• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2008.04a
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• pp.157-160
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• 2008

Multi-Spinner 장비는 반도체 제조공정과정 중 Photo공정에서 노광(Exposure)공정을 제외한 PR 형성공정 및 현상(Development)을 수행하는 복합적인 장비이다. 이 복합적인 Multi-Spinner 장비의 각 수행 과정에서는 웨이퍼를 이동 작업하는데 있어서 이동경로를 최적 스케줄링 한다면 반도체 생산량 향상에 크게 도움이 된다. Multi-Spinner 장비내의 각 공정과정들은 PR 형성공정 및 현상 공정 순서에 맞게 순차적으로 진행되며, 이 과정들을 위해 이송 로봇이 순차적으로 웨이퍼를 이동하며, 이 과정에서 일정의 대기시간이 발생하게 된다. 대기시간을 줄이기 위해 C/S 유닛에 담겨 있는 수십 장의 웨이퍼들을 다음 공정으로 이송 시 이동경로의 최적 스케줄링이 필요하다. 본 논문은 스케줄링 문제를 풀기 위해 인공 신경회로망(Artificial Neural Network)을 이용한 최적 스케줄링 방법을 제안한다.

• KSBB Journal
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• v.13 no.3
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• pp.231-237
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• 1998

An attenuated Japanese encephalitis virus (JEV) clone SA-14-14-2(Vero) was obtained through successive adaptation of a primary cell adapted strain, SA-14-14-2(PDK) to Vero cell, a continuous line of monkey kidney cells. The virus titer reached above the 107 plaque forming unit (pfu) per mL of culture supernatant with 3 passages in Vero cells and was maintained close to this level in the further passages. The optimum temperature for the virus growth was $35^{\circ}C$. Growth pattern of the virus indicated that optimum time for the virus harvest is 4 days post infection and the virus accomplished rapid initial propagation even in medium containing no serum supplement. The roller bottle (RB) system and the spinner flask (SF) system using micro-carrier (Cytodex-1) for the JEV cultivation were explored. When RB, SF, and T-flask culture system were compared, there was no significant difference in virus yield. Furthermore, the results indicated that virus could be harvested multiple times from 3 days to 9 days post infection; neither severe cytopathic effect (CPE) in the infected cells nor the decrease in the titer was observed on duration of 9 days.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.