• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Journal of Institute of Control, Robotics and Systems
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• v.9 no.4
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• pp.284-295
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• 2003

The servo tracks of disk drives are constructed at the time of manufacture with the equipment of servo track writer. Because of the imperfection of servo track writer, disk vibrations and head fluctuations during servo track writing process, the constructed servo tracks might deviate from perfect circles and take eccentric shapes. The servo track writing error should be corrected because it might cause interference with adjacent tracks and irrecoverable operation error of disk drives. The servo track writing error is repeated every disk rotation and so is periodic time function. In this paper, we propose a new correction algorithm of servo track writing error based on iterative teaming approach. Our correction algorithm can learn iteratively the servo track writing error as accurately as is desired. Furthermore, our algorithm is robust to system model errors, is computationally simple, and has fast convergence rate. In order to demonstrate the generality and practical use of our work, we present the convergence analysis of our correction algorithm and some simulation results.

• Journal of Engineering Education Research
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• v.1 no.1
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• pp.33-42
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• 1998

Three benefits of incorporating writing in engineering curricula are presented. The first benefit is in improving the communication skills which are essential for engineers and are attained through practice. The second benefit is in enhancing learning and is achieved by utilizing the complex process of writing to heighten the level of understanding. The third benefit, though difficult to recognize and even more difficult to promote in a society (and educational institutes) steeped in the behaviorist tradition, is in promoting meaningful learning by cultivating motivation internal to students themselves. The boundaries of writing activities are broadened to include that of stating a paragraph or even one complete sentence such that it may be incorporated in engineering without undue strain. A two-year trial of incorporating four types of writing assignments in six different courses (a total of 12 classes) at Michigan Technological University shows that writing assignments can be designed to achieve different degrees of the three aforementioned benefits. It is found that different types of writing activities need to be assigned depending on the status of course (elective vs. required) and on the composition of the students taking the course (upper division vs. lower division; majors vs. non-majors).

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.187-201
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• 2015

The purpose of this study was to examine the effects of using process-based writing poems in the elementary mathematics classrooms. For this study, we chose 128 elementary school students to examine their mathematical achievements and attitude towards mathematics when using process-centered writing poems in the elementary mathematics classrooms. Process-based mathematics and writing programs developed mainly on the geometry units were composed of four levels, idea generation, idea selection, use and idea organization grouped into similar sections in order to separate into two sections. The results of the practice of this study's problem can be summarized as follows. First, the process-based mathematics and writing activity of geometry had a positive impact on academic achievement in mathematics. Although there was not a significant difference in the fourth and fifth grades, significant differences in the fifth and sixth grade were found. Second, in regards to attitudes in mathematics, process-based mathematics and writing activities had a positive impact. In particular, the improvement of mathematical attitudes was evident in all grades. It confirmed the effective facilitation of interest and enjoyment towards learning mathematics by 4th, 5th and 6th graders who had undertaken these mathematics classes.

• Phonetics and Speech Sciences
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• v.5 no.3
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• pp.103-111
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• 2013

Traditionally it has been assumed that written abilities are completely dependent on phonology. Therefore spoken and written language skills in aphasic patients have been known to exhibit similar types of impairment. However, a number of latest studies have reported the findings that support the orthographic autonomy hypothesis. The purpose of this study was to examine whether fluent aphasic patients have discrepancy between speaking and writing skills, thereby identifying whether the two skills are realized through independent processes. To this end, this study compared the K-FAST speaking and writing tasks of 30 aphasia patients. In addition, 16 aphasia patients, who were capable of producing sentences not only in speaking but also in writing, were compared in their performances at each phase of the sentence production process. As a result, the subjects exhibited different performances between speaking and writing, along with statistically significant differences between the two language skills at positional and phonological encoding phases of the sentence production process. Therefore, the study's results suggest that written language is more likely to be produced via independent routes without the mediation of the process of spoken language production, beginning from a certain phase of the sentence production process.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.9-14
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• 2018

