• Journal of the Computational Structural Engineering Institute of Korea
• /
• v.26 no.5
• /
• pp.343-349
• /
• 2013

Crashworthy fuel cells have a great influence on improving the survivability of crews. Since 1960's, the US army has developed a detailed military specification, MIL-DTL-27422, defining the performance requirements for rotorcraft fuel cells. In the qualification tests required by MIL-DTL-27422, the crash impact test should be conducted to verify the crashworthiness of fuel cell. Success of the crash impact test means the improvement of survivability of crews by preventing post-crash fire. But, there is a big risk of failure due to huge external load in the crash impact test. Because the crash impact test itself takes a long-term preparation efforts together with costly fuel cell specimens, the failure of crash impact test can result in serious delay of a entire rotorcraft development. Thus, the numerical simulations of the crash impact test has been required at the early design stage to minimize the possibility of trial-and-error with full-scale fuel cells. Present study performs the numerical simulation using SPH(smoothed particle hydro-dynamic) method supported by a crash simulation software, LS-DYNA. Test condition of MIL-DTL-27422 is reflected on analysis and material data is acquired by specimen test of fuel cell material. As a result, the resulting equivalent stresses of fuel cell itself are calculated and vulnerable areas are also evaluated.

• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.2
• /
• pp.85-110
• /
• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.

• Proceedings of the KSPS conference
• /
• 1997.07a
• /
• pp.176-178
• /
• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of The Korean Association For Science Education
• /
• v.39 no.1
• /
• pp.13-33
• /
• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Fashion & Textile Research Journal
• /
• v.6 no.1
• /
• pp.41-50
• /
• 2004

This research proposes the on-stage costumes for the play Hamlet of Shakespeare performed by Yunheedan Guhri Pae - the Street Theater Troupe. Stage costumes have an important role in displaying the characteristics of each characters to the audience and has big visual effects. However, in order to design the costumes in the object viewpoints of the audience, the survey on the images of the characters who had actually watched the performance was taken place and proposed the costume design according to the results of the survey. Hamlet a: This result was applied to propose a sweater in black color, black leather pants and vest. Hamlet b: This result was applied to propose hooded coat in purple in middle level of brightness and color spectrum and yellow coat. For free image, loose pants in blue and vest in the same color tone were proposed. Gertrude a: This result was applied to use purple (violet) with reddish tone to propose the formation of a dress applying tailored suit. Gertrude b: This result was applied to propose purple gown and the one-piece dress with black laces. Ophelia a: This result was applied to propose feminine white dress and cape in purple color tone. Ophelia b: This result was applied to propose dyed and weaved clothes. Through the surveys as above, the images of each character was driven in adjectives, and using the results driven from the brightness, coloration, and color, color images were proposed. Only one costume cannot make up for the stage costumes and because it exists as an element of stage production, it is true that costumes are limited in some areas. However, that limit can become the motive of the costume. There is a limit, which the designer cannot produce the costumes as he or she had designed but I believe it is the center of the on-stage customers to display the characteristics of the characters according to the given concept. The limit of this research is the fact that because the costumes were designed so they fit the conditions already given, thus it was difficult to regard the process of designing and producing the costume as a project done according to the interaction. And in the future, if it is possible, I wish for the joint research with the people responsible for stage art to take place as a practical stage art. It was possible to produce practical costume since they were produced for actual performance and the production of costumes considering the dance steps, line of flow, and acting, was able to reduce the trial and error on stage. Through this research, I felt that the understanding and smooth interaction on diverse other areas not limited to the costume design should be taken place and believe that this was a research that proposes new research method since there had been only a few previous research regarding the on-stage costumes for actual performances. Therefore, this research had depended on the surveys given to the audiences to endow objectivity, however, I wish this research can contribute to defining effective process and methods for the on-stage costumes with more active researches with diverse methods and in diverse areas. I am sorry that the costume production for all the characters and all the scenes in Hamlet couldn't be done due to many limitations. As the following research assignment, I am planning on designing the costumes for all the scenes.

