• Korean Institute of Interior Design Journal
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• v.24 no.4
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• pp.124-134
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• 2015

This study aims to identify the characteristics of expression of place identity shown in public design of Choryang Ibagugil in Dong-gu, Busan and analyze them from physical aspects and from psychological ones. Choryang Ibagugil has special historicity indicating that it is a hillside road(Sanbokdoro) dwelling site created after the 6.25 Korean War and the quintessence of Busan. In addition, the site is a good example that used the topographic characteristics as they were and used the road for movement called as 'gil' to design public environment. Ibagugil connected to Sanbokdoro (i.e. Mangyang-ro) starting from the big road (Busan Station) where there was a large floating population represented the regional identity to public design by the medium of 'gil.' As a result of analyzing the characteristics of expression of place identity based on the current status discovered, our conclusions could be drawn as follows: First, place forms identity under interpersonal relationships and there is a story on the lives of people in the contexts between place and identity. Second, place identity is an independent specialty of a certain place and expression of place identity into public design makes the place more place-like. Ibagugil expressed its identity while adapting to the topographic characteristics of hillside road(Sanbokdoro). Third, adjacent public buildings were included into Ibagugil, thus highlighting the placeness, although it is considered that it is ambiguous to determine it as public design in the current-status analysis. Fourth, from the public value aspect, slumized hillside road(Sanbokdoro) was improved, which led to improvement in quality of environment and improvement in pride of local residents. Resultingly, it can be said that the place identity appeared in the public design of Choryang Ibagugil were the stories that happened in this place. Moreover, the indication of future image of how the place will be developed in the future makes the value of the place more significant. Therefore, in public design for expressing place identity, utilization of independent speciality of the site is considered to be an important factor. By doing so, 'place becomes a real place' and 'place can get an independent identity.' Going further, it comes to get the characteristics of 'being the place as it is.'

• Industry Promotion Research
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• v.7 no.3
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• pp.77-83
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• 2022

This study was conducted with the purpose of helping middle-aged women who experienced insecure attachment during personal growth experience positive changes by re-illuminating their own growth process. During this study period, 14 in-depth interviews were conducted from August 2020 to September 2021, and the interview contents were based on the narrative research methodology to examine the meaning of participants' experiences regarding unstable attachment and post-traumatic growth in existential contexts. The text was described in terms of, relational context, life context, etc. As a result of the study, three participants who experienced unstable attachment and post-traumatic growth were selected and the following conclusions were drawn. First, the meaning in the existential context is the desire for recognition, perfectionism, unstable family environment, how to cope with stress, the courage to face the wounds, self-acceptance and affirmation, gratitude to the people around you, and the hope of life is the meaning in the participant experience. was interpreted as Second, the meaning in the relational context was interpreted as experiences with parents, husbands, children, interpersonal relationships, and religion. Third, the meaning in the life context is the lack of care, the reproduction of control, the responsibility as the eldest daughter, the precious family, and the meaning and value of life is the present experience in which the various experiences with the parents in the past affect the lives of the current participants. interpreted in Through the above research results, this study aims to describe the experiences of insecure attachment during childhood and the post-traumatic growth process of participants using a narrative technique, and to suggest positive alternatives to their lives.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.