This paper focuses on how the latest progress in digital media and technology affects the writing education environment. In the contemporary era, collecting numerous pices of information online, and arranging them to create new knowledge is important. There is also a need to seek new methods for writing education to stay in tune with the times. To that end, this paper suggests an open writing model using hypertexts. This writing model consists of a total of five stages, which are use of information, compilation of information, open mutual discussion, search of additional information and writing to recreate knowledge. The final outcome of such writing is writing using footnotes. By describing the gist of the keyword and adding numerous footnotes, such writing opens up an infinite possibility of re-creating information into new knowledge. This method can help university students who are accustomed to the digital society to proactively use information and improve multi-disciplinary communication skills required today. This author applied such a model to university writing education and found that more than 82% of the students were satisfied. Through the process of collaboration and recreation of knowledge in writing, learners found distinct benefits and noted their horizons had broadened. Given this effect, the open writing model using hypertexts is meaningful in that it forms a learning community that goes beyond a one-way feedback from instructor to student and instead nudges students to realize collective intellect. Moreover, it is meaningful in that it moves away from a top-down approach of the instructors passing down knowledge about writing and its rules, and towards a more proactive involvement by students in creating knowledge.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.22-39
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• 2012

This paper is to introduce a 9-step prewriting process based on the definitions of some terms after reviewing the process-based writing approach in view of the problem solving and the engineering design process. Discussion includes the descriptions of some terms for developing the steps, the evolving of the steps, the knowledges and strategies for applying the process, comparison of the process with problem solving approach, recommendation of the repeated practice of the process, and teaching of text level knowledges. The 9-step prewriting process is expected to make both learning and teaching of writing easier in engineering curriculum.

• Journal of the Korean Ceramic Society
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• v.42 no.6 s.277
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• pp.425-431
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• 2005

Line Shaped Solid Oxide Fuel Cell (SOFC) with multilayered structure has been fabricated via direct-writing process. The cell is electrolyte of Ni-YSZ cermet anode, YSZ electrolyte and LSM cathode. They were processed into pastes for the direct writing process. Syringe filled with each electrode and electrolyte paste was loaded into the computer-controlled robe-dispensing machine and the paste was dispensed through cylindrical nozzle of 0.21 mm in diameter under the air pressure of 0.1 tow onto a moving plate with 1.22 mm/s. First of all, the anode paste was dispensed on the PSZ porous substrate, and then the electrolyte paste was dispensed. The anode/electrolyte and the PSZ substrate were co-fired at $1350^{\circ}C$ in air atmosphere for 3 h. The cathode layer was similarly dispensed and sintered at $1200^{\circ}C$ for 1 h. All the electrode/electrolyte lines were visually aligned during the direct writing process. The effective reaction area of fabricated SOFC was $0.03 cm^2$, and the thickness of anode, electrolyte and cathode was 20 $\mu$m, 15 $\mu$m, and 10 $\mu$m, respectively. The single line-shaped SOFC fabricated by direct-writing process exhibited OCV of 0.95 V and maximum power density of $0.35W/cm^2$ at $810^{\circ}C$.

• Journal of the Optical Society of Korea
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• v.18 no.6
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• pp.762-765
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• 2014

We fabricated a periodically poled lithium niobate (PPLN) by direct laser-writing of a quasi-phase-matching (QPM) structure in photolithographic process. Because we do not need to prepare a photomask by electron-beam writing, the "maskless" process shortens the fabrication time and significantly reduces the cost. We evaluated the poling quality of the direct laser-written PPLN by measuring the diffraction noise from the surface relief pattern of the fabricated QPM grating and comparing the results to those from a conventional PPLN made with a photomask. The quality of the PPLN fabricated by direct laser-writing was shown to be equivalent to that fabricated by the conventional method.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.89-108
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• 2004

Elementary mathematics education in the 7th mathematics curricula has been emphasized to foster ‘mathematical power’. For establishing this purpose, we need to provide the opportunities inducing to students' thoughts and to study leaching-learning methods to make structuring for their thinking process. Using to writing activities in students' mathematics learning, we think that we can find out their thinking process and this writing mathematics learning method is effective to promote their communication. Through analysing to six grade mathematics textbooks, we devised to mathematical writing types and teaching/learning models could being utilized in mathematics classes. And we investigated the influence of mathematical writing on the learning ability of students. We have experimented and investigated to after dividing experimental objects into two groups, experimental group and comparative group. We founded out, through these researches for mathematical writing teaming, that the experimental group of the former had obtained greatly better results than the latter in mathematical learning abilities and studying achievements. Based on these result, it is required to have an accumulation of research on teaching-teaming methods by using various types of mathematical writing study.