• International Journal of Aeronautical and Space Sciences
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• 제14권1호
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• pp.30-45
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• 2013

The present work focuses on the unsteady aerodynamics and aeroelastic properties of a small-medium sized wind-turbine blade operating under ideal conditions. A tapered/twisted blade representative of commercial blades used in an experiment setup at the National Renewable Energy Laboratory is considered. The aerodynamic loads are computed using Computational Fluid Dynamics (CFD) techniques. For this purpose, FLUENT$^{(R)}$, a commercial finite-volume code that solves the Navier-Stokes and the Reynolds-Averaged Navier-Stokes (RANS) equations, is used. Turbulence effects in the 2D simulations are modeled using the Wilcox k-w model for validation of the CFD approach. For the 3D aerodynamic simulations, in a first approximation, and considering that the intent is to present a methodology and workflow philosophy more than highly accurate turbulent simulations, the unsteady laminar Navier-Stokes equations were used to determine the unsteady loads acting on the blades. Five different blade pitch angles were considered and their aerodynamic performance compared. The structural dynamics of the flexible wind-turbine blade undergoing significant elastic displacements has been described by a nonlinear flap-lag-torsion slender-beam differential model. The aerodynamic quasi-steady forcing terms needed for the aeroelastic governing equations have been predicted through a strip-theory based on a simple 2D model, and the pertinent aerodynamic coefficients and the distribution over the blade span of the induced velocity derived using CFD. The resulting unsteady hub loads are achieved by a first space integration of the aeroelastic equations by applying the Galerkin's approach and by a time integration using a harmonic balance scheme. Comparison among two- and three- dimensional computations for the unsteady aerodynamic load, the flap, lag and torsional deflections, forces and moments are presented in the paper. Results, discussions and pertinent conclusions are outlined.

• 대한간호학회지
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• 제47권3호
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• pp.332-344
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• 2017

Purpose: The purpose of this study was to examine the effects of a violence coping program (VCP) based on Polk's middle-range theory of resilience on nursing competency, resilience, burnout, and the ability to cope with violence in nurses working in emergency rooms. Methods: A quasi-experimental study, with a nonequivalent control group and a pretest-posttest design, was conducted. Participants were 36 nurses who worked in emergency rooms and had experienced violence; 18 nurses from D hospital and 18 nurses from C hospital were assigned to the experimental and control groups, respectively. The experimental group received the VCP twice per week for 8 weeks. Results: Levels of resilience, F=59.41, p<.001, active coping behavior, ${\chi}^2=33.09$, p<.001, and nursing competency, F=59.41 p<.001, increased significantly and levels of passive coping behavior, ${\chi}^2=22.92$, p<.001, and burnout, F=52.74, p<.001, decreased significantly in the experimental group. Conclusion: The results suggest that the VCP could be an effective strategy for reducing burnout and improving resilience, active coping behavior, and nursing competency. Therefore, it would be a useful intervention for improving the quality of nursing care provided in emergency rooms.

• 한국응급구조학회지
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• 제13권2호
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• pp.87-98
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• 2009

Purpose : This study set out to compare the educational effects of a video self-instruction program for child CPR education on childcare teachers by applying the 2006 KACPR Guideline. By adopting the nonequivalent control group posttest quasi-experimental design, the study examined the educational effects on a group that did not receive instructions from the instructor, another group that received his instructions, and the other group that received an extra three-minute practice training session in addition to instructions. Methods : Data were gathered from August 6 to 18, 2008. As for research tools, the Knowledge Instrument of CPR by Connolly (2006) was used along with the National Practice Test Protocol for C1ass 1 Emergency Medical Technicians (2007) and Common Protocol for CPR (2006) to examine the performance of child CPR. By shooting the guide screen of $Resusci^{(R)}$ Junior CPR Manikin of Leardal with a video camera and using the Skill Guide Checklist of the Common Protocol for CPR (2006), the subjects' technical accuracy of chi1d CPR was evaluated. There were three subject groups: 29 childcare teachers randomly assigned to received the video self-instruction program training for chi1d CPR and no instructions from the instructor made up the control group; 22 childcare teachers randomly assigned to received the program training and instructions from the instructor made up experiment group I; 23 childcare teachers randomly assigned to received an extra three-minute practice training session in addition to the program training and the instructions made up experiment group II. The gathered data were analyzed with SPSS/PC+ (Version 14.0) in frequency, percentage, $X^2$-test, ANOVA, Scheffe test. Results : 1) There were no statistically significant differences (F=1.030, p=.362) among the groups in terms of knowledge scores after the child CPR education. 2) There were statistically significant differences (F=13.625, p=.000) among the groups in terms of performance abilities after the child CPR education. 3) There were no statistically significant differences (F=1.610, p=.207) among the groups in terms of technical accuracy of mouth-to-mouth resuscitation after the child CPR education 4) There were no statistically significant differences (F=1.484, p=.234) among the groups in terms of technical accuracy of chest compression after the child CPR education. Conclusion : The results indicate that childcare teachers can improve their performance abilities in child CPR when the instructors are active with their instructions and extra practice hours are secured through a VSI program. It's also needed to provide education with increasing concentration ratio about the items of lower knowledge points in order to help the teachers learn the accurate theory of child CPR. And there should be VSI programs of diverse conditions to increase the effects of child CPR training among childcare teachers.