• Journal of the Korean Society for Railway
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• v.3 no.3
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• pp.109-116
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• 2000

An air spring which is a part of the railroad vehicle suspension system is used to reduce and absorb the vibration and the noise. Main components of the air spring are a cord reinforced rubber bellows, a upper plate, a lower plate and a stopper rubber spring. The characteristics of the air spring which are the load capacity, the vertical and the horizontal stiffness are determined by the configuration of the rubber bellows, the angle of cord, and the mechanical properties of cord. Computer simulations using a commercial finite element analysis codes are executed to predict and evaluate the load capacity and the stiffness. The appropriate shape and cord angle of the air spring are selected to meet the required specifications of the air spring. Several samples of the air spring are manufactured and experimentally evaluated. It is shown that the results by computer simulation arc in close agreement with the test results.

• Journal of the Earthquake Engineering Society of Korea
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• v.10 no.2 s.48
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• pp.11-19
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• 2006

In this paper the seismic performances of 4, 10, and 30-story staggered truss systems (STS) were evaluated by observing the force-displacement relationship up io failure. The results were compared with the seismic performance of conventional moment resisting frames and braced frames. According to the analysis results, the STS showed relatively satisfactory lateral load resisting capability. However, in the mid- to high-rise STS, plastic hinges formed first at the chords were transferred to vertical members of the vierendeel panels, which formed a week link and subsequently leaded to brittle collapse of the structure. Therefore to enhance the ductility of STS it would be necessary to reinforce the vertical bracing members of the virendeel panels so that the plastic hinges, once toned in cord members of a virendeel panel, spread out to virendeel panels of neighboring stories.

• Journal of Fashion Business
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• v.5 no.2
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• pp.129-147
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• 2001

The purpose of this study is to survey and analyze domestic fashion education institution's program on apparel prototype and thereupon, address the problems and find their solutions, and thereby, provide for some basic data useful to improve the basic patterns of apparel and ultimately, help reinforce the professional and practical apparel design education. The results of this study can be summarized as follows; 1. 85.1% of the subjects finished graduate or higher courses. Almost all of the college and junior college teachers finished graduate or higher courses, while only 31.6% of those teaching at technical institutes finished graduate or higher courses. Such a finding suggests that colleges tend to employ their faculty members based on their academic background but that technical institutes value the practical ability of their faculty more. 2. As a result of surveying the types of basic patterns used by teachers, it was found that 72.3% of them were using two or more patterns. The basic pattern preferred most by our teachers was Japanese culture institute's type (71.3%), followed by the US FIT type (24.5%), Lim Won-Ja's type (22.3%), French ESMOD type (17.0%). 96.3% of our apparel design students were making their basic patterns as instructed by their teachers. 3. 67.0% of our students were using their conceived sizes for production of their basic patterns, 14.9% were referring to the ready-made sizes, 8.5% were relying on their teachers' individual experiences, and 9.6% were using their own cord sizes. In order to survey the difference between teachers' sizes (ready-made sizes or individual experienced ones) and business sizes used, the basic body measurements used for ready-made apparels were surveyed to be compared with the national standard body sizes set in 1997 for women aged between 18 and 24. As a result, it was found that the ready-made sizes used for apparel production prototypes than teachers' ones were nearer the national standard sizes. Such a finding suggests that it may well be necessary for teachers to be more connected with the apparel businesses and thereby, teach their students in a more realistic way with correct information. 4. 83.0% of the subject teachers were tacking their basic patterns to be well fitting, and 76.9% of these teachers were tacking the patterns in reference with students' individual body sizes. In all, 97.4% of the subject teachers were guiding the tacking process, which suggests that the flat patternmaking is taught primarily for customized apparels. As a result of comparing the fitness of basic patterns with those of each body part, it was found that teachers were most dissatisfied with the fitness of shoulders and arm hole depth. Therefore, it will be necessary to reclassify the body types or find other drawing techniques to improve the fitness of such body parts. Nevertheless, teachers were willing much (4.18) to develop their own educational basic patterns for themselves. Lastly, it is hoped that this study will be followed up by future studies on educational prototypes covering diverse body shapes and those on practical implementations of those prototypes for students.