BaTiO3-Poly vinylidene fluoride (PVDF) solution was prepared by adding 0~25 wt% BaTiO3 nanopowder and 10 wt% PVDF powder in solvent. BaTiO3-PVDF film was fabricated by spreading the solution on a glass with a doctor blade. The output performance increased with increasing BaTiO3 concentration. When the BaTiO3 concentration was 20 wt%, the output voltage and current were 4.98 V and 1.03 μA at an applied force of 100 N. However, they decreased when the over 20 wt% BaTiO3 powder was added, due to the aggregation of particles. To enhance the output performance, the generator was poled with an electric field of 150~250 kV/cm at 100 °C for 12 h. The output performance increased with increasing electric field. The output voltage and current were 7.87 V and 2.5 μA when poled with a 200 kV/cm electric field. This result seems likely to be caused by the c-axis alignment of the BaTiO3 after poling treatment. XRD patterns of the poled BaTiO3-PVDF films showed that the intensity of the (002) peak increased under high electric field. However, when the generator was poled with 250 kV/cm, the output performance of the generator degraded due to breakdown of the BaTiO3-PVDF film. When the generator was matched with 800 Ω resistance, the power density of the generator reached 1.74 mW/m2. The generator was able to charge a 10 μF capacitor up to 1.11 V and turn on 10 red LEDs.

The purpose of this study is to analyze the structure, status and economic ripple effects of the fisheries processing industry in Korea using interindustry analysis. Five input-output tables published over the past twenty years have been reclassified with a focus on the fisheries processing sector. Through these multi-period tables, we analyzed changes in the inducing effects in production, value added and employment as well as the backward-forward linkage effects. As a result of the analysis, it was found that the industrial scale of the fisheries processing industry is very small compared to other food manufacturing industries. The backward linkage effect of the fisheries processing industry was greater than that of other industries, but the forward linkage effect was rather low. This means that the fisheries processing industry can be greatly affected by industrial depression of the downstream industries such as fishery and aquaculture. Production and employment-inducing effects of the fisheries processing industry have shown a decreasing trend in recent years. This reflects the reality that intermediate inputs are gradually being replaced by imports from domestic production due to the expansion of market opening and the depletion of fishery resource. In the future, it is necessary to prepare a strategy to increase the value-added productivity of the fisheries processing sector and foster it as an export industry.

This study investigated the relative effects of input-based versus output-based activities on the learning of English unaccusative constructions. A total of 73 high school students were randomly assigned into two experimental groups and one control group. Of the two experimental groups, the input-based input enhancement group (IE group) experienced a reading passage with the learning targets visually enhanced. The output-based dictogloss group (DG group) performed the dictogloss task with the identical passage given to IE group. The control group (CG group) did not experience the learning targets at all. Results showed that IE group statistically significantly outperformed CG group both at the immediate and the delayed posttests, while there was no significant difference between IE group and DG group. In terms of the generalizability of the learned knowledge, however, it was DG group that outperformed CG group at the immediate posttest. Again, there was no difference between IE group and DG group. More detailed findings are provided, along with some implications for English classrooms in Korea.

The purpose of the study is to provide an analysis of lexical, syntactic, and cohesive features, which were utilized to distinguish written products of L2 writers in the individual writing task from those in the group writing one using Coh-Metrix. In addition, the study attempts to explore linguistic differences in their written outputs with regard to their L2 proficiency and the correlationships between receptive lexical knowledge and productive lexical knowledge. A total of 105 Korean university students participated in this study. Results show that L2 learners’ written outputs varied in several variables used in this analysis such as lexical diversity and word frequency. L2 learners in the individual task yielded more cohesive texts, and they were able to incorporate more difficult words into their written products. Meanwhile, learners in the group task produced longer texts with using more logical and temporal connectives. When proficiency level was considered, L2 learners at the advanced level did not produce more cohesive texts, but instead produced more syntactically complex texts. The scores of productive lexical knowledge in the individual task positively correlated with those of receptive lexical knowledge from two different vocabulary tests. Meanwhile, the scores of productive lexical knowledge in the group task did not yield the similar results. The results implied that Korean university learners in the individual task were more task-oriented and produced a better written output.

This study examined the effects of learners’ prior knowledge of a linguistic form on the noticing function of output (Swain, 1995), which might mediate second language (L2) production and learning. Based on the degree of prior knowledge of the target form, the participants were divided into four levels. The noticing scores (measured by underlining in the subsequent input) showed that Level 2 participants—who had partial knowledge of the target form—noticed more target forms than the other levels and the comparison group. The participants in the experimental group produced more target forms on the second output activity than on the first output activity. However, learners’ increased noticing did not lead to immediate increased improvement of production and learning. Some prior knowledge of the target form was able to mediate noticing of the form, but one-time noticing might not be enough for promoting improvement of production and learning of the target form.