• 수완나부미
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• 제9권2호
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• pp.7-34
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• 2017

Various models have been presented to describe early Southeast Asian political formations that draw on both indigenous and imported Indic ideas. The most influential of these are the "Mandala" (Wolters 1968, 1982, 1999), "Galactic" (Tambiah 1976), "Negara" (Geertz 1980), and Anderson's 1972 "The idea of power in Javanese culture." This paper represents an initial attempt to compare the salient features of these models with historical and archaeological data from South Sulawesi where, exceptionally and importantly, societies developed independently of Indic ideas. South Sulawesi is unique in being the only region of maritime Southeast Asia where there are sufficient written and oral sources, often substantiated by archaeological data, to document the social evolution of its society from scattered, economically self-sufficient communities with ranked lineages practicing swidden agriculture to large political units (kingdoms) constructed around indigenous cultural and political concepts with economies based on wet-rice agriculture. This wealth of data provides us with a much more detailed picture of the emergence, development and support structures of early kingdoms than found in the models, which makes South Sulawesi of fundamental importance in understanding the social and economic evolution of pre-Indic influenced Austronesian societies in Maritime Southeast Asia.

• 한국지반환경공학회 논문집
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• 제11권8호
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• pp.33-40
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• 2010

본 연구에서는 고속도로에서 발생되는 비점오염원 부하량 계산의 기초가 되는 비점오염물질의 원단위 산정을 위해 서해안 고속도로 매송지역 도로지점과 교각지점 두 지점을 대상으로 수문곡선과 농도분석을 하고 유량가중평균농도(Event Mean Concentrations, EMC)를 이용하여 원단위를 평가하였다. 중금속을 제외하고 대부분의 강우사상에서, 강우가 시작되고 유출이 시작된 이후 초기 30분 이내 오염물질의 농도는 급격히 줄어들었다. EMC 분석 결과 두 지점 모두 TSS, $BOD_5$, DOC가 하수처리수 방류수 기준보다 높게 나왔으며, T-N, T-P는 낮게 검출되었다. 중금속 변화에서는 두 지점 모두 Fe과 Pb 그리고 Zn 등이 다른 중금속에 비해 많이 검출되었다. 원단위 산정 결과 환경부 원단위와 비교하였을 때 $BOD_5$, T-N이 낮게 계산 되었으나, 중금속의 경우, 외국의 원단위와 비교하였을 때 Cu, Pb, Zn 이 약 10배 가량 높은 것으로 나타났다. 좀 더 신뢰성 있는 원단위 산정을 위해서는 현재까지 모니터링된 자료를 활용하고, 추가적인 자료의 획득을 위한 장기적인 모니터링 계획이 수립되어야 할 것으로 판단된다.

• 한국구조물진단유지관리공학회 논문집
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• 제25권6호
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• pp.226-234
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• 2021

이 연구의 목적은 천장구조재의 내진성능향상을 위해 개발된 제진장치(seismic damping·isolation unit, 이하 SDI 유닛)의 압축 및 인장하중상태의 하중-변위 관계를 평가하고 축하중 설계를 위한 기초자료를 구축하는데에 있다. 주요변수는 스프링의 유무, 방진고무의 적층수와 스프링과 방진고무의 결합을 위해 설치된 볼트의 프리스트레스력의 크기 그리고 재하방법이다. 실험결과 볼트의 프리스트레스력의 크기가 클수록, 반복하중 보다는 단조하중에서, 그리고 스프링이 있는 SDI 유닛은 하중-변위관계에서 탄성한계점까지의 강성증가 뿐만 아니라 최대 하중 이후의 연성거동에 유리하였다. 결과적으로 에너지 소산능력은 스프링이 있으면서, 3층의 방진고무 및 볼트 항복강도의 10%의 프리스트레스력을 갖는 SDI 유닛에서 가장 높았다. 개발된 SDI 유닛의 인장내력에 대해 JIS B 2704-1(2018) 및 KDS 31 00(2019)의 기준은 단조상태에서는 안전측에서 평가된 반면, 반복하중상태에서 약 10% 높게 평가되었다.

