• Cross-Cultural Studies
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• v.51
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• pp.329-356
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• 2018

Types of emotional expressions are comprised of vocabulary that describes emotion and composition of sentences to express emotion such as an exclamatory sentence and a rhetorical question, expressions of interjection, adverbs of attitude for an idea, and a style of writing. This study is focused on vocabulary that describes emotion and analyzes the aspect of translation when emotional expression of 'Kyo(驚)' is shown in "Kokoro". As a result, the aspect of translation for expression of 'Kyo(驚)' showed that it was translated to vocabulary as suggested in the dictionary in some cases. However, it was not always translated as suggested in the dictionary. Vocabulary that describes the emotion of 'Kyo(驚)' in Japanese sentences is mostly translated to corresponding parts of speech in Korean. Some adverbs needed to add 'verbs' when they were translated. Different vocabulary was added or used to maximize emotion. However, the corresponding part of speech in English was different from Korean. Examples of Japanese sentences expressing 'Kyo(驚)' by verbs were translated to expression of participles for passive verbs such as 'surprise' 'astonish' 'amaze' 'shock' 'frighten' 'stun' in many cases. Idioms were also translated with focus on the function of sentences rather than the form of sentences. Those expressed in adverbs did not accompany verbs of 'Kyo(驚)'. They were translated to expression of participles for passive verbs and adjectives such as 'surprise' 'astonish' 'amaze' 'shock' 'frighten' 'stun' in many cases. Main agents of emotion were showat the first person and the third person in simple sentences. Translation of emotional expressions when a main agent was the first person showed that the fundamental word order of Japanese was translated as in Korean. However, adverbs of time and adverbs of degree were ended to be added. The first person as the main agent of emotion was positioned at the place of subject when it was translated in English. However, things or causes of events were positioned at the place of subject in some cases to show the degree of 'Kyo(驚)' which the main agent experienced. The expression of conjecture and supposition or a certain visual and auditory basis was added to translate the expression of emotion when the main agent of emotion was the third person. Simple sentences without the main agent of emotion showed that their subjects could be omitted even if they were essential components because they could be known through context in Korean. These omitted subjects were found and translated in English. Those subjects were not necessarily human who was the main agent of emotion. They could be things or causes of events that specified the expression of emotion.

• Cross-Cultural Studies
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• v.53
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• pp.131-161
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• 2018

Emotional expressions are expressions that show the internal condition of mind or consciousness. Types of emotional expressions include vocabulary that describes emotion, the composition of sentences that expresses emotion such as an exclamatory sentence and rhetorical question, expressions of interjection, appellation, causative, passive, adverbs of attitude for an idea, and a style of writing. This study focuses on vocabulary that describes emotion and analyzes the aspect of translation when emotional expressions of 'Hu(怖)' is shown on "Kokoro". The aspect of translation was analyzed by three categories as follows; a part of speech, handling of subjects, and classification of meanings. As a result, the aspect of translation for expressions of Hu(怖)' showed that they were translated to vocabulary as they were suggested in the dictionary in some cases. However, they were not always translated as they were suggested in the dictionary. Vocabulary that described the emotion of 'Hu(怖)' in Japanese sentences were mostly translated to their corresponding parts of speech in Korean. Some adverbs needed to add 'verbs' when they were translated. Also, different vocabulary was added or used to maximize emotion. However, the correspondence of a part of speech in English was different from Korean. Examples of Japanese sentences that expressed 'Hu(怖)' by verbs were translated to expression of participles for passive verbs such as 'fear', 'dread', 'worry', and 'terrify' in many cases. Also, idioms were translated with focus on the function of sentences rather than the form of sentences. Examples, what was expressed in adverbs did not accompany verbs of 'Hu (怖)'. Instead, it was translated to the expression of participles for passive verbs and adjectives such as 'dread', 'worry', and 'terrify' in many cases. The main agents of emotion were shown in the first person and the third person in simple sentences. The translation on emotional expressions when a main agent was the first person showed that the fundamental word order of Japanese was translated as it was in Korean. However, adverbs of time and adverbs of degree tended to be added. Also, the first person as the main agent of emotion was positioned at the place of subject when it was translated in English. However, things or the cause of events were positioned at the place of subject in some cases to show the degree of 'Hu(怖)' which the main agent experienced. The expression of conjecture and supposition or a certain visual and auditory basis was added to translate the expression of emotion when the main agent of emotion was the third person. Simple sentences without a main agent of emotion showed that their subjects could be omitted even if they were essential components because they could be known through context in Korean. These omitted subjects were found and translated in English. Those subjects were not necessarily humans who were the main agents of emotion. They could be things or causes of events that specified the expression of emotion.

