• Proceedings of the Korean Geotechical Society Conference
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• 1998.05a
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• pp.35-81
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• 1998

Distinct Element Method(DEM) has a great advantage to model the discontinuous behaviour of jointed rock masses such as rotation, sliding, and separation of rock blocks. Geometrical data of joints by a field monitoring is not enough to model the jointed rock mass though the results of DE analysis for the jointed rock mass is most sensitive to the distributional properties of joints. Also, it is important to use a properly joint law in evaluating the stability of a jointed rock mass because the joint is considered as the contact between blocks in DEM. In this study, a stochastic modelling technique is developed and the dilatant rock joint is numerically modelled in order to consider th geometrical and mechanical properties of joints in DE analysis. The stochastic modelling technique provides a assemblage of rock blocks by reproducing the joint distribution from insufficient joint data. Numerical Modelling of joint dilatancy in a edge-edge contact of DEM enable to consider not only mechanical properties but also various boundary conditions of joint. Preprocess Procedure for a stochastic DE model is composed of a statistical process of raw data of joints, a joint generation, and a block boundary generation. This stochastic DE model is used to analyze the effect of deviations of geometrical joint parameters on .the behaviour of jointed rock masses. This modelling method may be one tool for the consistency of DE analysis because it keeps the objectivity of the numerical model. In the joint constitutive law with a dilatancy, the normal and shear behaviour of a joint are fully coupled due to dilatation. It is easy to quantify the input Parameters used in the joint law from laboratory tests. The boundary effect on the behaviour of a joint is verified from shear tests under CNL and CNS using the numerical model of a single joint. The numerical model developed is applied to jointed rock masses to evaluate the effect of joint dilation on tunnel stability.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• 대한공업교육학회지
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• v.40 no.2
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• pp.155-174
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• 2015

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank.

• Journal of Oral Medicine and Pain
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• v.32 no.1
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• pp.9-33
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• 2007

In the field of dentistry, there existed relatively few emergency patients or patients who need intensive care and thus had low medical dispute rates. However, these days, there is a general tendency of increased medical disputes. Although many medical disputes are caused by medical accidents of the dentists, because dental assistants are also lawfully involved in practicing dentistry, there is a possibility of medical disputes or medical accidents caused by dental assistants. Therefore, the role of the dental assistants cannot be ignored. This study consists of a survey given to dental hygienists currently working in general hospitals, dental hospitals and private dental clinics. Following is the results of the analysis of 275 respondents' backgrounds, medical disputes rates including patients' complaints, their understanding of medical regulations and their general understanding of overall dental practice and medical disputes. 1. 251 of 274(91.6%) respondents doubted the risk of medical accident and dispute. 2. 81(29.5%) dental hygienist experienced complaint from patients. They have been working in the private dental clinic, the rate of this experience was high. 3. 349 case of 1805(19.3%) the complaints by patients, highest percentage among its category, were those regarding dental fees and poor service. 4. 129 case of 1805(7.1%) patients' complaints, highest percentage among it's subcategory, were those regarding the absence of explanations of precautions or request of agreements before dental treatment. 5. 252 of 267 (94.4%) dental hygienists chart after a scaling treatment. However, only 55(20.7%) dental hygienists chart the fact of explaining the precautions. 6. 6(2.2%) dental hygienists do not inspect patients' medical history, if patients don't mention it. 7. 104 of 274(38.0%) dental hygienists responded to be capable of administering first aid treatment. 8. 115(41.8%) dental hygienists have a first aid kit and equipment. 9. In case of medical dispute, 268(97.8%) dental hygienists respond that, charting plays a big role in resolving the dispute. 10. In case of medical dispute, 272(93.3%) dental hygienists respond that, explanation and agreement before treatment have an important role in settlement of dispute 11. Only 160(58.4%) dental hygienists responded correct answer that the duration of keeping medical records is 10 years. 12. 124(45.3%) respondents thought that it is legal for a dental hygienist to take a panoramic dental X-ray, 71(25.9%) respondents thought that it is legal practice cervical resin treatment by dental hygienist, and 37(13.5%) respondents thought that it is legal extract primary teeth by dental hygienist. 13. 24(18.76%) respondents thought that it doesn't matter to tell patient's state to others 14. 272(99.27%) responded that receiving education for the prevention of medical disputes was needed and of them, 61.0% thought it was urgent. 15. 186(64.2%) has never had classes regarding the prevention of medical disputes while in school and 212(77.4%) has not had the same type of classes after graduating from school. 16. 256(93.4%) responded that there will be even more of an increased number of medical disputes. Among them, 83.3% of respondents though that due to the increased opportunity of acquiring information through the internet and mass media. The study shows that 29.5 percentage of dental hygienists have experienced the medical disputes and complaints and they are lack of recognition of medical regulations and dental hygienist's official duty. So, there is a big potential of the percentage to increase. Therefore, the correct understanding of explaining precautions and requesting agreement before dental treatments and performing them are mandatory. Moreover, classes regarding the prevention and counterplans of medical disputes need to be widely offered.