• 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.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2005.06a
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• pp.110-120
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• 2005

For utilizing vitrification to treat low and intermediate level waste, industrial pilot plant was designed and constructed in October 1999 at Daejon, Korea through the joint research program among NETEC, MOBIS and SGN. More than 70 tests were performed on simulated IER, DAW etc. including key nuclide surrogate(Cs, Co); this plant has been shown to vitrify the target waste effectively and safely, however, some dust are generated from the HTF(High Temperature Filter) as a secondary waste. In case of long term operation, it is also concerned that pipe plugging can be occurred due to deposited dust in cooling pipe namely, connecting pipe between CCM(Cold Crucible Melter) and HTF. In this regard, we have developed the special complementary system of the off-gas treatment system to recycle the dust from HTF to CCM and to remove the interior dust of cooling pipe. Main concept of the dust recycling is to feed the dust to the CCM as a slurry state; this system is regarded as of an important position in the viewpoint of volume reduction, waste disposal cost and glass melt control in CCM. The role of DRS(Dust Recycling System) is to recycle the major glass components and key nuclides; this system is served to lower glass viscosity and increase waste solubility by recycling B, Na, Li components into glass melt and also to re-entrain and incorporate into glass melt like Cs, Co. Therefore dust recycling is helpful to control the molten glass; it is unnecessary to consider a separate dust treatment system like a cementation equipment. The effects of Dust Cleaner are to prevent the pipe plugging due to dust and to treat the deposited dust by raking the dust into CCM. During the pilot vitrification test, overall performance assessment was successfully performed; DRS and Dust Cleaner are found to be useful and effective for recycling the dust from HTF and also removing the dust in cooling pipe. The obtained operational data and operational experiences will be used as a basis of the commercial facility.

• Journal of Biosystems Engineering
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• v.3 no.2
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• pp.22-33
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• 1978

To maintain the self-sufficiency of food production , it is required to improved the productivity and increase the effective utilization of land in the double cropping areas using improved cultivation technology. The following reasons encourage this cours of action because the overlapping rice harvest and barely seeding seasons complete for labour, the lower price of barley makes it financially less attractive to grow and these two facts together are responsible for a decrease in barley being planted in certain more seasonably marginal double cropping areas. Fro these reasons, it is desirable to carry out tests to improve the current cultivation techniques . In this interest , the following studies were carried out in the experimental field located at Banweol-myeon, Whasung-jkun, Gyeonggi-do from October 1977 to July 1978 in order to establish the mechanical method of barley cultivation using the power tiller. The summarized results are as follows. 1. The work performance in the seeding operation using the rotary barley seeder was 68 minutes per 10 ares which compares favourably with 408 min/10a using the conventional method. This is only one sixth of the time required by th conventional method. The operating costs using the rotary barley seeder was 1, 463 won per 10 areas as against 3, 486 Won per 10 ares for the conventional method, showing a saving of about 50% in comparison with the conventional method. 2. In the manure spreading operation, the work performance was 25 min/10a for the manure spreading machine , compared to 1089 min/10a for the manual operations. This is about one fourth of the time required by the conventional method, The operating costs were 810 Won/10a for the machine and 857 Won/10a for the manual labour. This cost shows little advantage by the machine over the manual labor costs. The conventional method of manure spreading will continue pending decision which will develope and improve the machine.3. Work performance in the rolling operation using the barley rolIer was 30 min/lOa which compares favourably with 135 min/10a using conventional method. This was one fourth of the time required by the conventional method. The operating costs were 514 Won/103. for the machine and 1, 003 Won/lOa for manual labour. In the weed control operation, the work performance and operating costs were 45min/lOa, 1, 399won/10a for the herbcide application using the power sprayer, 1, 149min/10a 8, 541won/lOa for the conventional method respectively. This is 26 times higher efficiency in comparison to the conventional method. 4. In the harvesting operation using the reaper binder and tiller attachment, the work performance was 60min/lOa and represents a cost of 2, 039won/10a. The con\ulcornerventional method took 640min/10a at a cost of 4, 757won/lOa. The reaper binder showns a saving of one tenth over the conventional method. The automatic thresher is already recommended for the current situations, and is now being used. 5. From a comparison of the results of the above trials, the serial cultivation system using the attachment for the power tiller such as the rotary barley seeder is now to be recommended for the current barley cultivation system. It is also recommend from these results that the mechanized technology now available must be used to improve and maintain the increase in barley production. It is seen th1t this is the only course now avaihble to solve the peak seasonal requirements of labour needed for l11rvesting and seeding between rice and barley cultivation.