• Korean Institute of Interior Design Journal
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• v.20 no.3
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• pp.110-118
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• 2011

Today aesthetics expression could be a 'Everyday-life Beauty', because today art & design are closely related with a contemporary life. This thesis dealt with a everyday-life and sensitive design which sublimate from everyday-life material to the concept of aesthetics, such a purpose of this thesis establishes a base of everyday-life design through everyday-life aesthetics. This purpose made to pay attention to Japan's aesthetics concept, because Japan has been maintained and developed its own everyday-life aesthetics. Even if Japan doesn't have only everyday-life aesthetics, it is useful that is studies as some kind of a prototype. So this study analyzed about a everyday-life aesthetics and the expression method through the case-study of Japan. According to Yonagi Muneyoshi and Leonard Koren, the Wabi-Sabi has three conceptual characteristics like impermanent, incomplete, and imperfect and six expression characteristics like implication, tranquility, simplicity, coarseness, purity, and association. This study process is as follows. In the first a vocabulary of interior design was derived from three conceptual characteristics and six expression characteristics, and spatial facts was abstracted from it, and then volume, form, and then shape of composition facts of interior space was extracted from it. Finally the expression characteristics of the Wabi-Sabi in interior design was derived from these processes. In conclusion, the expression characteristics of the Wabi-Sabi in interior design is the transitional space through a Shadow, the conversional space through form and material composition, and the copying space through a natural friendship.

• Journal of the Korea Furniture Society
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• v.23 no.2
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• pp.185-194
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• 2012

Contemporary society maintains mass-product system that keeps endless cycle of making and consuming. In this vein, everyday life becomes to be under the control of function and efficiency. On the contrary, the people are getting to have a desire of escaping from this everydayness, that is, the desire for non-everydayness. British architect, Nigel Coates understood the potentiality of contemporary metropolis which produce new experiences through their heterogeneities. During 1980s, Japanese economic bubble provided rich nourishment to the desire for non-everydayness based on consumers' tastes. Nigel Coates snatched this phenomena and designed commercial spaces aligned to the non-everydayness. He shows very eloquent version of escaping sense. We can find the exquisite quality of non-everydayness through design vocabulary of object's form and arrangement. In the viewpoint of object form, Coates adopted classical statues of Greek, that is antique, and modern gadgets such as airplane wings and seats. Also, we can find abundant gestures of curvilineal contours throughout the objects he designed. As for the objects' arrangement, he introduced repetition and curved composition that can stimulate human interaction with interior scape.

• Korean Institute of Interior Design Journal
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• v.22 no.1
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• pp.38-46
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• 2013

The change in radically changing era requires various interpretation of interior space and application according to it Minimalism shows simple and pure geometric structure and has been influencing to every aspect encompassing space till present. The features of minimalism in space is geometric structure and composition of simple and repetitive line, restrained simple space, pure and structural simplicity. When minimalism construction is discussed, the vocabulary of simplicity has been followed incidentally and has been discussed as concept of simplicity in new viewpoint through historical flow. The purpose of this study is analyzing basic features of John Pawson's ways of working and trying to define the semantics of the new simplicity concept in modern interior space. The new simplicity in John Pawson shows interactive relationship of eastern and western through basic consideration of fundamental elements such as space, light and materials. The relational simple in intermediation of the new simplicity expressed by amalgamation of eastern and western further from disparate interpretation for simplicity expressed in eastern and western is to review back the basic meaning of simplicity in minimalism. And I hope this study can offer various directions for new interior space accepting theory of the new simplicity and I think that new constructional alternative is required as physical space which can be matched with era of social, environmental chaos caused by this theory of the new simplicity.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.2
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• pp.15-23
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• 2011