• Korean Journal of Heritage: History & Science
• /
• v.57 no.2
• /
• pp.6-25
• /
• 2024

This study concentrated on a report on the results of smelting experiments conducted eight times by the Jungwon National Research Institute of Cultural Heritage, put together the goals and results of the operation, and examined changes in the content of experiments and in the experimental results. First, changes related to operation, such as the ratio of raw materials to fuel and the presence or absence of additives, were reviewed depending on the operation goal. In addition, the results of metallurgical analysis of raw materials, formations, and byproducts were summarized and reviewed by comparing them with materials excavated from the ruins. The operation method varied up to the eighth smelting experiment in terms of iron ore roasting, additives, and raw material/fuel ratio. After reviewing the results again, pure iron with a low carbon content began to be confirmed through metallurgical analysis. As a result, it was confirmed that the charging ratio of raw materials and fuel plays an important role depending on the purpose of production. In addition, most of the products are gray cast iron, and it was deemed that this is due to changes in the internal structure of the pig iron while it was left in the furnace for a long time. The iron was an ingot that was in a molten state even though the carbon content did not reach 4.3%, where the process reaction takes place, and it was deemed to have been caused by excessive operating temperature. Based on the previously reviewed results and the structure and shape of the experimental furnace used in other ironmaking technology restoration experiments, this study finally attempted to restore the structure of an ancient iron smelting furnace, including the furnace's upper structure. By comprehensively referring to the remaining conditions of the excavated iron smelting furnace and the characteristics of the blow pipe, the form of the ancient iron smelting furnace was subdivided into six categories: furnace wall thickness, furnace height, blower height, blow pipe size, furnace inner wall shape, and top shape, and a restoration plan was proposed. To improve the problems of the restoration plan and the Jungwon National Research Institute of Cultural Heritage's experiments that have been conducted through continuous trial and error, an experiment that reflects changes in operating methods by lowering the furnace height and controlling the blowing volume is necessary.

• The Journal of Engineering Geology
• /
• v.18 no.4
• /
• pp.447-457
• /
• 2008

Laboratory tests for single plane sliding were conducted using the model rock slope to investigate the cut slope deformability and failure mechanism due to combined effect of engineering characteristics such as angle of sliding plane, water force, joint roughness and infillings. Also the possibility of prediction of slope failure through displacement monitoring was explored. The joint roughness was prepared in forms of saw-tooth type having different roughness specifications. The infillings was maintained between upper and lower roughness plane from zero to 1.2 times of the amplitude of the surface projections. Water force was expressed as the percent filling of tension crack from dry (0%) to full (100%), and constantly increased from 0% at the rate of 0.5%/min and 1%/min upto failure. Total of 50 tests were performed at sliding angles of $30^{\circ}$ and $35^{\circ}$ based on different combinations of joint roughness, infilling thickness and water force increment conditions. For smooth sliding plane, it was found that the linear type of deformability exhibited irrespective of the infilling thickness and water force conditions. For sliding planes having roughness, stepping or exponential types of deformability were predominant under condition that the infilling thickness is lower or higher than asperity height, respectively. These arise from the fact that, once the infilling thickness exceeds asperities, strength and deformability of the sliding plane is controlled by the engineering characteristics of the infilling materials. The results obtained in this study clearly show that the water force at failure was found to increase with increasing joint roughness, and to decrease with increasing filling thickness. It seems possible to estimate failure time using the inverse velocity method for sliding plane having exponential type of deformability. However, it is necessary to estimate failure time by trial and error basis to predict failure of the slope accurately.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.5
• /
• pp.2329-2337
• /
• 2013