• 한국건축시공학회지
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• 제12권2호
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• pp.220-229
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• 2012

매년 초고층 건축물 관련 프로젝트가 증가하고 있으며, 초고층 건축물의 높이가 증가함에 따라 시공법과 함께 유지관리 방법도 기존방식과는 큰 차이를 보이고 있다. 또한 유지관리 업무 중 가장 빈번하게 수행되는 외벽 청소작업을 보다 안전하게 작업하기 위한 근본적인 대책으로 청소작업의 자동화 및 기계화가 요구되고 있다. 그리고 초고층에서 발생되는 돌풍 등 외부환경의 영향에 대응할 수 있는 방법으로 가이드레일 청소로봇 시스템이 제기되고 있다. 따라서 본 연구는 초고층 건축물 외벽 청소작업의 자동화 및 기계화를 위한 선행연구로써, 외벽 청소로봇 운용을 위한 가이드레일 기본단위유닛 도출과 가이드레일 개념(안)을 개발하는 것이다. 이를 통하여 초고층 건축물 외벽 청소로봇운용을 위한 선행연구이며, 운용에 필요한 최적의 가이드레일 최종설계의 기반을 마련하고자 한다.

• 한국실내디자인학회논문집
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• 제23권4호
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• pp.248-256
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• 2014

According to data from the national office of Statistics Korea and Ministry of Health and Welfare, as the elderly population increases, the dementia elderly population continues to increase and its future population growth rate is expected to be even faster. In particular, the Dementia Management Act has been in effect since February 2012, and active efforts has been made for a policy for the dementia management. The purpose of this study is to establish standards on building plans based on the appropriate scale and spatial configuration on facilities planning for the elderly with dementia. Specifically, the basic data were collected with a request for a total of 103 points on the basis of a database of group homes in the survey managed by the Japan Association of Group Homes. Specific information of the research includes the management body of facilities operation, scale of the facilities, number of units and configuration of personal living space, and the collected survey data and drawings were statistically proceed and analyzed using the SPSS WIN 20.0. analysis results are summarized as follows. first, most of the group homes come to the small size of the 1-2 story home ; the approximate number of units is one or two per home, and each unit consists of nine rooms. second, a number of group homes with the building area of $300m^2$ have the U-shaped arrangement which is advantageous in the extension and facilities maintenance. In conclusion, this study is to be the fundamental data for judgments that can be used to establish standards for the facilities for the dementia elderly whose population continues to increase. In addition, further study is necessary to establish suitable design conditions of our country.

• 한국지역지리학회지
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• 제4권2호
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• pp.65-77
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• 1998

본 연구는 고등학교 한국지리 수업시간에 효율적으로 사용할 수 있는 영상자료를 수집하고 이를 체제적으로 관리, 활용하는 방법을 제시하고자 하는 것이다. 연구과정용 동해 모두 233개의 영상자료를 수집하였다. 영상자료는 그림, 지도, 디지털지도, 사진, 동명상 등 5개 주제로 나누어 수집, 데이터베이스화하였다. 데이터베이스는 제목, 출처, 중류, 단원, 주제어, 규격, 비고 등 7개 항목으로 구조화하였다. 영상자료는 고등학교 한국지리 교과서 단원별로 만든 각각의 디렉토리에 저장, CD에 수록하였다. 이들 영상자료는 투명용지에 출력하여 OHP틀 이용하거나 교실에서 직접 컴퓨터를 통해 대형 스크린에 투사하여 활용할 수도 있다.

• 대한의용생체공학회:의공학회지
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• 제24권4호
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• pp.281-286
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• 2003

혈압은 사람의 건강상태를 알 수 있는 가장 기본적인 의학적 파라메터 중 하나이며, 오실로메트릭 방법을 사용한 혈압측정 시스템은 팔 동맥에서 커프를 통해 나타나는 압력을 측정함으로써 혈압수치를 비침습적으로 모니터링 하는 장치이다. 된 논문에서는 커프에 공기를 주입하면서 혈압을 측정하는 가압식 손목형 혈압측정 시스템을 설계하였다 설계한 혈압측정 시스템은 전원부와 압력을 가하는 공기주머니를 포함하는 커프, 신호검출부, 신호처리부, 무선 송수신부 그리고 디스플레이부로 구성된다. 설계한 자동 혈압측정 시스템은 기존에 일반적으로 사용되고 있는 자동혈압측정 시스템과의 수축기, 이완기 혈압 및 심박동수의 비교분석을 통해 신뢰성을 평가하였다. 수축기 혈압과 이완기 혈압을 결정하기 위해 MAA (Maximum Amplitude Algorithm)를 사용하였고, 적용한 특성비율은 0.436. 0.671이 었다.

