On English Verbal Anaphor: VP Replacement and VP Ellipsis

Myung-Kwan Park,Sunjoo Choi 현대문법학회 2017 현대문법연구 Vol.96 No.-

Myung-Kwan Park and Sunjoo Choi. 2017. On English Verbal Anaphor: VP Replacement and VP Ellipsis. Studies in Modern Grammar 96, 89-107. It has been noted that VP replacement do so is not allowed with verbal passives, though it is with unaccusatives (Hallman 2013). This paper develops an identity-based account for this contrast. Bruening (2016) recently reports that VP replacement is permitted even with passives in some restricted environments. Reformulating Miller's (2011) three options for VP anaphor (i.e., VP replacement and VP ellipsis), Bruening (2016) suggests two factors governing the choice of VP anaphor. Departing from Bruening (2016), however, this paper provides an identity-based account for the issue concerned, by demonstrating that VP replacement and VP ellipsis are derived in a similar way but they require different operational domains in tandem with the identity domain for VP replacement or ellipsis. Grounded on some key representative examples, we suggest that passives as well as unaccusatives require syntactic identity, but that they are distinguished in terms of the category where VP replacement or ellipsis applies. Furthermore, the difference between VP replacement and VP ellipsis concerning the size of operational domain can be extended to account for causative-inchoative alternations. In doing so, we argue that meeting the identity condition is crucial for VP replacement as well as VP ellipsis.

敎育의 目的에 관한 分析的 硏究

崔冠卿 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

Since all educational activities are in the final analysis a process or means by which the attainment of various specific aims are sought, educational teleology has always been a subject of utmost interest in education. Thus, in our study of educational history, our primary interest has always been the specific educational aims sought in different historical periods. But, as if to prove the justice of Jacques Maritain's warning the it was a serious mistake on the part of modern education to be obsessed with educational means and methods at the expense of its goals because of the multiple effects of progressivism, logical positivism, analytical educational philosophy and utilitarianism, educational teleology has all but lost its place both in theory and practice. It may be said in this context that the most serious problem facing educational programs at all levels today stems from our obsession with means rather than ends. Education devoid of its inherent goals and values is mere training--although there are many who seem to equate utilitarianism as teleology. It would be not only foolish but dangerous as well for an educator to be content with the short-term goal for conducting daily class without making an overall study of long term educational goals. Such an attitude on the part of the educator reminds one of a windblown skiff at sea without destination or compass. In this research, first, a comparative study of concepts represented by such cognates as "objectives", "goals", "ideals", etc is made. And it is found that although there are essential differences among them, the terms can be mutually appropriate depending on circumstances. It is noted, however, that unprincipled indiscriminate use of such terms may lead to the mistake, for instance, of identifying the attainment of mere curricular objectives with that of educational goals and ideals. Secondly, there is to be found a general lack of basis where the classification of educational aims is concerned, whether it be the educational philosopher or educator who is involved. In order to minimize such errors which may arisc from a lack of principles, three categories of educational aims are logically inferred from the relations between the ends of means, and manipulatively defined as 1) intrinsic aim 2) instrumental aim and 3) ultimate aim. The educational views advocating each of these three categories are respectively named "the view of ultimate educational aim", Next, a study is made of the limits of the view of intrinsic educational aim", "the view of instrumental educational aim"' and "the view of ultimate educational aim". Next, a study is made of the limits of the view of intrinsic educational aim from five different aspects. Thirdly, if we are to depend on the view of intrinsic educational aim, we are likely to come to the dilemma of "education for education's sake." The view of instrumental educational aim is bound in the long run to debase the functions of education to those of mere tools. The view of ultimate educational aim may finally result in a situation where there is no human activity outside of education. Consequently, we always have to seek the harmonic realization of the above three aims of education.

교통안전을 위한 차선과 신호등에 관한 연구

崔昌洽,許寬會 成均館大學校 科學技術硏究所 1991 論文集 Vol.42 No.1

This paper study on lanes and signals in traffic safety symbols. In lanes the color and line are very important factors that give driver a direction and signal. Hence wrong-used color and line give driver confusion which cause traffic accident. According to this point at issue we deal with one way road, parking-stoping prohibition lane, lane change prohibition sign safety Zone and variable lane. In signals we have signal cycle improved so that fit continuous traffic flow and drivers can afford to cope with signal change, and deal with an yellow on-and-off light that stand on the intersection at midnight. The method is the analysis of the road traffic laws in force and questionaire for drivers in order to search the point at issue.

