제4회 Bluff Body Aerodynamics and Applications(BBAA4)를 다녀와서

권순덕 한국풍공학회 2000 한국풍공학회지 Vol.4 No.2

세계 여러 국가의 지역 지리교육에 대한 비교 분석

권순덕 서울대학교 지리교육과 1989 地理敎育論集 Vol.21 No.1

Contemporary Regional Geography Education is dynamic and continuously respond to the social change. There has been a strong need for continual redefinition, renewal arid improvement through the reform of Regional Geography in education-especially through curriculum improvement of 'National Geography'. The purpose of this study is to analyze the structures and contents of Regional Geography curricula in education at secondary schools, identifying new trends of change and suggesting the direction to improve Regional Geography in education. Curricula materials of Regional Geography in education to be compared with are collected from thirty countries. The study attempts to describe aspects of the structure of curricula of Regional Geography in education in thirty foreign countries in an analytical way. The analysis takes in the characteristic features of Regional Geography curricula in education at secondary schools in foreign countries, related to the structural forms, aims and contents. Based on the findings in this study the following conclusions were formulated: (1) The curricular reform of Regional Geography in education of each country, taken root in its framework, retains characteristics although each is distinguished from others in contents and form. There are general elements manifested in the effort to address new needs in the ever shifting of references. (2) The concepts of curricular of Regional Geography in education include various curricular materials, guidelines, courses of study, syllabus, textbooks, program, reference frame, fieldwork, audio-visual techniques, computer assisted learning, teaching and learning materials. (3) Innovations for curriculum development, operation, and evaluation of Regional Geography in education have been attempted under the nation-wide concerns in thirty countries. (4) The Integrated Geography Curriculum of Regional Geography in education in Anglo-Saxon is so enumerous to teach that it may not be necessary to make a list of materials. Much emphasis has been put on print sources. There are many examples of other adis (filmstrips, slides, videos, computer software), Many Regional Geographies in education have been influenced by social scientists who have attempted to isolate the concepts of each discipline in order to formulate interdisciplinary social science curricula in the United Kingdom, North America, Australia and New zealand. (5) One the contrary, it is obvious that the use of a single structure of geography in the secondary school could invite just as much criticism in the 1970s from geographers in the frontiers of the discipline in european countries. (6) Patriotic, cosmopolitan and emancipatory geographical aims are found in all systems and at all levels of development but always with a different accentuation. On the one hand, the patriotic aims are dominaat in the Third World and in socialist countries ...The cosmopolitan aims can be either more liberal or more offensive... and, on the other hand, the emancipatory aims in the form of 'attitudes' are on the advance in western industrialized countries such as Great Britain, USA, Australia, West-Germany and other west European States. (7) The content of Regional Geography in education in most countries of the world is the geographical region of their own nation, their own continent and the rest of the world. The information about regions and countries is often given more or less in a rudimental concept of Regional Geography from Natural Geography to Human Geography of a landscape, region, country or continent. The necessary selection of topics out of the great quantity of geographical information leads to different accents ...partly in the area of Physical Geography as in most socialist states and party in the area of Human Geography as in many western countries. (8) The classical Regional Geography in education still seems to be widespread, but also very often strongly criticized. New paradigms are being discussed as the basic ideas of Geography...in some places more in the direction of physical Geography, in others more in the direction of social, economic or human geography and planning geography... but also landscape and geosyatem are discussed concepts for developing Regional Geography in education. Future research is needed to suggest an approach of Regional Geography in education to the identification of a number of structures in geography based on the paradigms used by research workers to formulate questions about, and to demonstrate that paradigms provide a more meaningful form of cohesion for regional geography in education. My ideal is that textbooks should be used creatively and critically in classrooms, rather than used in the passive, accepting, manner that characterises so many classrooms.

잣나무 임분수확표를 이용한 등급별 목재 이용량 분석 연구

권순덕,곽두안 경상대학교 농업생명과학연구원 2020 농업생명과학연구 Vol.54 No.1

본 연구는 직경분포에 근거한 잣나무 임분수확표(지위지수 14)를 활용하여 등급별 목재 생산량을 분석하기 위해 수행되었다. 잣나무 임분수확표는 국립산림과학원에서 개발된 직경분포 함수를 이용하여 직경급별 본수를 예측하였으며, 목재 생산량은 말구직경 을 기준으로 3개 등급으로 구분하였다. 연구결과 잣나무 임분수확표를 활용한 원목생산량은 임령이 증가할수록 1등급 생산량이 증가하였고, 1등급(재장 3.6m) 원목은 40년부터 생산 가능한 것으로 분석되었다. 임분단위 원목의 생산량은 직경급별 생산되는 등급별 원목 개수와 직경급별 본수에 따라 생산량에서 차이를 보였다. 임령에 따른 등급별 원목의 이용재적은 원목 생산량에 비례하였 고, 2등급 이용재적비율은 30년과 40년일 때 전체 임분 이용재적의 60% 이상을 차지하였으며, 임령이 증가할수록 1등급 이용재적비율 이 높아짐에 따라 감소하였다. 임분단위 이용재적은 임령이 증가할수록 1등급과 2등급(재장 3.6m) 이용재적은 증가하였고 3등급은 감소하였다. 임분단위 이용재적비율은 3등급의 경우 20년일 때 85% 이상 차지하였고, 2등급은 40년일 때 74% 이상 차지하였으며, 1등급 이용재적이 증가하는 50년 이후 부터 감소하였다. This study utilized stand yield table (site index 14) of Pinus koraiensis based on diameter distribution in order to analyze timber production by grade. The stand yield table of Pinus koraiensis used the diameter distribution function, developed by the National Institute of Forest Science, to predict the number of trees by diameter classes. Timber production was classified into three grades based on the small-end diameter. The study result shows that in terms of log production, which utilized the stand yield table of P. koraiensis, the 1st grade production has risen as stand age increased, while the 1st grade (log length 3.6m) log has been analyzed that it will be able to produce starting from the year of 40. Production of log by stands unit has presented differences based on the number of trees by diameter classes, and on the amount of log by grade, which is produced by diameter classes. Merchantable volume of the log by grade based on stand age is proportional to the log production, and in the year of 30 and 40, the 2nd grade merchantable volume rate has occupied more than 60% of the entire stands merchantable volume, while it has decreased as stand age increased which leads to a rise in the 1st grade merchantable volume rate. In terms of merchantable volume by stands unit, the 1st and 2nd grade (log length 3.6m) merchantable volume has increased, and the 3rd grade has decreased as stand age increased. Moreover, in respect of merchantable volume rate by stands unit, the 3rd grade has occupied more than 85% in the year of 20, and the 2nd grade has comprised more than 74% in the year of 40, while it has decreased starting from the year of 50, when the 1st grade merchantable volume rises.

