http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
비소성 황토 치환율에 따른 구조용 콘크리트의 압축강도 성상 평가
박민한(Park, Min Han),서동균(Suh, Dong kyun),이예찬(Lee, Yae Chan),김규용(Kim, Gyu Yong),남정수(Nam, Jeong Soo),이태규(Lee, Tae Gyu) 한국콘크리트학회 2021 한국콘크리트학회 학술대회 논문집 Vol.33 No.2
본 연구에서는 콘크리트의 목표강도를 각각 30, 45MPa로 설정하고, 단위 시멘트량의 15, 30%를 비소성 황토로 치환하여 압축강도 발현 성상을 평가하였다. In this study, the target strength of concrete was set at 30, 45MPa and 15, 30% of cement was substituted with non-fired Hwangto to evaluate the expression properties of compression strength.
박민한 ( Park¸ Min-han ),서동균 ( Suh¸ Dong-kyun ),이예찬 ( Lee¸ Yae-chan ),김규용 ( Kim¸ Gyu-yong ),남정수 ( Nam¸ Jeong-soo ),이태규 ( Lee¸ Tae-gyu ) 한국건축시공학회 2021 한국건축시공학회 학술발표대회 논문집 Vol.21 No.2
In this study, we compared and analyzed hydration heat of the Concrete(NC) and non-fired Hwangto Concrete(HT). The Concrete(NC) was based on the mix that showed 30, 45 MPa on compressive strength on 28th and Only cement was used to make it. and We substituted 30% of weight of unit cement to non-fired Hwangto to create non-fired Hwangto Concrete(HT).
박민,박필재,김동영,김천수,구본태,정희범,유현규,Park, M.,Park, P.J.,Kim, D.Y.,Kim, C.S.,Koo, B.T.,Jung, H.B.,Yu, H.K. 한국전자통신연구원 2012 전자통신동향분석 Vol.27 No.1
자동차 레이더 부품 기술의 대표적인 활용 예인 차량안전시스템이란 지능형 교통시스템을 구현하기 위한 필수 기술로 열악한 기상조건 또는 운전자의 부주의로 인해 발생 가능한 사고를 미연에 방지할 목적으로 개발된 차량의 안전 운행 시스템을 의미한다. 특히 77GHz 주파수를 이용한 자동차 레이더 시스템은 차세대 안전 장비 중에서 가장 핵심적인 시스템이며, 미래 자동차 안전 산업 기술에 있어서 필수적이라 하겠다. 본고에서는 77GHz 자동차 레이더 부품 기술의 특징을 알아 보고 개발 현황 및 앞으로의 전망을 예측하고자 한다.
하와이 목질의복 (Balk Cloth) KAPA 에 대한 연구
박민여(Meeg Nee Park) 한국복식학회 1991 服飾 Vol.17 No.-
The use of bark cloth, made of the inner bark of certain trees, was widespread along tropical zones from the Africa to the Hawaii encompassing the globe. They include Malaysia, Indonesia, New Guinea, Polynesian Islands and South America. Among them the Hawaiian bark cloth, named Kapa(pronounced as tapa) was rated as the best quality and most admired. It has variety in designs and colors as well as the most sophistcated production methods. The distinct processes of kapa making are composed of two stages. The first is called first beating and it is a preparatory stage to beat the sea-water soaked bast. It was done with a round beater on a stone anvil. The second beating process was carried out with the squared beater and wooden anvil. The strips from the first beating was soaked again in the water and then beaten lightly to break up fibers. The craftmen laid a bundle of strips over the anvil and beat it into pieces of kapa. The second beater of Hawaii was the most characteristic one among bark cloth producing countries. On their surfaces were the producing countries. On their surfaces were the engraved patterns, which were creation of theirs. These distinguished designs enabled them to produce the kapa with the thinner and finer texture and an elaboration of impressed designs known as watermarks. The Hawaiian culture was self-sufficient one : Evrything they used was of their own creation until 19th century. Among their inventions of printing designs on kapa are three most important and distinguished processes. They are the overlaying the cord snapping and the block printing techniques. Their inventiveness as well as self sufficient environment made it possible to develop their fine art of the kapa making. It is said that the mass producing and cheap western technology of loom forced them to gradually abandon their traditional art and as a result this fine and valuable legacy of Hawaiian traditional kapa making technique is all but disappeared. However it is encouraging and heart warming to find that some of the people as well as specialized researchers joined together to form a group to try to reproduce the old kapa and study the traditional art. They consider the kapa as an expression of the ethnic identity with Hawaii`s heritage as well as valuable art of human history.
