This paper proposes a hierarchical approach to the machine loading problem when the workload and tool magazine capacity of each machine are restrained. This heuristic approach reduces the maximum workload of the machines by partially grouping them. This research deals with situations where different groups of machines performing the same operation require different processing times. This work proposes a solution that is comprised of two phases. In first phase, demand is divided into batches and then operations are allocated. In Phase II, the processing time of the operation is different for each machine group, which is composed of the same identical machines; however, these machines can perform different sets of operations if tooled differently. In partial grouping, each machine is tooled differently, but they can assist one another in processing each individual operation.

Translation has been a key factor in the cultural transfer in the era of globalization. Despite the growing importance of the role of translation which helps to represent, construct and even manipulate cultural identities between different cultures, the absence of translation pedagogy in the current foreign language education in Korea creates a rather limited perspective about the nature and function of translation. Because of the constrained view of the role of translation as well as the historical prejudice against the role, translation is mostly used as the criteria for language proficiency testing, while topics like what to teach in translation pedagogy as well as how to teach are rarely discussed. This study analyzes the problems of the current use of translation in language teaching practice, and the limit of the traditional concept of word-for-word translation, characterized by a decontextualized practice, which has resulted in a restricted and mechanized practice of translation. By problematizing these issues, this study aims to provide more constructive and diverse approaches to translation pedagogy and a rendering of the meanings in translation. For practical aspects, this study will also examine the characteristics of translation-related courses, currently offered at major higher education institutions in the USA and Europe, where translation pedagogy is considerably well established, and provide direction for on what to teach.

The current study has two research questions: 1) Are EFL students’ ratings comparable with the advanced or native TESOL graduates’ ratings? 2) What are the significant variables that discriminate one self-marked proficiency group from another? To address question 1, 90 Korean EFL learners rated 3 sample essays on a 5-scale with four writing features (organization, content, language use, and holistic feature), Twenty-five TESOL graduates also rated the sample essays given the same scoring rubric. The students’ ratings then were compared to the ratings of TESOL graduates. To address research question 2, 100 students’ responses to 10 survey items were analyzed, using discriminant analysis (DA). The result showed 1) that significant difference were observed in a few analytic features between students’ ratings and colleagues’ ratings, and 2) that the students who marked themselves as high-proficient writers were likely to respond with confidence that their ratings were accurate. In conclusion, differing L2 proficiency level is partly, but not fully associated with rating performance in subjects who are able to read and comprehend English sentences. On the other hand, L2 proficiency influenced student raters’ perception.

The aim of this study was to help elementary English teachers in Korea be more effective English teachers. This study discussed the concept of sociolinguistic features (face, address terms, and interjections) from an interactional sociolinguistics perspective. For this study, a native teacher’s English art classes (2nd grade) were recorded three times and carefully transcribed with the help of three native students in the University of Mississippi; informal interviews were done for checking some matters. Many differences between the native teacher’s utterances and the sentences in Classroom English published by the government of Korea were found. In terms of face, four patterns were found: from indirect to direct face threat, using ‘we’, using ‘if’, and changing to questioning. In the notion of address terms, two unique patterns were found: using titles such as ‘sir’ and ‘ma’am’ for politeness, and using nicknames such as ‘honey’ and ‘missy’ for solidarity or politeness. In the notion of interjections, three patterns were found: ‘OK’, ‘Now’, and ‘Howdy.’ On the basis of this study, it could be implied that, first, Classroom English should focus on contextual meanings as well as conventional meanings in instruct stages or teaching language skills, second, classroom English should make other categories for dealing with interjections such as ‘OK’, ‘Now’, and ‘Howdy’, and last, Classroom English should deal with some cultural knowledge for teachers.

The task-based approach to second or foreign language pedagogy aims to provide learners with a natural context for authentic language use. While learners are performing real-world or pedagogical tasks, they have opportunities not only to get a rich and comprehensible input of real language, but also to produce target language items to exchange meanings. Interaction in doing the tasks is thought to facilitate language learning process. Thus, one of the important things that teachers have to do first for their task-based English classes is to design tasks for target language items reflecting native speakers’ authentic language use. It is expected that learners can communicate with foreigners using the prescriptive target language items outside the classroom. This research attempted to find out if non-native English teachers would be able to make accurate predictions about target language items in terms of language forms and lexical phrases that would naturally occur when English native speakers carried out two types of tasks (closed tasks and open tasks). The results showed that many language items predicted by non-native English teachers did not appear in the recorded data by English native speakers, especially for open tasks. Thus, this research called into question the practice of setting tasks at the end of a PPP cycle (presentation, practice, and production), to allow students to put into use target language items that has previously been practised.

