• Journal of Korean Academy of Nursing
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• v.11 no.2
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• pp.55-68
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• 1981

The prime object of the study is to evaluate how much all the students of the Nursing Schools throughout the nation are in comprehension toward the application of nursing process to clinical experience as means of systematic solution of nursing problems. An effort has been made to find out the actual state whether they are in practice of clinical experience in accordance with application of nursing process, over the period of four weeks managing from December 1st to 28th, 1980 and centering on 36 nursing schools, and meanwhile and evaluation, employing the assessment tool used by Bertuccietal, has been made on the nursing process notes recorded by 200 senions out of 21 nursing schools where application of nursing process to clinical experience being in practice. The assessment tool is composed of 5 different criteria in view of patient nursing and authors made an attempt to find out the result of clinical experience on application students in accordance with 5 different scoring criteria and further evaluating all the findings thereof. The findings were disposed of accordance with practice duration and criteria of the specific sudents subject to this finding as to verify the scoring difference in significance and of which the results are as follows: 1) as of now, in 21 (58.2%) out of 36 nursing Schools nursing process in being appliced in clinical experience. 2) Schools that started the application of nursing process to clinical experience amount to - for more than 4 yrs -6 (28.6％) - for 2 to 3 yrs-11s(52.4％) - for 1 yr -4 (19.0％) 3) As for the response upon application of nursing process. To clinical etperience, the largest voice (61.9%) heard was that it is rather difficult beyond the lecturing thereof, to practically apply it outs patients and the second voice (19.1%) turned out to be that it is hard to put in practice owing to uninformed nurses of the process serving in the clinical field. 4) The response. Of the processors assigned to instruction as to the most difficult problem in criteria of nursing process, the largest voice (38.2%) centered on the problem assessment while the second voice (17.7%) on the indirect nursing activity and the objective data respectively and considered to be the easiest was the indirect nursing activity (11.7%). 5) In order for a satisfactory. application of nursing process to clinical experience hence-forth, it has been pointed out that sufficient number of nurses should be supplemented in clinical field (44.1%) and at the same time supplementory education (35.3%) centered around professors be necessary. 6) Of the criteria that record result of nursing process, a significant difference in comprehension of subjective and objective data has been revealed according to the degree of the practice duration of application to clinical experience. For instance, while although poor it may seen, only 74.9% in subjective data and 71.1% in objective data represent the student group in practice for more than 4 years and only 56.3% in subjective data and 66.8% in objective data represent the student group in practice for 2 to 3 years but they still surpass in comprehension over the student group in practice for 1 year attaning only 19.6% in subjective data and 16.8% in objective data (P < 0.005). 7) As for problem assessment, the student group who started application of nursing process for 4 years stand for 37,7% the group for 2 to 3 years started for 25.3% and the group for 1 year started for 5.4%, revealing no significant difference according to duration (P < 0.5) and as poor as to indicate only 22.8% on an overage is in comprehension. 8) On direct and indirect nursing activity, the student group of for more than 4 years in appling nursing process (representing 49.5% in direct nursing activity, 21.4% in indirect nursing activity). Know more about it than the student group of for 2 to 3 years (representing 36.3% in direct nursing activity, 20.8% in indirect nursing activity) but revealed no significant difference. (P ＜ 0.5) 9) The student group applying nursing process for more than 4 years subjective data (74.9%) comprehend were more than objective data (71.1%) but shown no significant difference (P < 0.5). 10) However, the student group applying nursing process for 2 to 3 years comprehend objective data (66.8%) well ever subjective data (55.5%) indicating that 40.9% in average is in comprehension, thereby revealing a significant difference (P < 0.005). 11) On the other hand, the student group applying nursing process to clinical experience for 1 year had revealed themselves as poorly as to comprehend only 11.7% are an average of it, revealing no significant difference (P < 0.5). In consequence of the fore going, I the conductor of the present study, hereby suggest the following points: 1) Application of nursing process to clinical experience be practiced in all the Nursing Schools all over the nation at the earliest possible date in order that scientific nursing be prevailed (as of now only 58.0%), 2) In teaching nursing process, it is desirable to teach specific method of applying to practical clinical situations. 3) In order to meet the end of satisfactory application of nursing process to clinical experience, sufgecient nursing man power be sysplemented in clinical field and at the save time supplementary education by professors is necessary. 4) Sinces the students whose application duration of nursing process to clinical experience is longer comprehend more about it, it is reguired that the schools not yet in practice of the application be promptlyurged to follow. 5) Of the criteria recording nursing process, since it is comparatively hard to comprehend“assessment”and“Direct and indirect nursing activity”, a concentrated instruction is desirable. 6) The students whose duration of application of nursing process to clinical experience falls short of 1 years be put in a concentrated guidance program on individual criterion.

