• Tribology and Lubricants
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• v.33 no.4
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• pp.148-152
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• 2017

The feel of writing is important to customers when they buy smart devices with stylus such as smartphones and tablet computers. With an aim to reproduce the tactile sensibility of writing instruments when people write on the glass display using a stylus, this study focuses on the frequency characteristics of writing instruments that can describe the vibrations of writing instruments sliding over counter surfaces. In addition, this study includes the effect of various factors influencing the friction of writing instruments such as lubricant, nib material, and contact type. We perform sliding experiments with six types of writing instruments and a sheet of paper to understand the relation between the friction conditions of the nib and the frequency characteristics. As this research focuses on the tactile perception of human skin when people use a writing instrument, the analysis of frequency characteristics is performed in the perceptible frequency range of mechanoreceptors in the human skin. As a result, three types of frequency characteristics are identified. Low frequency peaks are observed for a metal nib with ink; high frequency peaks are observed for a nib without ink; and, middle frequency peaks with a wide range of distribution occurs for fabric nibs with ink. Therefore, to implement the proper feel of writing, at least three types of vibrations have to be made.

• The Mathematical Education
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• v.57 no.3
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• pp.247-270
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• 2018

The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.3-14
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• 2010

This paper examines what kind of writing ability KEC2005 requires for upper grades of engineering college. According to KEC2005, they need writing ability in the field of majors, especially capstone design subjects as well as general communication skills. An experience on preparing a quasi-research paper has some potential to be better for these demands than other writing training forms. The contents of assignments submitted by the students taking a class 'Writing in Science & Technology' in Seoul National University in 2009 supported this point of view. This paper is about a case study discussing the detailed relationship between KEC2005 and writing, and helps engineering colleges to design their own writing programs.

• Cross-Cultural Studies
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• v.37
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• pp.335-360
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• 2014

The purpose of this paper is to investigate whether high-level(level 6) essay-writing questions in Test of Proficiency in Korean (TOPIK) have been presented appropriately so as to enable foreign test-takers to display their Korean writing ability properly, and to provide some suggestions on how those questions need to be changed. To accomplish this purpose, all the essay-writing questions were collected from the 33 TOPIK tests, from the 2nd in 1998 to the 35thin 2014, and analyzed from the perspectives of their topics and formats. The results are that high-level TOPIK essay-writing questions showed a strong tendency to take as their topics Korean sociocultural structures and phenomena, or current issues in Korea, and that they frequently employed guided writing formats by providing preset ideas or/and contexts for test-takers to write in a guided way; such tendencies were analyzed to shed a negative influence on test-takers displaying their writing ability and creativity, because those topics and preset ideas or contexts provided do not allow them to express their own opinions or positions freely. It is suggested that TOPIK essay-writing questions should be changed to deal with objective and general topics which enable test-takers to write freely and logically in Korean based on their experience, because TOPIK is not a test to check whether they have enough background knowledge about the Korean society and culture, but a test to assess their Korean proficiency.

• Journal of Engineering Education Research
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• v.15 no.1
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• pp.9-17
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• 2012

Communication skills, such as writing documents and presenting technical details, are thought to be essential for modern engineers. Engineering students usually have less interest in writing and presentation than their humanities student counterparts and their concerns are different, too. So it is necessary to teach them in a different way which is suited to them. However, teaching such subjects has been a tricky problem for educators in terms of teaching methods. Also, to teach writing and presentation effectively for engineering students, collaboration between the faculties of different disciplines is necessary because each discipline has its own specific domain knowledge and approaches. But many unsolved problems exist with regard to how to deal with the technical and administrative aspects, and so on. This paper introduces one case in the education of technical writing and presentation, which is a collaboration between an engineering faculty and a faculty of literature. The literature faculty conducts basic education and training for writing skills, while the engineering faculty teaches the technical aspects of documentation, as well as presentation skills. The focus is placed on topics such as self-introduction, searching technical literature and materials, describing and explaining things and presentation practice, etc. During the class there is cooperation in each topic domain, while the faculties collaborate in teaching and evaluation.

• 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 Arbitration Studies
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• v.27 no.2
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• pp.19-36
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• 2017

This paper reviews and analyzes the U.S. cases and statutes on the writing requirements of arbitration agreement. In order to discuss the legal aspects of writing requirement on arbitration agreement in the U.S., it is necessary to delve into both the contractual aspects of arbitration agreement and statutory specifications of the writing requirements of arbitration agreement. Statute of frauds and parole evidence rule were reviewed and employed to find legal implications on the writing requirement of arbitration agreement. Relevant cases were analyzed to verify how the courts have been responded to the conflicts regarding the validity of the arbitration contract with respect to writing requirement. International treaties absorbed into the U.S legal system were also reviewed and commented to analyze their implications on the writing requirement of arbitration agreement, including the UNCITRAL Model Arbitration Law and the New York Convention.

• Annals of Clinical Neurophysiology
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• v.2 no.2
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• pp.130-134
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• 2000

Abnormal writing can result from a large variety of neurologic disorders of motor control. Primary writing tremor(PWT) in its pure form denotes occurrence of a disabling tremor induced by writing alone. Therefore PWT is typical task-specific tremor. PWT could be classified as either type A or type B. In a strict sense, type B PWT is not pure form of PWT because it is not task specific. We describe a case of PWT type A. A 53-year-old right handed policeman complained of a 4 year history of shaking of his right hand that interfered with writing. Tremor appeared during writing but not on adopting the hand position normally used for writing.

• Journal of Institute of Control, Robotics and Systems
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• v.7 no.11
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• pp.927-932
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• 2001

When people write a character with a pen stably, proper compliance planning is necessary. In this paper, after investigating the property of character writing task, we propose a fundamental grasp model for character writing and also analyze compliance characteristics for effective character writing using multi-fingered hands. For this, the general stiffness relation of multi-fingered hand is firstly described. Next, we investigate the grasp configurations for grasping a pen and then, we analyze the conditions of the specified stiffness matrix in the operational space to successfully and more effectively achieve the given character writing task. Through the analysis, an effective grasp modeling for successful character writing is shown. And also, we conclude that the operational compliance characteristics should be properly planned for character writing, stably and precisely.

• International Journal of Contents
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• v.15 no.4
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.