The purpose of this study is to analyze the methods applied to educational facilities of Steven Holl's architecture, especially focusing on sensible elements in the public space. Steven Holl has realized distinct space by applying very specific and limited concept. such as perspective space, color, light and shadow, time duration and perception, haptic realm, and proportion & scale. Education facilities designed by Steven Holl, are influenced the sensible aspects of space, form, materials, patterns, and other various sensible elements. Beyond the limits of color and sculptural vocabulary, Steven Holl utilizes a variety of ways which shown in educational facilities design and is identified by the emotional phenomenology of perceptual experience. Various elements in the public space are reinforced through light and materials to make experiential space in the educational facilities. This study used a composition of space that combines various sensible elements, meanings, and senses to examine how Steven Holl's architecture can mediate and reproduce user' emotional experiences and discover the existential relationship between space and user in public space of educational facilities.

• Korean Institute of Interior Design Journal
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• v.16 no.4
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• pp.99-109
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• 2007

In the 19th century, a series of study by Hittorff, Semper, Ruskin, and others on architectural polychromy in various perspectives appeared. This presumed that the architectural polychromy could become an essential part of architectural composition and contribute to create new architectural style, if not, at least new architectural and cultural context of the 19th century, the period when it is considered that the stylistic evolution in architecture is absent. In the course of the stylistic development of church architecture of the 19th century in France, the architectural polychromy, grounded in a theory of representation, played a critical role as one of the main sources to create new architectural vision. The church architecture during the Second Empire in France was particularly susceptible to be influenced by this inevitable phenomenon, which signified an epistemological mutation in architectural perception beyond optical and perspective effect in the history of architecture. Here the study attempts to recognize the aesthetic value of the architectural polychromy in the 19th century, and investigate its application, as not just an aspect of architectural embellishment but an indispensable portion of architectural vocabulary, on the church architecture in France throughout the 19th century, then to define its role in creating new architectural environment.

• Journal of the Society of Disaster Information
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• v.15 no.1
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• pp.121-132
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• 2019

Purpose: This study aims to analyze the meaning of architectural space of Alvar Aalto, which is based on architectural theories of periodic flows and the form of the space with the various elements applied to the works. Method: It analyzes the interrelationships of light, form and material in triangular composition by synthesizing the architectural vocabulary of Alvar Aalto from the viewpoint of modernism. Results: The architectural works of Alvar Aalto are centered on the combination of light, form, material, and space diversity, emphasizing social awareness and linking the human scale with the building environment. Conclusion: The structure of the Alvar Aalto is a synonym of nature and culture, society and individuals, standardization and diversity, universality and locality, intellectual and emotional, scientific and human psychological. It is possible to apply reciprocity elements to architectural spaces in a comprehensive manner while being different from each other in terms of rationality and immediacy.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.18 no.6A
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• pp.129-137
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• 2008

As the use of the internet increases, the distribution of spam mail has also vastly increased. The email's main use was for the exchange of information, however, currently it is being more frequently used for advertisement and malware distribution. This is a serious problem because it consumes a large amount of the limited internet resources. Furthermore, an extensive amount of computer, network and human resources are consumed to prevent it. As a result much research is being done to prevent and filter spam. Currently, research is being done on readable sentences which do not use proper grammar. This type of spam can not be classified by previous vocabulary analysis or document classification methods. This paper proposes a method to filter spam by using the subject of the mail and N-GRAM for indexing and Bayesian, SVM algorithms for classification.

• Proceedings of the KSPS conference
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• 1997.07a
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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.