• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.8 s.145
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• pp.1102-1113
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• 2005

The propose of this study is to develop the optimal sizing system of ready-to-wear f3r elementary school girls using a newly invented statistical technique. The body measurements was classified by the method that equalizes the distribution of the subjects using the probability density function, to theoretically systemize a method to determine a size range of ready-to-wear for elementary school girls between 6 to 12 years old. The statistical method were 1) The total of 11 height groups, which size interval from one another is 6 cm that is an average height gap between each age. 2) In order to determine an approximate figure (m ${\times}$ n) to establish the appropriate sizes far each height group that fit to the combinations of bust and hip girth, which based on their means and standard deviations on the probability density curve to produce the standard normal distribution. 3) m and n were aligned by 4cm -the grading increments used for patterns making- and determined the size ranges by confirming the approximate figures of m and n. 4) The representative values were determined by an area ratio calculated by dividing the area determined from the range of bust and hip girth with the representative value. Considering the characteristics of subjects' distribution, the area ratios was used. 5) Weight was calculated by seeking a growth exponent for each age and multiplying it by the number of girls that fit to each size range. As sections that show the highest weight are more likely sought by the consumers, these sections were determined as the optimal size standards. 6) This optimal sizing system consists of sizes determined by the optimal size standards and its sizes are marked with height, bust and hip girth.

• The Journal of Engineering Geology
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• v.32 no.1
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• pp.41-57
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• 2022

A workflow is presented to estimate the size of a representative elementary volume and 3-D hydraulic conductivity tensor based on fluid flow analysis for a discrete fracture network (DFN). A case study is considered for a Cretaceous granitic rock mass at Gijang in Busan, Korea. The intensity and size of joints were calibrated using the first invariant of the fracture tensor for the 2-D DFN of the study area. Effective hydraulic apertures were obtained by analyzing the results of field packer tests. The representative elementary volume of the 2-D DFN was determined to be 20 m square by investigating the variations in the directional hydraulic conductivity for blocks of different sizes. The directional hydraulic conductivities calculated from the 2-D DFN exhibited strong anisotropy related to the hydraulic behavior of the study area. The 3-D hydraulic conductivity tensor for the fractured rock mass of the study area was estimated from the directional block conductivities of the 2-D DFN blocks generated for various directions in 3-D. The orientations of the principal components of the 3-D hydraulic conductivity tensor were found to be identical to those of delineated joint sets in the study area.

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
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• 2003.04a
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• pp.97-99
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• 2003

Lineament density maps can be used for the quantitative evaluation of relationship between lineaments and groundwater occurrence. There are several kinds of lineament density maps including lineament length density, lineament cross-points density, and lineament counts density maps. This paper reports the usefulness of the representative elementary area (REA) concept for lineament analysis. This concept refers to the area size of the unit circle to calculate the lineament density factors distributed within the circle: length, counts and cross-points counts. The circle is a unit circle that calculates the sum of the lineament length, lineament counts and the number of cross-points within it. The REA is needed to obtain the best representative lineament density map prior to the analysis of relation between lineaments and groundwater well yield or other groundwater characteristics. A basic lineament map for the Yongsangang-Seomjingang watershed of Korea, drawn from aerial black-and-white photographs of 1/20, 000 scale was used for demonstrating the concept. From this study, the conclusions were as follows: (1) the REA concept can be efficiently applied to the lineament density analysis and mapping, (2) for whole Yongsangang-Seomjingang watershed which has 6, 502 lineaments with an average lineament length of 3.3 km, the lower limits of each REA used for drawing the three density maps were about 1.77 $\textrm{km}^2$ (r=750 m) for lineament length density, 7.07 $\textrm{km}^2$ (r=1, 500 m) for lineament counts density, and 4.91 $\textrm{km}^2$ (r=1, 250 m) for lineament cross-points density, respectively, (3) the lineament densities are inversely proportional to the size of REA, and the REA can be calculated with this inversely linear regression model, (4) if the average lineament density values for the whole study area are known, the most accurate density maps can be drawn using the REAs obtained from each linear regression model, and (5) but critical attention should be paid to draw lineament counts density and lineament cross-points density maps because.

• Proceedings of the Korean Society for Rock Mechanics Conference
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• 2000.09a
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• pp.55-61
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• 2000

For proper sampling of a rock and preparation of specimens, the representative elementary volume (REV) should be determined in rock mechanical test and numerical analysis. Mechanical properties of a rock, in general, would be strongly affected by mineral composition. In this reason REV of Youngju granite is determined by using stereoscopic microscope observation and homogenization numerical analysis. As the area of analysis model exceeds approximately 702 $ extrm{mm}^2$(900 elements), the change of the mineral composition is not observed. The calculated results indicate that Young's modulus is fluctuated with increase of the number of elements in homogenization numerical analysis mesh. However, as the number of elements exceeds 1156 (area of about 900 $ extrm{mm}^2$), Young's modulus does not change apparently.

