Lesson Deployment by Introducing Movie Locations

Masaaki Oki 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.2

Many movies are filmed in and around famous buildings and locations. When appreciating a movie, the audience is fascinated by the beauty of such places in the background, and are subconsciously driven by questions such as "where is this place?" and "where is that building located?" It seems reasonable to suppose that such feelings of curiosity can be addressed in a lecture. As a matter of fact, teachers who have watched many movies and know a lot about movies agree that research of "cross-cultural spaces" like movie locations can be very useful as teaching material, and in particular a great help to students who are planning to go abroad and experience a foreign culture. For this reason, this paper will introduce some movie locations and present the advantages of using these locations as teaching material. It will also consider how effectively movie location sites influence English lectures and cross-cultural learning, and offer three points of view on how learning about movie locations influence students' motivation.

Implementing Lessons Based on Movie Reviews

Masaaki Oki 영상영어교육학회 2011 영상영어교육 (STEM journal) Vol.12 No.2

There have been numerous recent developments in methods of teaching how to write in English by using movies. However, there are not many papers that deal with showing teachers the actual process of how to get students to write a movie report, and then gauge its effect through feedback from the students. A number of journals have published papers which rank movies based on their degree of English difficulty. However, most of those papers focus on the methodology of how to use a movie, how to get an effective result in the limited time, or how to develop and plan a lesson. The purpose of this paper, rather, is to show teachers how to instruct students to create movie review assignments, not only for those who are good at English, but also for the relatively less motivated students who do not yet have the habit of studying English. This paper will also introduce a method which is fully manageable for both teachers and students by showing first, how to make a report; second, how to evaluate it; and finally, the effectiveness of this method. Furthermore, this paper explains one practical technique in detail, which teachers using movies and multimedia can utilize to develop much more satisfactory lessons that include a questionnaire and cover a variety of graphic content.

How to Nurture Students' Study Habits Using a Handy E-learning System with Cell Phones

Masaaki Oki,Shimpei Matsumoto 영상영어교육학회 2011 영상영어교육 (STEM journal) Vol.12 No.1

The interactive e-learning system that this paper outlines is an essential tool for supporting self-study continuity among individual learners. Benkyo-Kun, used in conjunction with an interactive e-mail service through cell-phones, allows users to automatically receive up to ten exercise e-mails a day. Learners are not required to continually access the learning contents for themselves, as in other systems. What's more, after replying to an e-mail, a student's results are instantaneously available, so each user can grasp their own level of achievement, collective ranking, and weak points after checking the Benkyo-Kun website. All users' history and answers are stored in a database. This communal information then contributes to the understanding of class trends and individual learning levels. Benkyo-Kun supports each individual learner by offering a means to study through a convenient and easily accessible system, which targets users whose effective study habits are not yet established.

Effectiveness of using PowerPoint and movies in English and cross cultural studies

Masaaki Oki 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.2

The use of PowerPoint in presentations has become much more common recently, making presentations more interesting and understandable to audiences. There are several reasons why PowerPoint is a useful and effective tool. First, PowerPoint is not only visual but also dynamic, which means presenters can utilize a variety of animated as well as static images plus color and movement can be added to text. Second, brief portions of movies can be inserted within a presentation. Finally, the most important reason for using PowerPoint, is that more content can be presented in a limited time span. Presenters may have to spend more time in preparation, but, with the same amount of content, the length of a presentation is shorter than when it is given without using PowerPoint. So, why don’t teachers use PowerPoint more in their lectures? Could it be that it is too difficult to use PowerPoint? Or, that it takes too much time to prepare? Or, maybe they don’t know how to use it? In response to these points, the author would like to say that once you get the knack of it, you cannot help but use PowerPoint. This paper will show some ways of using PowerPoint for more effective teaching.