• Explosives and Blasting
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• v.9 no.1
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• pp.3-13
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• 1991

The cautious blasting works had been used with emulsion explosion electric M/S delay caps. Drill depth was from 3m to 6m with Crawler Drill ${\phi}70mm$ on the calcalious sand stone (soft -modelate -semi hard Rock). The total numbers of test blast were 88. Scale distance were induced 15.52-60.32. It was applied to propagation Law in blasting vibration as follows. Propagtion Law in Blasting Vibration $V=K(\frac{D}{W^b})^n$ were V : Peak partical velocity(cm/sec) D : Distance between explosion and recording sites(m) W : Maximum charge per delay-period of eight milliseconds or more (kg) K : Ground transmission constant, empirically determind on the Rocks, Explosive and drilling pattern ets. b : Charge exponents n : Reduced exponents where the quantity $\frac{D}{W^b}$ is known as the scale distance. Above equation is worked by the U.S Bureau of Mines to determine peak particle velocity. The propagation Law can be catagorized in three groups. Cubic root Scaling charge per delay Square root Scaling of charge per delay Site-specific Scaling of charge Per delay Plots of peak particle velocity versus distoance were made on log-log coordinates. The data are grouped by test and P.P.V. The linear grouping of the data permits their representation by an equation of the form ; $V=K(\frac{D}{W^{\frac{1}{3}})^{-n}$ The value of K(41 or 124) and n(1.41 or 1.66) were determined for each set of data by the method of least squores. Statistical tests showed that a common slope, n, could be used for all data of a given components. Charge and reduction exponents carried out by multiple regressional analysis. It's divided into under loom over loom distance because the frequency is verified by the distance from blast site. Empirical equation of cautious blasting vibration is as follows. Over 30m ------- under l00m ${\cdots\cdots\cdots}{\;}41(D/sqrt[2]{W})^{-1.41}{\;}{\cdots\cdots\cdots\cdots\cdots}{\;}A$ Over 100m ${\cdots\cdots\cdots\cdots\cdots}{\;}121(D/sqrt[3]{W})^{-1.66}{\;}{\cdots\cdots\cdots\cdots\cdots}{\;}B$ where ; V is peak particle velocity In cm / sec D is distance in m and W, maximLlm charge weight per day in kg K value on the above equation has to be more specified for further understaring about the effect of explosives, Rock strength. And Drilling pattern on the vibration levels, it is necessary to carry out more tests.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.

• Magazine of the Korean Society of Agricultural Engineers
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• v.7 no.1
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• pp.861-876
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• 1965

