. The forms of professional improvement through the introduction of computer technologies in general and multimedia technologies, in particular, primarily include various professional courses, qualification, preparatory, methodological conferences, seminars, postgraduate studies, foreign and state internships. At the same time, the main direction is self-education. The subject of professional improvement in the application of computer technologies by specialists is the updating of existing knowledge, exchange of professional experience, planning, as well as discussion of innovative works in which specialists participate. Professional growth of specialists can occur both during work and in higher education institutions during their studies. Modernization of computer technologies, especially multimedia ones, is a necessary condition for the functioning of specialists in modern society, since specialists are at the center of the educational process, during the improvement of professional competence. The main functions of the educational process necessary for improving the professional competence of specialists through the implementation of multimedia technologies are revealed. These functions not only contribute to the professional improvement of specialists, but also affect their solutions and optimize the maintenance of contacts between specialists. The importance of creating conditions that are consistent with the modern needs of innovative education is emphasized.