박민해(Min hae Park)정경희(Kyung Hee Jung) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.1
배경 및 목적: 본 연구에서는 학령기 아동을 대상으로 설명글의 구조 및 질문유형에 따른 읽기이해 특성을 살펴보고자 하였다. 방법: 연구대상은 2학년 16명, 4학년 19명, 6학년 19명을 대상으로 총 54명이었다. 연구절차는 설명글 구조유형(비교/대조, 과정, 분석, 원인/결과, 나열, 설득) 및 질문 유형(설명 대상에 대한 이해, 세부정보에 대한 이해, 글의 구조에 대한 이해, 중심주제에 대한 이해, 글 구조의 단서에 대한 이해, 추론이해)에 따라 제작한 과제를 제시한 후 음독과 묵독 중 아동이 원하는 방법으로 선택하여 글을 읽은 후 과제를 풀도록 하였다. 결과: 첫째, 학년이 증가함에 따라 설명글 구조유형 모두에서 더 높은 수행력을 보였으나 구조유형에 따른 읽기이해 수행력의 유의미한 차이를 보인 집단은 2학년과 6학년, 4학년과 6학년 집단이었다. 전 학년이 과정 구조에 대한 읽기이해 수행력이 높았으나 설득 구조는 수행력이 낮았다. 나머지 구조에서는 학년별로 차이가 있었는데 유의미한 차이를 보인 구조는 비교/대조, 나열, 설득이었다. 둘째, 질문유형 모두에서 학년이 증가함에 따라 더 높은 수행력을 보였으나 질문유형에 따른 읽기이해 수행력의 유의미한 차이를 보인 집단은 2학년과 6학년, 4학년과 6학년 집단이었다. 전 학년 세부정보에 대한 이해력은 높았으나 중심주제를 찾는 것은 어려워하였다. 나머지 질문유형에서는 학년별로 차이가 있었는데 유의미한 차이를 보인 질문유형은 글의 구조와 추론이해 유형이었다. 논의 및 결론: 이러한 결과는 초등학교 고학년을 기점으로 설명글의 구조 및 설명글의 내용 파악 전략이 발달한다는 것을 보여준다. Objectives: The purpose of this study is to investigate the characteristics of school age children’s reading comprehension of expository texts based on different text structures and question types. Methods: A total of 54 children participated in this study. We presented assignments that tested children’s comprehension of expository texts specifically designed with different text structures. Results: First, students in higher grades showed better performance across all text structures. However, significant differences in performance based on the text structures of scripts were only found between 2nd grade and 6th grade students and between 4th grade and 6th grade students. Students in every grade showed high performance on comprehension of process writings but low performance on comprehension of persuasive writings. Results from other text structures varied between grades, while the differences between grades were significant for comparison/contrast, listing, and persuasive text structures. Second, students in higher grades showed better performance on all question types; however, analogous to the previous result, significant differences in performance based on question types were only found between 2nd grade and 6th grade students and between 4th grade and 6th grade students. Students in every grade showed high performance on identification of details but low performance on identification of main topic. Results from other question types varied between grades, while the differences among grades pertaining to question types were significant for text structure and inference questions. Conclusion: These results demonstrate that children’s strategy in identifying text structures and comprehending expository texts develop notably during later grades in elementary school.