During my stay in the Netherlands, I have studied the following, primarily in relation to the Mokpo Yong-san project which had been studied by the NEDECO for a feasibility report. 1. Unit hydrograph at Naju There are many ways to make unit hydrograph, but I want explain here to make unit hydrograph from the- actual run of curve at Naju. A discharge curve made from one rain storm depends on rainfall intensity per houre After finriing hydrograph every two hours, we will get two-hour unit hydrograph to devide each ordinate of the two-hour hydrograph by the rainfall intensity. I have used one storm from June 24 to June 26, 1963, recording a rainfall intensity of average 9. 4 mm per hour for 12 hours. If several rain gage stations had already been established in the catchment area. above Naju prior to this storm, I could have gathered accurate data on rainfall intensity throughout the catchment area. As it was, I used I the automatic rain gage record of the Mokpo I moteorological station to determine the rainfall lntensity. In order. to develop the unit ~Ydrograph at Naju, I subtracted the basic flow from the total runoff flow. I also tried to keed the difference between the calculated discharge amount and the measured discharge less than 1O~ The discharge period. of an unit graph depends on the length of the catchment area. 2. Determination of sluice dimension Acoording to principles of design presently used in our country, a one-day storm with a frequency of 20 years must be discharged in 8 hours. These design criteria are not adequate, and several dams have washed out in the past years. The design of the spillway and sluice dimensions must be based on the maximun peak discharge flowing into the reservoir to avoid crop and structure damages. The total flow into the reservoir is the summation of flow described by the Mokpo hydrograph, the basic flow from all the catchment areas and the rainfall on the reservoir area. To calculate the amount of water discharged through the sluiceCper half hour), the average head during that interval must be known. This can be calculated from the known water level outside the sluiceCdetermined by the tide) and from an estimated water level inside the reservoir at the end of each time interval. The total amount of water discharged through the sluice can be calculated from this average head, the time interval and the cross-sectional area of' the sluice. From the inflow into the .reservoir and the outflow through the sluice gates I calculated the change in the volume of water stored in the reservoir at half-hour intervals. From the stored volume of water and the known storage capacity of the reservoir, I was able to calculate the water level in the reservoir. The Calculated water level in the reservoir must be the same as the estimated water level. Mean stand tide will be adequate to use for determining the sluice dimension because spring tide is worse case and neap tide is best condition for the I result of the calculatio 3. Tidal computation for determination of the closure curve. During the construction of a dam, whether by building up of a succession of horizontael layers or by building in from both sides, the velocity of the water flowinii through the closing gapwill increase, because of the gradual decrease in the cross sectional area of the gap. 1 calculated the . velocities in the closing gap during flood and ebb for the first mentioned method of construction until the cross-sectional area has been reduced to about 25% of the original area, the change in tidal movement within the reservoir being negligible. Up to that point, the increase of the velocity is more or less hyperbolic. During the closing of the last 25 % of the gap, less water can flow out of the reservoir. This causes a rise of the mean water level of the reservoir. The difference in hydraulic head is then no longer negligible and must be taken into account. When, during the course of construction. the submerged weir become a free weir the critical flow occurs. The critical flow is that point, during either ebb or flood, at which the velocity reaches a maximum. When the dam is raised further. the velocity decreases because of the decrease\ulcorner in the height of the water above the weir. The calculation of the currents and velocities for a stage in the closure of the final gap is done in the following manner; Using an average tide with a neglible daily quantity, I estimated the water level on the pustream side of. the dam (inner water level). I determined the current through the gap for each hour by multiplying the storage area by the increment of the rise in water level. The velocity at a given moment can be determined from the calcalated current in m3/sec, and the cross-sectional area at that moment. At the same time from the difference between inner water level and tidal level (outer water level) the velocity can be calculated with the formula $h= \frac{V^2}{2g}$ and must be equal to the velocity detertnined from the current. If there is a difference in velocity, a new estimate of the inner water level must be made and entire procedure should be repeated. When the higher water level is equal to or more than 2/3 times the difference between the lower water level and the crest of the dam, we speak of a "free weir." The flow over the weir is then dependent upon the higher water level and not on the difference between high and low water levels. When the weir is "submerged", that is, the higher water level is less than 2/3 times the difference between the lower water and the crest of the dam, the difference between the high and low levels being decisive. The free weir normally occurs first during ebb, and is due to. the fact that mean level in the estuary is higher than the mean level of . the tide in building dams with barges the maximum velocity in the closing gap may not be more than 3m/sec. As the maximum velocities are higher than this limit we must use other construction methods in closing the gap. This can be done by dump-cars from each side or by using a cable way.e or by using a cable way.