• Advances in nano research
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• v.16 no.3
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• pp.231-249
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• 2024

When the amplitude of the vibrations is equivalent to that clearance, the vibrations for small amplitudes will really be significantly nonlinear. Nonlinearities will not be significant for amplitudes that are rather modest. Finally, nonlinearities will become crucial once again for big amplitudes. Therefore, the concrete panel system may experience a big amplitude in this work as a result of the high temperature. Based on the 3D modeling of the shell theory, the current work shows the influences of the von Kármán strain-displacement kinematic nonlinearity on the constitutive laws of the structure. The system's governing Equations in the nonlinear form are solved using Kronecker and Hadamard products, the discretization of Equations on the space domain, and Duffing-type Equations. Thermo-elasticity Equations. are used to represent the system's temperature. The harmonic solution technique for the displacement domain and the multiple-scale approach for the time domain are both covered in the section on solution procedures for solving nonlinear Equations. An effective data-driven solution is often utilized to predict how different systems would behave. The number of hidden layers and the learning rate are two hyperparameters for the network that are often chosen manually when required. Additionally, the data-driven method is offered for addressing the nonlinear vibration issue in order to reduce the computing cost of the current study. The conclusions of the present study may be validated by contrasting them with those of data-driven solutions and other published articles. The findings show that certain physical and geometrical characteristics have a significant effect on the existing concrete panel structure's susceptibility to temperature change and GPL weight fraction. For building construction industries, several useful recommendations for improving the thermo-mechanics' behavior of structural concrete panels are presented.

• Geomechanics and Engineering
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• v.36 no.5
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• pp.427-440
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• 2024

This study concentrates on the 301 comprehensive caving working face, notable for its considerable mining height. The roof model is established by integrating prior geological data and the latest borehole rock stratum's physical and mechanical parameters. This comprehensive approach enables the determination of lithology, thickness, and mechanical properties of the roof within 50 m of the primary mining coal seam. Utilizing the transfer rock beam theory and incorporating mining pressure monitoring data, the study delves into the geometric parameters of the direct roof, basic roof movement, and roof pressure during the initial mining process of the 301 comprehensive caving working face. The direct roof of the mining working face is stratified into upper and lower sections. The lower direct roof consists of 6.0 m thick coarse sandstone, while the upper direct roof comprises 9.2 m coarse sandstone, 2.6 m sandy mudstone, and 2.8 m medium sandstone. The basic roof stratum, totaling 22.1 m in thickness, includes layers such as silty sand, medium sandstone, sandy mudstone, and coal. The first pressure step of the basic roof is 61.6 m, with theoretical research indicating a maximum roof pressure of 1.62 MPa during periodic pressure. Extensive simulations and analyses of roof subsidence and advanced abutment pressure under varying working face lengths. Optimal roof control effect is observed when the mining face length falls within the range of 140 m-155 m. This study holds significance as it optimizes the working face length in thick coal seams, enhancing safety and efficiency in coal mining operations.

• Membrane and Water Treatment
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• v.15 no.2
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• pp.67-78
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• 2024

In this study, a nickel hexacyanoferrate and manganese dioxide-polyacrylonitrile (NM-PAN) composite was synthesized and used for the sorptive removal of Co²⁺, Sr²⁺, and Cs⁺ Cs⁺ in radioactive laundry wastewater. Single- and multi-solute competitive sorptions onto NM-PAN were investigated. The Freundlich (Fr), Langmuir (Lang), Kargi-Ozmıhci (K-O), Koble-Corrigan (K-C), and Langmuir-Freundlich (Lang-Fr) models satisfactorily predicted all the single sorption data. The sorption isotherms were nonlinearly favorable (Freundlich coefficient, N_F = 0.385-0.426). Cs⁺ has the highest maximum sorption capacity (q_mL = 0.855 mmol g^-1) for NM-PAN compared to Co²⁺ and Sr²⁺, wherein the primary mechanism was the physical process (mainly ion-exchange). The competition between the metal ions in the binary and ternary systems reduced the respective sorption capacities. Binary and ternary sorption models, such as the ideal adsorbed solution theory (IAST) model coupled with single sorption models of IAST-Fr, IAST-K-O, IAST-K-C and IAST-Lang-Fr, were fitted to the experimental data; among these, the IAST-Freundlich model showed the most satisfactory prediction for the binary and ternary systems. The presence of cationic surfactants highly affected the sorption on NM-PAN due to the increase in distribution coefficients (K_d) of Co²⁺ and Cs⁺.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.203-215
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• 2017