A field-specific essay test was developed as an attempt to improve the ESL placement procedure for international graduate students at the University of Illinois at Urbana-Champaign (UIUC). Graduate departments were classified into four areas, business, humanities/social sciences, technology and life sciences, and a set of four input prompts, and writing questions was developed. A total of 124 volunteers participated in taking both the regularly-required general-topic test and the field-specific test. A total-group FACETS analysis of the students’ performance on the two tests showed that they performed better on the field-specific test. However, subgroup analyses showed the field-specific topic effect only in the business and life sciences subgroups, while no prompt effect was found for the humanities/social sciences and technology subgroups. Considering that early in the test development procedure, these results were predicted by in a prompt evaluation session, the results suggest that more effort should be exerted to carefully select the topic and content of prompts in order to secure equivalency of the topic effect across all disciplinary groups. This paper further addresses limitations and promising research directions.

Poly(vinyl alcohol) (PVA)이 폴리술폰 한외여과 막, 술폰화된 폴리에테르술폰, 폴리아미드 나노 막 위에 코팅된 나노 복합막을 가압법에 의해서 제조되었다. PVA는 글루터알데하이드 수용액으로 가교되었다. 모든 지지층위에 PVA 희박용액이 성공적으로 코팅되어 나노복합막이 제조되었다. 지지막 위의 친수화도가 높아짐에 따라 수투과 유량이 증가하였다. 특히 음하전을 띠는 폴리아미드 나노 복합막의 제타전위는 PVA로 코팅함으로서 감소되었다. 막 오염 실험은 양이온을 띠는 계면활성제, 휴민산, 휴민산과 칼슘이온 복합체 및 bovine serum albumin을 사용하여 실행하였다. PVA로 코팅되지 않은 폴리아미드 나노복합막은 각각의 오염물질에 의해서 심하게 오염되었다. 휴민산과 단백질에 의한 오염은 오염물질의 등전점에서 가장 심하게 발생하였다. 휴민산에 이가 양이온을 첨가함으로서 오염이 심각하게 일어났다. PVA 수용액으로 폴리아미드 나노 복합막을 코팅함으로서 막 오염이 감소되었다. PVA로 코팅된 폴리아미드 나노 복합막은 산, 염기용액에 대해 저항성을 보였다.

비대칭 폴리비닐리덴플루오라이드(PVDF) 막을 상전환법으로 제조하였다. 도포용액은 PVDF를 용매인 N-ethyl-2-pyrrolidone (NMP)와 비용매인 1,4-dioxane, diethyleneglycol dimethyl ether (DGDE), acetone, (equation omitted)-butyrolactone(GBL)의 혼합용매에 녹여서 제조한다. 여러 첨가제가 도포용액 특성, 투과특성과 막 구조에 미치는 영향을 조사하였다. 응고제인 물과 1,4-dioxane, DGDE, acetone과의 상용성이 NMP보다 낮아서 기공크기가 작아진다. 첨가제의 양을 조절하여 기공크기를 변화시켰다. 혼합용매(수계 및 비수계)가 막의 투과성능에 미치는 영향을 살펴보았다. 용액점도뿐만 아니라 표면장력도 용매 투과특성에 영향을 끼침을 알 수 있었다.

통합형 비대칭 폴리아크릴로니트릴(PAN) 한외여과막의 기공크기를 줄이기 위하여 아닐링을 하였다. 두 종류 PAN 고분자(단일중합체와 공중합체)의 화학적 구조가 아닐링에 미치는 영향을 조사하였다. PAN 고분자의 아닐링은 고분자의 화학적 구조에 큰 영향을 받는다. 공중합체가 단일중합체에 비해서 덜 강직한 구조를 지니므로 아닐링에 훨씬 큰 영향을 받는다. 아닐링을 실시하기 전에 고분자 내에 잔존하는 용매의 완벽한 제거를 위하여 분리막을 물 속에서 예열 처리하였다. 예열처리를 하지 않은 경우가 아닐링 효과가 더 컸다. 높은 온도에서 아닐링 하기 전에 예열을 하면 기공크기의 증가를 가져 왔다. 막의 표면은 약간 음전하를 띠었고 PAN 나노막의 염배제율은 다음과 같은 순서로 측정되었다: R(Na₂SO₄) > R(NaCl) > R(MgSO₄) > R(CaCl₂). Donnan 평형과 전기중성도에 의해서 염제거 거동을 설명하였다.