• Tunnel and Underground Space
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• v.10 no.3
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• pp.309-315
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• 2000

For proper sampling of a rock and preparation of specimens, the representative elementary volume (REV) should be determined in rock mechanical test and numerical analysis. Mechanical properties of a rock, in general, would be strongly affected by mineral composition. In this reason REV of Youngju granite is determined by using stereoscopic microscope observation and homogenization numerical analysis. As the area of analysis model exceeds approximately 702$\textrm{mm}^2$(900 elements), the change of the mineral composition is not observed. The calculated results indicate that Young's modulus is fluctuated with increase of the number of elements in homogenization numerical analysis mesh. However, as the number of elements exceeds 1156 (area of about 900$\textrm{mm}^2$), Young's modulus does not change apparently.

• Proceedings of the Korea Water Resources Association Conference
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• 2020.06a
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• pp.289-289
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• 2020

국내에서 강변여과수는 1990년대 말 이후 기술개발이 지속적으로 이루어져 왔으나, 아직까지도 방사형집수정의 적정 취수량 결정에 필요한 조사 및 설계 단계에서의 적정 조사물량에 대한 기준이 마련되어 있지 않은 실정이다. 방사형집수정 1기당 취수량 결정은 경험식에 의한 방법과 수치모델링에 의한 방법을 병행하여 이루어지고 있으나, 취수량 평가에 가장 중요한 수리전도도(k)의 오차로 인하여 설계단계에서 추정한 취수량과 시공 이후의 취수량에 차이가 존재하고 이로 인한 다양한 논쟁이 존재하고 있다. 본 연구에서는 경기도 안성천에서 시공된 방사형집수정의 사례를 토대로 조사단계에서의 적정 시추공의 갯수를 제시하고자 하였다. 수평정의 2m 간격으로 채취된 토양 및 총 8공의 시추공에서 채취된 토양 등 총 164개의 입도분석 자료를 이용하여 대표요소면적(Representative elementary area, REA)의 개념을 적용하여 적정 조사공의 갯수를 분석한 결과, 안성천 방사형집수정 규모의 경우에는 1기당 6~7개의 조사공이 필요함을 도출하였다. 본 연구에서는 경기도 안성천의 사례를 토대로 수행한 만큼 향후 낙동강 등 타 지역의 사례를 토대로 확인되고 검증된다면 강변여과수의 조사 기준으로서 활용될 수 있을 것이다.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.11-24
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• 2008

This research verifies the effect on environmental attitude and knowledge accomplishment by t-test as producing and running programs regarding global warming which is raised as a representative environmental issue subject to 6th grade-elementary students. For this, environmental education programs about global warming for elementary students are developed and applied 15 times by reconstituting classes based on the contents regarding global warming from the text books revised as of 7th course of study. The result is as below. First, some part of contents from social study and science of 6th grade elementary curriculum of 7th course of study was able to be reconstituted to 15 education programs. Secondly, the programs about global warming improved students' environmental attitude Application of the programs about global warming showed significant difference(p<.05) on building environmental attitude as it proved those are effective on both area of recognition level and practice level. The method used on the test had .866's Cronbach alpha modulus value therefore, it obtained reliability. Thirdly, the programs regarding global warming improved students' knowledge accomplishment. As a result of test for knowledge accomplishment which was executed with same method for attitude test, the application of the programs about global warming showed significant difference(p<.05) on improving students' knowledge accomplishment on the global warming therefore, it resulted that the application of the program is effective on knowledge acquirement.

• The Journal of Engineering Geology
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• v.32 no.1
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• pp.59-72
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• 2022

This study employed a 3-D numerical analysis based on the distinct element method to estimate the strength and deformability of a Cretaceous biotite granitic rock mass at Gijang, Busan, Korea. A workflow was proposed to evaluate the scale effect and the representative elementary volume (REV) of mechanical properties for fractured rock masses. Directional strength and deformability parameters such as block strength, deformation modulus, shear modulus, and bulk modulus were estimated for a discrete fracture network (DFN) in a cubic block the size of the REV. The size of the mechanical REV for fractured rock masses in the study area was determined to be a 15 m cube. The mean block strength and mean deformation modulus of the DFN cube block were found to be 52.8% and 57.7% of the intact rock's strength and Young's modulus, respectively. A constitutive model was derived for the study area that describes the linear-elastic and orthotropic mechanical behavior of the rock mass. The model is expected to help evaluate the stability of tunnels and underground spaces through equivalent continuum analysis.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.235-247
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• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.