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.

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

상습범과 공소장변경 : 대상판결: 대법원 1999. 11. 26 선고 99 도 3929 Utreil v. 26. 11. 1999. 99 do 3929

최관식 경운대학교 산업기술연구소 2002 産業技術硏究論文誌 Vol.5 No.1(B)

Die Folgende Untersuchung richtet sich, ein strafrechtiches Chrakteristikum des KHGSt - Urteil v. 26. 11. 1999, do 3929. festzuhalten und die Lӧsung der Probleme zu finden, die das Urteil hat.

합동범과 공동정범 : 대상판결: 대법원 1998. 5. 21 선고 98 도 321 Urteil v. 21. 5. 1998, 98 do 321

최관식 경운대학교 산업기술연구소 2002 産業技術硏究論文誌 Vol.5 No.1(B)

農民敎育 Center로서의 農業高等學校

崔冠卿 건국대학교 농과대학 농업교육학과 1975 農業敎育硏究 Vol.2 No.-

한국대학의 교육이념

최관경 釜山敎育大學校 學生生活硏究所 1999 學生指導硏究 Vol.19 No.-

The purpose of this study is to find the importance of educational ideals and to examine the educational ideals of universities in Korea. To achieve the purpose, following methods were employed. Firstly, theoretical research about the characteristics of both educational ideals and university included the documentary review and analysis. The materials applied were the books, periodicals and research articles on educational ideals. Secondly, the handbooks published from 144 domestic universities were reviewed and analyzed. Thirdly, the various data concerned were collected and arranged through FAX and telephone interview. The results of this paper are as follows: First of all, educational ideal has been described as the highest principle, the final value, the ultimate aim and perfect utopia that can be both pursued and realized through education. Educational ideal is a necessary condition for the best suitable performance of educational activities but it is not a sufficient condition. Secondly, The university has always been expected to provide for intelligent youth an education which would prepare them for doing professional work and to make them fit with respect not only to the knowledge required but also to desirable qualities of character and general maturity. Moreover. universities have three universal ideals: (1) encouraging research and preparing scholars to extend the frontiers of knowledge; (2) educating youth to perform intelligently and responsibly all the activities of life in a democracy; (3) performing informal educational services in the community at large. Therefore, research, education and service are called as the three educational ideals of university. Thirdly, it was found that (1) the percentage of universities with the perfect hierarchy of educational ideal. goal and objectives was just 39.2% ; (2) the five main contents of educational ideal which universities in Korea have codified and pursued are truth, love, service, creation and liberty. Finally, I hope that this study will in some small way help to remedy our hardest situation of education.

교직 적격자 선발을 위한 적성ㆍ인성 및 면접고사에 관한 연구

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

背任罪에 관한 一考察

崔官植 경운대학교 산업기술연구소 1999 産業技術硏究論文誌 Vol.2 No.1

어문정책과 한문교육정책의 변천 연구 : 開化期부터 日帝强占基까지 from the civilized age of Korea to the dark age under Japanese rule

최관진 청람어문교육학회 2003 청람어문교육 Vol.26 No.-

본 연구는 우리 나라의 어문정책에 따른 한문교육의 변천 과정을 음하여 우리 나라 한문교육정책의 문제점을 발편하고 앞으로의 한문교육의 방향을 찾는데 목적을 두고 있다. 1895년에 縮鬪戈, 鬪漢交用文, 純漢文 3종의 '獨立誓告文'과 洪範 14條文'이 반포되었는데, 이는 근대적인 국가의석의 자각으로 한글 창제 이후 처음으로 讚家의 公漏戈에 純國文이 사용된 것이다. 근대적인 학제의 수립과 함께 틀을 연 한성사범학교와 각종 사립학교에서는 한문을 독립 교과로 설정하여 지도하였다. 학부는 1906년 8월에 普通學校令을 側定하면서 공립학교에서도 한문을 독립교과로 지도하다가 1909년 4월에 보통학교령을 改定하면서 국어, 한문 두 과목을 國語及漢文으로 하였다. 이는 日帝가 國誘인 朝鮮語를 縮小하고 日本語를 强化한 緖果이다. 1910년 韓關合邦으로 국권이 완전히 일본으로 넘어가자 朝鮮總督府는 敎育課程에 朝鮮語及漢文을 더욱 축소하고 國語(開本語)를 대쪽 확장시켰으며 19駱년 2월 15일 공포된 普通學檀規程부터는 조선어를 선택과목화하고 한문을 일본어에 포함시켜 지도하게 하였다. 한문 교육의 나아갈 방향으로는 첫째, 실용적인 차원에서 한자가 중국문자라는 생각을 버리고 동양 공통의 문자라는 인식이 확대되어야 한다. 둘째, 초등학교에서부터 간단한 한자를 지도함으로써 중학교에서 정상적인 한문교육이 이루어질 수 있는 기반을 마련한다. 셋째, 다음 교육과정에서 최소한 1,800한자를 지도할 수 있도록 안정적인 시수를 확보해야 한다. The goals of this research are to examine the political problems of Chinese composition education in Korea through the transitional processes of Chinese composition education which was influenced by a language policy and to discover the true directions of such education. In 1896, three types(only in Hangul, both in Hangul and Chinese composition and only in Chinese composition) of 'Korea's Declaration of Independence' and 'Hong-bum 14 Jo' ( It means 14 standard rules.) were promulgated. They are the first official documents written only in Korean since Hangul was invented. The Hahn-seong College of Education and other private schools with the modem educational system taught Chinese writing as an independent subject. In August, 1906, the Ministry of Education established the Elementary Curriculum Statute, and they also let the public school students study Chinese composition as an independent course. In April, 1909, with the revised statute, Korean and Chinese composition were put together as Korean. Because Japan reduced the use of Korean as a mother tongue and increased the use of Japanese. In 1910, after the Japanese annexation of Korea ( after the loss of sovereignty), the Japanese Government-General Museum of Korea let the use of Hangul-Chinese composition be reduced in the curriculum. Also they let the Koreans study Japanese as their mother tongue. And then, by the new Elementary Curriculum Statute promulgated on February 15th, 1922, Korean became an optional subject and Chinese composition was taught with Japanese. The course that Chinese composition education should take includes these provisions : First, the old idea that Chinese characters belong to Chinese culture only must be dismissed, and the understanding that Chinese composition is a common language of the East should be expanded. Second, through teaching basic Chinese characters from elementary education, the foundation by which desirable Chinese composition education can be attained should be formed. Third, in the next curriculum, a suitable number of lessons should be secured for the learning of the list of Chinese characters (that was limited to 1,800) to be successfully accomplished.

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.