• Journal of Power Electronics
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• 제17권6호
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• pp.1658-1671
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• 2017

To address the inaccurate load demand sharing problems among parallel inverter-interfaced voltage-controlled distributed generation (DG) units in islanded microgrids (MGs) with different DG power ratings and mismatched feeder impedances, an enhanced voltage control scheme based on the active compensation of circulating voltage drops is proposed in this paper. Using the proposed strategy, reactive power and harmonic currents are shared accurately and proportionally without knowledge of the feeder impedances. Since the proposed local controller consists of two well-separated fundamental and harmonic voltage control branches, the reactive power and harmonic currents can be independently shared without having a remarkable effect on the amplitude or quality of the DGs voltage, even if nonlinear (harmonic) loads are directly connected at the output terminals of the units. In addition, accurate load sharing can also be attained when the plug-and-play performance of DGs and various loading conditions are applied to MGs. The effects of communication failures and latency on the performance of the proposed strategy are also explored. The design process of the proposed control system is presented in detail and comprehensive simulation studies on a three-phase MG are provided to validate the effectiveness of the proposed control method.

• 대한간호학회지
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• 제4권2호
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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.

• 헤리티지:역사와 과학
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• 제34권
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• pp.20-58
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• 2001

In order to unravel the characteristics of arms used in the 'Three Kingdoms,' Kokuryo, Silla and Paikje. the classification and the developing procedures of the arms should be first discussed. At first, the basic arms of the soldiers of Three Kingdoms were iron swords, iron spearheads, and bows. During that period, swords attached a ring pommel were commonly used. But after 5A. D. a sword with a decoration pommel appeared. Infantry generally used iron spearheads. From the late 4A. D. the long spearheads were broadly used in cavalry battles. In the late 6A. D. infantry mainly used long spearheads, and this resulted in the foundation of long spearheads units. There were two kinds of bows: Short Bow whose arch is small and Long Bow whose arch is long. It is known that the Short Bow was widely used in Kokuryo and Paikje up to 5A. D. In the early era, infantry used Long Bow, yet it was vastly used after 6A. D. when a castle's strategical value was great and defending a castle was. significant. Above mentioned, as basic combat weapons, iron spearhead and bow were fundamental. In particular, the spearhead was the essential weapon to a soldier. Yet, arrow gun and hook-shape cutters were important weapons. Especially, after 6A.D., when a castle became strategically pivotal in military, the arrow gun became the important weapon. This resulted in the foundation of arrow gun units. Hook-shape cutters were used to snatch horsemen or to climb up to fall the castle. Yet, the cutter was not the Three Kingodoms' basic weapon. In addition, the three stages of arms development in the Three Kingdoms are formation stage, development stage, and settlement stage. The formation stage was the period when premitive military unit appeared in the Three Kingdoms. It ranged from 1B. C. to the mid 3A. D. At that time according to regions. there were two weapon systems operating: North area including Kokuryo and the northern part of Paikje and South area including Silla, Kaya and the southern part of Paikje. ln North area a sword with a ring attached at the end of the holder, iron spear with neck and mid-size flat holder and iron arrowhead with an extension to fix, were used. In this period, during a war calvary units were mostly used and their weapon systems seemed possibly to succeed in that of Kochosun. In the development stage, when LoLang's influence on surroundings became weak, Koguryo, Paikjae and Silla had directly contacted each other. In the late 3A.D. to the early 6A.D., Silla achieved a drastic improvement in weapon system. This was the period when Kokuryo played a leading role in arms race. Kokuryo's arms manufacturing techniques passed onto Silla, Kaya and Paikje. In combat strategy a joint operation between infantry and calvary prevailed even if their military tactics were different. In a calvary battle heavily armed horsemen played import roles at this period. The horsemen and even horses were heavily guarded with iron armors. After all, the appearance of fully armed horsemen implies the very need of powerful destructive forces in weapon system. At that time, basic weapons were a big sword with a ring attached at the end of the holder, swallow's tail-shape spear with neck, and iron spearhead with neck and an extension. The settlement stage began at the mid 6A.D., when it was the revolutionary period in the arms development history. Of course, actual proofs and picture documents were not sufficient enough to penetrate full scale of the weapon system. But, according to historical circumstances and historic records, it is very certain that this period was the peak in arms development. In this period special military units, such as infantry-calvary companies, Archery units and Long spear units, that executed particular duties with special weapons, were founded. This became the characteristics of the settlement stage.