• Journal of the Korean Society for Precision Engineering
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• v.20 no.12
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• pp.42-47
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• 2003

The laser direct writing method has some advantages of being maskless, allowing rapid and inexpensive prototyping in comparison to conventional mask-based photolithography. In general, there are two kinds of laser direct writing methods such as the laser ablation method and the laser polymerization method. The laser polymerization method was studied fur manufacturing waveguide in this paper. It is important to reduce line width for image mode waveguides, so some investigations will be carried out in various conditions of process parameters such as laser power, writing speed, focusing height and optical properties of polymer. Experimentally, the optical waveguide was manufactured trapezoid shape. Through SEM the waveguide was 20 ${\mu}{\textrm}{m}$ width and 7.4 ${\mu}{\textrm}{m}$ height.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.61 no.1
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• pp.173-178
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• 2012

The quantity bill writing of organized electrical construction can be an effective to quality and process management in the construction. Therefore, in order to overcome confusion of the construction and doing an effective work, the clearly quantity bill writing is need. This paper is a focused to solve a problem of existing quantity bill as the difference in terms of work section and item information, regulatory information of ordering authority. Therefore, a terms of work section and item information, regulatory information of ordering authority has been normalized. Moreover, basic data of simplification for quantity bill writing and structure has been guaranteed.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.471-479
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• 2024

This study aims to examine the cognitive and affective changes in university students' writing self-efficacy when engaging in reflective writing classes utilizing ChatGPT. Over ten sessions, reflective writing classes using ChatGPT were conducted for students enrolled in a mandatory writing course at S University in Gyeonggi Province. The reflective journals written by the students during these sessions were meticulously reviewed as qualitative data with statistical analysis of pre- and post-surveys on writing self-efficacy. The results confirmed that utilizing ChatGPT in reflective writing classes positively impacted students' writing self-efficacy. Participants showed increased interest and confidence in their writing abilities when using ChatGPT. It was reported that they received cognitive assistance in outlining and paragraph structuring from samples generated by ChatGPT. Although survey results showed an overall increase in writing self-efficacy, the only statistically significant change was in the 'plagiarism response' category, which means a clear awareness of plagiarism issues. The process of personalizing the ChatGPT-generated samples requires consistent practice, and systematic guidelines on using such helpful tool effectively should be reinforced as a future task.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.963-980
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• 2013

The purpose of this study was to investigate the process of constructing pre-service teachers' scientific knowledge information through collective intelligence. We selected the 'Appropriate Technology' (A.T.) as the subject for formation of scientific knowledge. Twenty nine pre-service teachers of the course 'Scientific Thinking and Writing in Science Education' were allowed to freely post information whenever they wanted. They presented their full opinions, interacted with each other, and assessed the other' information on the website for a month. The way of posting was as follows. After one pre-service teacher had written the information about A.T. on the website, the other assessed the text and added or modified the writing. This process continued. We analyzed every writing they posted and questionnaire which contained the reason why they modified the text. The result was as follows. Pre-service teachers formed collective intelligence through four stages. First, pre-service teachers started to find the information related to the subject and they just added the information behind the other's writing. In the second stage, information was added, too. But the difference was that the information they selected carried values for having certain views. Third, they organized their writings with logical and critical thinking. Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence. We found the forming process of knowledge by collective intelligence, and explored the various involving patterns and thinking activities in the process. Based on this research, we expect the improvement of students' logical and critical thinking through the various classes using collective intelligence.

• Transactions of the Korean Society for Noise and Vibration Engineering
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• v.14 no.11
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• pp.1176-1181
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• 2004

In high-capacity disk drives with ever-growing track density, the allowable level of position error signal(PES) is becoming smaller and smaller. In order to achieve the high TPI(track per inch) disk drive, it is necessary to improve the writing accuracy during the servo track writing(STW) Process through the reduction of track mis-registration sources. Among the main contributors of the non-repeatable runout(NRRO) PES, the disk vibration and the head-stack assembly vibration is considered to be one of the most significant factors. Also the most contributors of repeatable runout(RRO) come from the contributors of NRRO which is written-in at the time of STW process. In this paper, the effect of NRRO on servo written-in RRO is Investigated by experimentally, and the experimental result shows that the written-in RRO can be effectively reduced through a STW process under low dense medium condition such as semi-vacuum.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.99-108
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• 2020

This study aimed to investigate beginner-level learners' use of translators in L2 writing, and shed light on its validity in writing performance through their responses on the necessity, reliability and limitation of machine translation. 117 university students from beginner-level L2 writing classes participated in the survey. Additionally, 11 of them were interviewed about their answers. The survey and interview data revealed varying viewpoints such as reliability and effects as well as reasons for choosing translator-assisted writing. The vast majority(76.1%) used web-based machine translators for their writing activities, and employed various strategies to help their insufficient L2 skills and to increase their motivation and confidence. On the other hand, they exhibited its detrimental effects including it could lead to plagiarism, and interfere with the learning process unless they post-edited the given translation. However, translators were viewed as a new, efficient, and valid educational tool for effective and successful L2 writing.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• Journal of KIISE
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• v.41 no.11
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• pp.911-920
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• 2014

In this paper, we introduce an automatic scoring system for middle-school level writing test based on using machine learning techniques. We discuss overall process and features for building an automatic English writing scoring system. A "concept answer" which represents an abstract meaning of text is newly introduced in order to evaluate the elaboration of a student's answer. In this work, multiple machine learning algorithms are adopted for scoring English writings. We suggest a decision process "optimal combination" which optimally combines multiple outputs of machine learning algorithms and generates a final single output in order to improve the performance of the automatic scoring. By experiments with actual test data, we evaluate the performance of overall automated English writing scoring system.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.183-190
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• 2010

The present study attempted to identify the metacognitive strategies used by L2 writers at the university level as well as their particular aspects which might influence the use of these strategies. Twenty-seven participants, all of whom were enrolled in an English course, were asked to write an expository essay and then complete a questionnaire which includes their beliefs and attitudes toward L2 writing experience and the metacognitive strategies during the writing process. It was found that even though inexpert writers knew and employed as many strategies as the expert counterparts did, they were unsuccessful in the quality of their texts. Simply possessing a repertoire of metacognitive strategies was not enough for successful L2 writing. The failure of the inexpert writers to apply these metacognitive strategies in an effective manner was influenced by affective factors such as anxiety, self-confidence, self-concept, etc. As a result of this study, a pedagogical implication is suggested.