지리학습의 개별화를 위한 비판적 사고 기능의 선정과 메타인지의 계획·실행·평가과정에 관한 연구

권순덕 한국 지리·환경 교육학회 1999 한국지리환경교육학회지 Vol.7 No.1

This paper discusses individualizing learning in geography through selecting critical thinking skills and considering metacognition. The idea of critical thinking skills connects with the investigation and development in education based on the concept of critical thinking. The nature of critical thinking is reasonable and reflective thinking aimed at deciding how to do or believe according to Robert Ennis. Operationally defined, Critical thinking skills involve the application of certain skills and attitudes. The critical thinking skills give special force to the process of rational argument and conclusion from given premises. Geographical education can develop the ability of constructively critical thinking, not only in individuals but also in group processes. The matter of geography education must lay special weight on social and critically reflective processes. Critical teaching in geography will involve forms of critical thinking based on rules of logical procedure, and on principles of social importance. Metacognition is "thinking about thinking,". Metacognitive activity is something one does before, during, and after a piece of work. Metacognitive activity involves monitoring the planning process, executive process, and evaluative process. This paper makes several suggestions for the learning strategies and are as follows : 1) give courage to cooperative and experiential learning 2) cheer collaborative and individual problem-solving 3) make use of a variety of learning strategies 4) choose critical thinking skills identified and learned 5) consider meta-cognitive activities.

KOCED 대형풍동실험시설 구축현황

권순덕,강승희,유기표,이승호 한국풍공학회 2008 한국풍공학회지 Vol.12 No.1

Design criteria of wind barriers for traffic. Part 1: wind barrier performance

권순덕,김동현,이승호,송호성 한국풍공학회 2011 Wind and Structures, An International Journal (WAS Vol.14 No.1

This study investigates the design criteria required for wind barriers to protect vehicles running on an expressway under a high side wind. At the first stage of this study, the lateral deviations of vehicles in crosswinds were computed from the commercial software, CarSim and TruckSim, and the critical wind speeds for a car accident were then evaluated from a predefined car accident index. The critical wind speeds for driving stability were found to be 35 m/s for a small passenger car, yet 30 m/s for a truck and a bus. From the wind tunnel tests, the minimum height of a wind barrier required to reduce the wind speed by 50% was found to be 12.5% of the road width. In the case of parallel bridges, the placement of two edge wind barriers plus one wind barrier at center was recommended for a separation distance larger than 20 m (four lanes) and 10 m (six lanes) respectively, otherwise two wind barriers were recommended.

바람-교량 상호작용 해석을 위한 상태공간 정식화

권순덕,배주성,이규원 한국풍공학회 2001 한국풍공학회지 Vol.5 No.2

산림 생장 자료 관리를 위한 시스템 개발

권순덕,손영모,이경학,이승기 한국임학회 2004 한국임학회 학술발표논문집 Vol.2004 No.-

세장 구조 부재의 와류진동 평가 방법

권순덕 한국풍공학회 2001 한국풍공학회지 Vol.5 No.1

교량 플러터의 한계풍속 평가 기준

권순덕 한국풍공학회 2006 한국풍공학회지 Vol.10 No.2

The purpose of this study is to present a rational criterion for critical velocity of flutter of long span bridges according to angle of attack. The measured wind data at some bridges, the angle derived from the wind spectrum itself, and the generated vertical wind fluctuation are used to evaluate the relation between wind velocity and angle of attack. A new criterion for flutter instability which has consistent safety margin at entire wind velocity range is proposed from the data. In the criterion, the critical wind velocity at ±5o can be linearly decreased to 30% of its original value at angle of attack ±2.5o. 본 연구에서는 풍속이 증가함에 따라 영각이 변하는 점을 반영하여 교량 플러터에 대한 안정성을 판정할 수 있는 합리적인 기준을 제시하는데 목적을 두고 있다. 이를 위하여 국내외의 교량에서 실측 자료와 풍속 스펙트럼을 이용하여 구한 영각과 풍속의 관계로부터 풍속 별로 일정한 안전율을 확보할 수 있는 새로운 플러터 안정성 판단 기준을 제시하였다. 제시한 기준은 플러터 발생 풍속이 영각 ±2.5도 이내에서 한계풍속 이상보다 커야 하며, ±2.5~±5도 사이에서는 영각에 따라 풍속을 한계풍속의 30%까지 감소시킬 수 있도록 하였다.