Delirium is an acute confused state associated with poor outcomes among hospitalized long-term care hospital elderly patients. This study was conducted to examine the effects of acomfort promotion program based on Kolcaba's comfort theory for prevention of delirium among elderly patients who have been hospitalized in long-term care hospitals. The study used was a quasi-experimental type, with two groups of patients; those who received their usual care plus comfort nursing intervention (n=34) and those who only received usual care methods. Using the IBMSPSS/PC (Version 21), the homogeneity of the control and intervention group wereevaluated by the chi-squared test and an independent t-test, and all collected data wereanalyzed. Hypotheses were tested by independent t-tests and repeated measures of ANOVA. Delirium occurred at a rate of 2.9% (1/34) in the intervention group and 14% (5/34) -in the control group ($x^2=3.98$, p=0.047). The severity of the delirium in theintervention group was lower than that of the control (t=2.27, p=.027). The duration of delirium was 2days in the intervention group and 2-10days in the control group, indicating delirium in the intervention group lasted for a significantly shorter period ($x^2=3.22$, p=0.048). According to the change of time, the intervention group showed improvement in all areas including comfort scores (F=108.85, p<0.001), anxiety scores (F=63.39, p<0.001), depression scores (F=89.78, p<0.001), quality of sleep scores (F=63.63, p<0.001), and pain scores (F=93.64, p<0.001). In conclusion, elderly patients who were admitted to nursing homes were advised to participate in nursing intervention,which effectivelyprevented delirium based on the Kolcaba's comfort theory of physical, psychological, spiritual, social, cultural and environmental approaches to prevent delirium. Therefore, it is necessary to extend the program for prevention of delirium in the physical, psychological, spiritual, social, cultural, and environmental contexts to prevent delirium in geriatric hospitalized elderly patients.

• Korean Journal of Psychosomatic Medicine
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• v.16 no.2
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• pp.112-119
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• 2008

Objectives : Premenstrual syndrome(PMS) is known to occur in more than 80% of reproductive women. Since PMS is closely related to changes in sex hormones, biological factors are suspected to be associated with the syndrome, but there have been no consistent reports regarding biological causes. In that sense, it is postulated that the occurrence of PMS is much dependent on the biological aspects, but that the severity or characteristics of the syndrome is more dependent on the psychological factors. Studies focusing on psychological factors are based on the theory that symptoms of PMS and previous psychologically traumatic events are closely related. If the theory is valid, it can be further postulated that symptom severity of PMS is associated with dissociative symptoms, since traumatic events are known to be related to dissociative symptoms. In this study, we tried to find out the association of PMS symptom severity with previous abuse history and dissociative symptoms. Methods : Subjects for the study were 377 nurses working in Seoul, Kyung-gi, and Kyung-book. 183 subjects who submitted valid data entered the study. The presence and the symptom severity of PMS were rated using Daily Records of Severity of Problems(DRSP) and Shortened Premenstrual Assessment Form(SPAF). Dissociative symptoms were evaluated with Dissociation Experience Scale Korean version(DES-K). Previous physical/verbal abuse, sexual abuse, and parental spouse abuse experience were rated with correspondent abuse scales. Results : Subjects were divided into 3 groups as No PMS group, mild to moderate PMS group, and severe PMS group according to SPAF total score. There was a statistically significant difference in DES-K total score among 3 groups($x^2=14.966$, df=2, p=0.001). Physical/verbal abuse scale($x^2=14.397$, df=2, p=0.001), sexual abuse scale($x^2=8.376$, df=2, p=0.015), and parental spouse abuse scale($x^2=9.322$, df=2, p=0.009) also revealed a significant difference among 3 groups. Symptom severity of PMS using SPAF total score showed a positive correlation both with degree of dissociative experience and previous abuse experience. There was a statistically significant difference in both dissociative experience and previous abuse experience among 3 groups. Conclusion : These results show that there can be a possible association among PMS symptoms, dissociative symptoms, and previous psychologically traumatic experience.

• Journal of Korea Water Resources Association
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• v.42 no.3
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• pp.235-246
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• 2009

This study theoretically reviews the basin storage coefficient and concentration time using the Nash model, a simple unit hydrograph theory. First, the storage coefficient and concentration time of Nash instantaneous unit hydrograph (IUH) are derived based on their definitions, whose characteristics as well as their relationship are also reviewed. Additionally, several empirical equations of storage coefficient and concentration time commonly used in Korea are evaluated by comparing them with those for the Nash IUH. Major results of this study are summarized as follows. (1) The concentration time of Nash IUH is approximately linearly proportional to the number of linear reservoirs, but the storage coefficient non-linearly to the square root. That is, if increasing the number of linear reservoirs by four times, the concentration time becomes also increased by about four times, but the storage coefficient only about two times. This result has a special meaning to understand the effect of basin subdivision on the concentration time and storage coefficient. (2) The storage coefficient and concentration time of Nash IUH are not independent each other, so their independent estimation does not make any physical sense. As the concentration time among the two is more sensitive to the number of linear reservoirs, which should be estimated first, then the storage coefficient considering the concentration time estimated. (3) Empirical equations of concentration time can be divided into two groups, one following the linear channel theory and the other not, whose equation forms are also found to be very similar. This result indicates that the characteristic factors dominating the concentration time are very similar, indicating the possibility of its regionalization over a basin with consistent equation forms. (4) Those for storage coefficient like the Russell formulae are found to consider the physical characteristics of a basin, so their unreasonable applications could sufficiently be excluded.