Teacher-made Visual Aids and ARCS Theory

Masaaki Oki 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.2

It is becoming difficult for English teachers to teach using only printed matter such as a textbook; therefore, they often use visual aids such as DVDs, which are sometimes included with an English textbook. Moreover, students are accustomed to such visual aids in an English class. However, the DVDs packaged with a textbook may not enhance the presentation of lessons. This study, based on the pedagogical perspective of John Keller's ARCS theory, focuses on the development of an original visual aid that helps students understand the material and explains the essence of a movie that teachers wish to show their students. Using an original DVD as an aid allows teachers to tailor the content of these materials on the basis of their instructional needs. These aids are accessible, allowing learners to experience content traditionally presented in textbooks and movies. In addition, depending on how the teacher creates or uses the aid, it can save time by concisely presenting only the relevant points in a lesson. Visual aids created by teachers are rare in English lessons. This study of these teaching materials leads us to more progressive and informative multimedia teaching methods.

Size Measurement of Radioactive Aerosol Particles in Intense Radiation Fields Using Wire Screens and Imaging Plates

Oki, Yuichi,Tanaka, Toru,Takamiya, Koichi,Osada, Naoyuki,Nitta, Shinnosuke,Ishi, Yoshihiro,Uesugi, Tomonori,Kuriyama, Yasutoshi,Sakamoto, Masaaki,Ohtsuki, Tsutomu The Korean Association for Radiation Protection 2016 방사선방어학회지 Vol.41 No.3

Background: Very fine radiation-induced aerosol particles are produced in intense radiation fields, such as high-intensity accelerator rooms and containment vessels such as those in the Fukushima Daiichi nuclear power plant (FDNPP). Size measurement of the aerosol particles is very important for understanding the behavior of radioactive aerosols released in the FDNPP accident and radiation safety in high-energy accelerators. Materials and Methods: A combined technique using wire screens and imaging plates was developed for size measurement of fine radioactive aerosol particles smaller than 100 nm in diameter. This technique was applied to the radiation field of a proton accelerator room, in which radioactive atoms produced in air during machine operation are incorporated into radiation-induced aerosol particles. The size of $^{11}C$-bearing aerosol particles was analyzed using the wire screen technique in distinction from other positron emitters in combination with a radioactive decay analysis. Results and Discussion: The size distribution for $^{11}C$-bearing aerosol particles was found to be ca. $70{\mu}m$ in geometric mean diameter. The size was similar to that for $^7Be$-bearing particles obtained by a Ge detector measurement, and was slightly larger than the number-based size distribution measured with a scanning mobility particle sizer. Conclusion: The particle size measuring method using wire screens and imaging plates was successfully applied to the fine aerosol particles produced in an intense radiation field of a proton accelerator. This technique is applicable to size measurement of radioactive aerosol particles produced in the intense radiation fields of radiation facilities.

Size Measurement of Radioactive Aerosol Particles in Intense Radiation Fields Using Wire Screens and Imaging Plates

Yuichi Oki,Toru Tanaka,Naoyuki Osada,Shinnosuke Nitta,Yoshihiro Ishi,Tomonori Uesugi,Yasutoshi Kuriyama,Masaaki Sakamoto,Tsutomu Ohtsuki 대한방사선방어학회 2016 방사선방어학회지 Vol.41 No.3

Open-cell Stent Deployment across the Wide Neck of a Large Middle Cerebral Aneurysm Using the Stent Anchor Technique

Shigeyuki Sakamoto,Shigeyuki Sakamoto,Masaaki Shibukawa,Itaru Tani,Shuichi Oki,Kaoru Kurisu 대한뇌혈관외과학회 2016 Journal of Cerebrovascular and Endovascular Neuros Vol.18 No.1

We describe a case of successful open-cell stent deployment across the wide neck of a large middle cerebral artery aneurysm using the stent anchor technique. A microcatheter was looped through the aneurysm and navigated into a distal vessel across the aneurysm neck. Although the loop of the microcatheter in the aneurysm straightened as it was gently withdrawn, the microcatheter again protruded into the aneurysm by open-cell stent navigation. The stent was partially deployed in a vessel distal to the aneurysm neck, withdrawn slowly to straighten the loop of the microcatheter in the aneurysm, and completely deployed across the aneurysm neck. After successful stent deployment, stent-assisted coil embolization was performed without complications. The stent anchor technique was successfully used to deploy an open-cell stent across the aneurysm neck in this case of microcatheter protrusion into the aneurysm during stent navigation.