교수 강의 평가제에 관한 연구 : 교육대학을 중심으로

최관경,김영일 釜山敎育大學校 1993 부산교육대학 논문집 Vol.29 No.1

교직 적격자 선발을 위한 적성ㆍ인성 및 면접고사에 관한 연구

최관경 釜山敎育大學校 1994 부산교육대학 논문집 Vol.30 No.1

교육목적관의 비교

최관경 釜山敎育大學 學生生活硏究所 1991 學生指導硏究 Vol.11 No.-

ABSTRACTWe can see the "dehumanizing phenomena" in our society and school due to the development of science and techology and the repidly changing complex society. In such a soceity, man tends to be viewed as a mechanical being. As one of these main factors, the views of Education as a means may be responsible for the losing humanity. Education tends to be viewed as an instrument to get "material benefits", "success" or "ahead in the world" rather than viewed as an aim; values in and of education itself for the personal growing and development as a desirable human being. Education has been failed to the development of active and creative man, which, results in making our students automata and feeling them meaninglessness and purposelessness in terms of their existence.In fact, since all educational activities are in the final analysis a process or means by which the realization of various specific aims are sought, educational teleology has always been a subject of utmost interest in Education. As if to prove the warnings of Jacques Maritain, Abraham Maslow, and D. C. Corrigan that it was a serious mistake on the part of modern education to be obsessed with Educational means and methods at the expense of its goals, Educational teleology has nearly lost its place both in theory and practice of education. It may be said in this context that the most serious problem facing educational programs at all levels nowadays stems from our obsession with means rather than ends. Education devoid of its inherent goals and values is mere training. Consequently, the most important task in education is the finding of value and aims of all educational activities. Aims function as standards that guide and determine the patterns of our efforts, telling us what to do with our limited time and energy.In this research, two categories of educational aims are logically inferred from the relations between 'value of education as end' and 'value of education as means' and can be operationally defined as intrinsic aims of education and instrumental aims of education respectively. As a result, the educational views advocating each of these two categories are respectively named the intrinsic teleology of education and the instrumental teleology of education. Next, a study is made of the paradoxes of both the intrinsic teleology of education and the dysfunctions of the instrumental teleology of education.Especially, if we are to depend on the intrinsic teleology of education, we are likely to come to the dilemma of education for its own sake. The kind of life that is not a means to any cannot be in the world.Moreover, the instrumental teleology of education is in the long run to debase the functions of education to those of mere tools and makes students become only slaves of pursuing full marks and success. In order to minimize paradoxes of the intrinsic teleology of education and dysfunctions of the instrumental teleology of education, it is quite needed to explore establishment of the integral teleology of education. Model of such a teleology as Chuang Tzu asserts is presented as follows:A wood carver made a post to hang bells on. When the post was finished, all people admired it as a miraculous work of art.Also the prince of Lu looked at it and asked the carver:"What is your secret?"The carver answered:"I am a simple artisan and do not know of secrets. There is only one thing to be considered. When I was about to make the post, I was on my guard not allow my energy to be diverted by any other idea. I fasted in order to bring my mind to balance. When I had fasted for three days, I did not dare any longer think of reward and honor; after five days I no longer dared think of praise of blame; after sevem days I had forgotten my body and my limbs. At this time I did not even think of His Majesty's court. In this way I identified myself completely with my art, and all temptations of the outer world had vanished. After that I went into the forest and looked at the natural shape and growth of the trees. When I happened to see the right one, the post for the bells stood ready before my eyes, and I could go to work. Otherwise I would have failed. And the people hold my work divine because my innermost nature became merged with the nature of the material."In conclusion, it is suggested that schooling at all levels should help students find, internalize, and fulfil their meaning and self-transcendent purposes in life incessantly for themselves.

병렬 VOD 서버의 확장을 위한 스트라이핑 정책

최숙영,최현호,한주희,유관종 한국정보전략학회 1999 추계공동학술대회 논문집 Vol.- No.01

본 논문에서는 확장 가능한 병렬 VOD서버 모델을 제시하고, 이 별렬 VOD 서버에서 기존의 디스크 공간이 부족하여 새로운 병렬 서버를 추가할 경우, 데이터 분배 문제를 고려한다. 새로운 서버에 미디어 파일을 추가할 경우, 특정 서버에 부하가 몰리는 것을 방지하기 위해 기존의 서버에 저장되어 있는 일부 데이터들을 이동 시켜서 각 서버의 사용가능한 디스크 공간을 조정한 뒤, 각 디스크 부하를 최소화 하도록 고려하여 데이터를 저장하는 스트라이핑 방법을 제시한다.