This study was done objected to the chronic stroke patients in order to evaluate change in brain wave activity and cognitive performance when Neurofeedback training. The subjects were over 6 months ago in chronic stroke patients screened-test through the 20 patients, 10 persons in each group were randomly placed. This was carried out in 4 weeks in total, with control group(n=10) on general physical therapy and experimental group(n=10) on general physical therapy along with Neurofeedback training. The general physical therapy was applied 5 times a week, 30 minutes at once, Neurofeedback training was applied as equally as the general physical therapy, which makes 20 times in total. To learn about the effect before the training, after training, and 2 weeks after the training in electric physiological measurement method of the brain, electroencephalogram(EEG) to examine challenges by calculating the absolute spectrum power for standard EEG change(%), followed by evaluation with clinical assessment tool MMSE-K, Stroop Test, Digit Span Test. As a result of comparing the change in brain wave through EEG, after training and 2 weeks after training showed that absolute ${\alpha}$-power and absolute ${\beta}$-SMR power of experimental group have increased and absolute ${\theta}$-power decreased significantly compared to experimental group I. Moreover, the MMSE-K score in trial appraisal has increased significantly, and the error in Stroop Test and Digit Span Test has decreased significantly. such results, with the chronic stroke patient's brain wave control, Neurofeedback training was determined to improve the cognitive performance. this study suggests a new training possibility of stroke patients by identifying the training effects of Neurofeedback training that trains the brain directly with brain wave control.

• Journal of Korean Society of Coastal and Ocean Engineers
• /
• v.31 no.6
• /
• pp.423-433
• /
• 2019

In order to predict the seabed topography change due to the construction of offshore wind power structures in the west-southern sea of Korea, field observations for tides, tidal currents, suspended sediment concentrations and seabed sediments were carried out at the same time. These data could be used for numerical simulation. In numerical experiments, the empirical constants for the suspended sediment flux were determined by the trial and error method. When a concentration distribution factor was 0.1 and a proportional constant was 0.05 in the suspended sediment equilibrium concentration formulae, the calculated suspended sediment concentrations were reasonably similar with the observed ones. Also, it was appropriate for the open boundary conditions of the suspended sediment when the south-east boundary corner was 11.0 times, the south-west was 0.5 times, the westnorth 1.0 times, the north-west was 1.0 times and the north-east was 1.0 times, respectively, using the time series of the observed suspended sediment concentrations. In this case, the depth change was smooth and not intermittent around the open boundaries. From these calibrations, the annual water depth change before and after construction of the offshore wind power structures was shown under 1 cm. The reason was that the used numerical model for the large scale grid could not reproduce a local scour phenomenon and they showed almost no significant velocity change over ± 2 cm/s because the jacket structures with small size diameter, about 1 m, were a water-permeable. Therefore, it was natural that there was a slight change on seabed topography in the study area.

• The Journal of Korean Society for Radiation Therapy
• /
• v.26 no.2
• /
• pp.207-216
• /
• 2014

Purpose : We present a method to reduce this gap and complete the treatment plan, to be made by the re-optimization is performed in the same conditions as the initial treatment plan different from Monaco treatment planning system. Materials and Methods : The optimization is carried in two steps when performing the inverse calculation for volumetric modulated radiation therapy or intensity modulated radiation therapy in Monaco treatment planning system. This study was the first plan with a complete optimization in two steps by performing all of the treatment plan, without changing the optimized condition from Step 1 to Step 2, a typical sequential optimization performed. At this time, the experiment was carried out with a pencil beam and Monte Carlo algorithm is applied In step 2. We compared initial plan and re-optimized plan with the same optimized conditions. And then evaluated the planning dose by measurement. When performing a re-optimization for the initial treatment plan, the second plan applied the step optimization. Results : When the common optimization again carried out in the same conditions in the initial treatment plan was completed, the result is not the same. From a comparison of the treatment planning system, similar to the dose-volume the histogram showed a similar trend, but exhibit different values that do not satisfy the conditions best optimized dose, dose homogeneity and dose limits. Also showed more than 20% different in comparison dosimetry. If different dose algorithms, this measure is not the same out. Conclusion : The process of performing a number of trial and error, and you get to the ultimate goal of treatment planning optimization process. If carried out to optimize the completion of the initial trust only the treatment plan, we could be made of another treatment plan. The similar treatment plan could not satisfy to optimization results. When you perform re-optimization process, you will need to apply the step optimized conditions, making sure the dose distribution through the optimization process.