• Journal of Korean Philosophical Society
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• v.146
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• pp.49-77
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• 2018

This essay examines the ego (I-Subject) problem in Husserl's phenomenology and consists of four parts, as follows. Section I describes the meaning of this research on ego and some important points to note in relation to this study. Section II discusses two aspects of the problem of pure ego, which appears as an ego-problem for the first time. The first aspect is the two opposing positions that Husserl himself took regarding pure ego. Husserl initially rejected pure ego as an object of research in Logische Untersuchungen I (1901) however, he withdrew this position in Logische Untersuchungen II (1913). The second aspect is the content of pure ego that Husserl explored in Ideen I (1913) after he accepted pure ego as a phenomenological problem. The theme of section III is the "theory of three egos" which appeared in Ideen II (1912, 1952). Here, two issues have been noted, one of which is the methodological basis for enabling this theory: the phenomenological "attitude change" (Einstellungsaenderung) and the "Underlying" (Fundierung). The other is the explanation of the content of the three egos: the "physical ego", "personal ego" and the "pure ego". Section IV concerns two themes of the "monadic ego" that appeared in the Cartesianische Meditationen (1931). The first theme is the theoretical premise for the establishment of the monadic ego. In conjunction with this theme, phenomenological-psychological reduction was used as a new method to open up new problem horizons. The second theme brings up the content of the monadic ego, the essence of which can be summarized as follows. 1) This ego is based on a pluralistic and independent ego-concept in which each ego is equal to its own self. 2) It must be asked whether each of the monadic egos is different from one another. 3) The "other" of a certain transcendental ego is not the ego-other relationship but ego-another ego (alter-ego). 4) This phenomenological monadic ego can mutually communicate with alter-egos through empathy, unlike Leibniz's metaphysical monads.

• Journal of Christian Education in Korea
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• v.71
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• pp.181-210
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• 2022

The purpose of this study was to investigate the research trends related to the children's department of church schools. The purpose of this study is to present basic data for the study of the children's department of church schools by analyzing the research period, research contents, research methods, and subjects of research related to the children's department of church schools. For this study, 50 domestic master's and doctoral dissertations searched through the National Assembly Library and the Research Information Sharing Service(RISS) were extracted with the keywords of 'church school' and 'children's department'. The frequency and percentage were calculated by analyzing the research related to the children's department of the church school according to four criteria: research period, research content, research method, and research subject. As a result of the study, first, the research trend of research papers in the children's department of church schools was found to be 49 articles (98%) for master's degrees and 1 article (2%) for doctoral degrees from 1980 to 2022. Trends by research period are focused on master's degrees. Second, the trend by research content was 27 practical studies (54%) and 23 theory studies (46%). In the research related to the children's department of church schools, the practical research accounted for a relatively high percentage compared to the theory research. Third, the trends by research method were in the order of 30 literature studies (60%), 19 quantitative studies (38%), and 1 qualitative study (2%). Research related to children's departments in church schools is being actively conducted with a focus on literature research. Fourth, as for the trends by study subject, the study was conducted focusing on physical subjects, with 35 subjects (70%) and 15 subjects (30%) of personal subjects. As research is conducted from physical objects to church schools and media, it is necessary to study the connection between church schools and families. As the research on church school kindergarten is focused on adults (teachers, parents, and educational preachers), in-depth research on children in church schools and qualitative research with voices from the field of children's department in church schools are required.

• (The)Study of the Eastern Classic
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• no.59
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• pp.405-428
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• 2015

Painting theorists in Song dynasty often spoke 'Li' when they talked about paintings. But 'Li' of the song dynasty is not limited to the 'ethics'. First, it includes visible 'natural's truth', such as the differences of 'geography' and 'physics' between the depicted objects. Second, it also includes 'common sense' which was based on both the observation and the thinking. The theorists thought if the 'common sense' was improper in the painting, the whole work was invalid. Thirdly, it also includes 'the reasonable sense in special situation', which requires great imagination ability and elaborative faculty. For example, when playing wind instruments and stringed instruments in the same time at the same concert, the painter should accurately draw the different gestures of musicians according to that the wind instrument is 'sound when the finger lift' and the stringed instrument is 'sound after the finger have left' in that moment. Fourthly, it includes 'art reason', theorists call it as 'ShenLi' or 'MiaoLi'. 'ShenLi' or 'MiaoLi' require the creator to join the spiritual concept besides his observation and thinking. For example, 'banana in snow' is neither observed available nor thought of available, but is the result of spiritual concept of creators for seeking everlasting. And at last, it certainly includes 'the principle of ethics'. Painters often highlighted the ethical relations of the feudal nation and the value of individual gentleman through the allegory story of figure painting and even the sudden composition in the landscape painting. 'Geography', 'physical', and 'common sense' are required the meticulous observation and the rational thinking for the painted object. And 'the reasonable sense in special situation', 'the art reason', 'the principle of ethics' are required enhancing painting style in the painting artistic conception and realm of life based on the nuanced observation, making 'technology' into the 'Tao'. This is the six reasonable increasing requirements for the painting work. Therefore, 'seeking the final reason' is the fundamental spirit of painting theory of Song Dynasty.