남강 이승훈의 교육사상

崔冠卿 釜山敎育大學 1990 부산교육대학 논문집 Vol.26 No.1

The aim of this study is to comprehend Nam-Gang's educational thought and to find out he significance of his thought on the improvement of our shameful reality of education. Nam-Gang was born as the second son of Seok-Joo Lee in Jeong-Ju of Pyung-An Province ?? March 25th, 1864, when Korea was intensely influenced by the foreign forces, and died ?? stenocardia at Yong-Dong of O-San on May 9th, 1930. When Nang-Gang was 8 months old he lost his mother. As misfortunes seldom come ??ngly, both his grand mother and father died when he was 10 years old. In result, he couldn't have depended upon anyone as an orphan in a strange land. So he began to serve as a room servant of Ill -Kwon Im, who managed a few plants of ??rassware and its store. Gradually, Nam-Gan acquired his master's confidence as a result of his diligent service and constant honesty. At the age of fifteen he married Miss Kyung-Kwang Lee and started an independent housekeeping. After more than eight years of peddling, Nam-Gang ran a store of brassware ?? Cheong-Jeong and continuously opened its branch office at Pyung-Yang. Year after ??ear, he made his enterprise more flourishing. Nam-Gang eventually became the wealthiest ??erchant in Korea at the age of thirty nine. But he withdrew himself from the whole business activities in 1905, because he suffered a fatal loss from the aftermath of the Russo-Japanese War. Since Nam-Gang met Do-San Chang-Ho Ahn at Pyung-Yang in 1907 when he was 44 years old, he had been absorbed in educating of the students of Five Mountain School and ??evoted to the liberation of his fatherland from Japan by joining Shin-Mean-Hae, which was ??rganized by Do-San. Nam-Gang was arrested on the suspicion of Anti-Japaness ??ovements and was sent to prison for nine years three times. In particular, he played the activest part in the 1919 Indepenedence Movenent of Korea. Above all things Nam-Gang had lived his whole life as a nationalist without submission to the suppression of Japaness Imperialism. His nationalism was on the basis of commoners' spirit, cooperative spirit a?? Christianism. Consequently, Nam-Gang has been referred to as an eternal master of o?? nation.

再開發組合長이 행한 組合員名義의 약속어음공증에 대한 대행법무사에 의한 공증신청시 과다수수료 계약에 대한 刑事法的 問題 : 對象判決 : 大法院 1997. 6. 13 宣告 97 도 618 判決

崔官植 경운대학교 산업기술연구소 2001 産業技術硏究論文誌 Vol.4 No.1

Die folgende Untersuchung richtet sich, ein strafrechtliches Charakteristikum des KHGSt-Urteil v. 13 6 1997, 97 do 618 festzuhalten und die Losung der Problemezu finden, die das Urteil hat

교원평가제에 관한 연구 : 누구와 무엇을 위한 평가인가

최관경 부산대학교 초등교육연구소 2005 초등교육연구 Vol.20 No.-

The purpose of this study is not only to find the function and dysfunction of teacher evaluation but also to dicern the main dispute points over a new teachers' evaluation system between the Education Ministry and the nation's major teachers' groups(KTFA and KTU). The teacher is the indispensable element in the school. Teacher expertise is the single most important determinant of student achievement. To improve student achievement and to enhance the quality of schooling, we must improve teacher performance and quality. In fact, teaching is a very complex activity and is not reducible to a set of teaching behaviors. Why do we evaluate teachers? There are three main reasons to evaluate teachers: 1. To improve teacher effectiveness 2. To encourage professional growth 3. To remediate or eliminate weak teachers Two reasons stated above deal with the development of teachers ; one relates to making a judgment about the competence of a teacher for reasons of future assistance or employment. One problem with teacher evaluation is that it has used for two purposes:(a)helping the teacher improve(formative evaluation) and at the same time (b)determining the future employment status of the teacher(summative evaluation). Especially, teacher evaluation should include teacher self-evaluation, peer observations, and peer coaching. Teachers must be freed from the fear of negative evaluation if they are going to engage willingly in a process to improve the quality of their professional work. According to Mc Greal, no single idea or concept has been more detrimental to successful teacher evaluation than the rating scale (Beerens, 2000:11). The de-emphasis of grading, rating, and ranking is fundamental to the success of new teacher evaluation system. The current evaluation system was criticized for not adequately measuring teachers' performance because only a principal, who rarely attends classes, assesses school staff. Forty-eight elementary, middle and high schools across the country were selected by The Education Ministry will operate the new system until next August on a trial basis. Under the ministry's plan, students would fill out a survey measuring how satisfied they are with their teachers, and parents would also evaluate their children's satisfaction level with school. Teachers would also evaluate other teachers' work on class preparation materials and curricula. However, the nation's two major teacher's groups, KTU(Korean Teachers and Education Workers' Unions) and KTFA(Korean Teachers Federation Association) have vehemently opposed the plan to broaden the evaluation, saying the government should invest more in schools instead. Teachers are in doubt about the government's plan and say that the new system won't reflect their promotion or wage and will be solely for "self-development."