대형축류팬의 실속과 대책

심의보(Eui-Bo Shim) 한국유체기계학회 1998 유체기계 연구개발 발표회 논문집 Vol.- No.-

The rise in pressure across the impeller blade of an axial flow fan depends on the angle of attack. At a low back pressure, the air volume will be large and the angle of attack is small. The gradual increase of the back pressure approached stall zone which is not stationary but travels blade to blade passage. In consequence, a region occurs around these blades with large vibration in the flow. To avoid these stall operation, the stall detector in the axial flow fans has been designed to detect stalling condition with a manometer or differential pressure switch by electric mechanism.

보육교사 양성기관의 교육과정 개선방향

심의보(Shim, Ui-bo) 한국유아교육·보육복지학회 2009 유아교육·보육복지연구 Vol.13 No.2

보육교사의 전문성 강화를 위한 교육교사 양성기관 교육과정의 개선방향을 모색하고자 본 논문이 시도되었다. 보육교사의 전문성을 논해야 할 만큼 보육교사의 전문직으로서의 위상은 미약하다. 사회적 측면에서 본다면 보육교사의 역할과 그에 상응하는 처우가 전문직으로서의 위상에 걸맞지 않는 정도로의 열악한 때문이며, 교육적 측면에서 본다면 보육교사의 교육의 전문성이 부족한 때문이라고 볼 수 있을 것이다. 논의의 결과 보육교사의 전문성을 강화하기 위한 교육과정의 방향을 다음과 같은 결론에 이르렀다. 첫째, 보육교사 전문성은 보육적 가치와 태도, 동기, 상상력, 안목 등의 개념을 포괄하는 방향으로 전개해야 한다. 둘째, 보육교사 교육의 내용은 해석적-현상학적으로 사고의 양식, 보육적 관심과 상상력, 보육적 동기와 사기 등을 형성 변화시킬 수 있는가 하는 관점에서 고려되어야 한다. 셋째, 교육과정의 구조는 보육교사의 전문성 형성을 위한 경험의 논리에 타당하게 선택되고 방법적 원리에 적합하도록 구성되어야 한다. 이를 위하여 교양교육, 보육기초, 보육실제의 아동보호와 아동교육의 영역이 상호 유기적으로 통합되도록 거시적․미시적으로 구성되어야 한다. 넷째, 교육과정의 구조적 논의와 보육교사의 전문성에 근거하여 교육학과 보육학의 보완적 역할 분담이 필요하다. 결론적으로 보육관련 대학의 교육과정이 전문성 확보에 적합하게 구조화되기 위하여 학점 수를 상향조정해야 한다. 보육실제의 아동보호와 아동교육, 교육학과 교양을 현재 보다 상향조정하여 보다 높은 수준을 확보해야 할 것이다. 만약 현재의 학점수의 한계 내에서는 가능하지 않다면 보육교사 교육은 전면 3, 4년제나 일반 학부 졸업 후 대학원을 통한 교육제도로의 구체적 방안을 모색해야 한다. This study had been to consider on the direction of curriculum organization for the consolidating educare teachers’ specialization in college, and to examine on the structure of korean educare system is founded the children’s developmental task and socialization process through ‘Educare’ as a basics. With rapid industrialization in our country, the educare suddenly came to be as a major social issue and it has made the emergence of many Educare Centers considerable. Now, the matter of the educare teachers’ education is the core of Child Welfare Policy, and it is required by us to study this with actual and systematic effort. In the final part, the basic direction of curriculum for the educare teachers’ education is to consider the structure of the cultural studies, the educare fundamental studies and the educare practical studies as a college curriculum. These signify to integrate the care of children and child education as a educare curriculum.

자살시도 경험이 있는 노인의 생애사 연구

오정아(Jung A Oh),심의보(Uibo Shim),한규량(Kyuryang Han) 충남대학교 사회과학연구소 2018 사회과학연구 Vol.29 No.1

This study examined the life history of the elderly who had experienced suicide attempts. The purpose of this study was to provide evidence – based data for developing policies and practical approaches to prevent the suicide of elderly people and improve their quality of life. The life of the elderly living alone in a period of catastrophic ‘poverty and hardship’ constituted the dimension of life. The participants, who had dreamed of a rainbow life, had to give up the life they expected after experiencing ‘bereavement and suicide’ with their spouse. In particular, a participant who lived alone, was suffering from illness and became pessimistic about their reality, ultimately made the extreme choice of a ‘suicide attempt.’ Finally, at the stage of adaptation, life was finally felt as ‘Water flows as you live.’ This suggests that it is insufficient for elderly living alone to make a life change by their will alone. Based on these results, this paper presents policy and practical suggestions.

대형축류팬의 실속에 관한 연구

조대환(D. H. Cho),심의보(E. B. Shim),이영호(Y. H. Lee) 한국동력기계공학회 1999 한국동력기계공학회 학술대회 논문집 Vol.- No.-

學校知識의 社會學的 接近에 대한 批判的 考察

沈義輔 淸州敎育大學校 1987 論文集 Vol.24 No.-

The sociologists of education have traditionally studied the structure and dynamics of the school as a social system and as a learning environment. Schools are large and complex source of interest and a source of frustration to sociologists. The special function of education is to prepare children for active participation in adult activities. Thus it must allow enough independent action to ensure adequate performance of adult activities without constant supervision. but it must he ever alert to activities, organizations. and opinions that are potentially dangerous to the carrying out of this function. Until recently the sociologists of education and curriculum specialists have treated school knowledge as relatively neutral in value orientation. However the socioligist of knowledge argues that the school knowledge is decided in social and cultural context. The new sociology of education, which has been heavily influenced by the sociology of education, has not understood school knowledge and categories of the thought as an absolute truth but as constructed realities which are realized in particular institution. The rise to pre-eminence of the schools is viewed as resulting from the growing efficiency of the political and economic system and its ability to satisfy the economic and psychological wants of the vast majority of people and thereby to diffuse and remove the ideological content of political controversy. The function of education is seen as having changed concomitantly to meet these new societal needs. New knowledge is the most important factor in economic and social growth. Knowledge must therefore have a social vehicle to transform it from potential power to active power. From the view-point of the new sociology of education, control of the school curriculum is a question of cultural hegemony, that is, a reflection of the value of dominant group in a society. In this sense curriculum construction is the political process in which major groups in the society compete one another to dominate the curriculum contents. Analysis and discussion, where we are politically relevant, become political acts-and it is this that we have specified, as the peculiar social responsibility of intellectuals. to think, to speak, to teach, to write: all of these are forms of doing. We ought properly to be seen as integral components of action and as an indispensable part of the political process.

行爲의 狀況性과 正當性

沈義輔 淸州敎育大學校 1984 論文集 Vol.21 No.-

Modern society is in actually extremely complex and constantly in a state of flux. We are interested in ascertaining not only where the society has been but also where it is going, although this is admittedly a difficult task. The study of human behavior as a social problem is almost as old as man, who since antiquity has been concerned with the problem of social order in society. We have long been concerned with societal changes that accompany the network of patterned social relations. The problem of human behavior had its genesis in the question of social order. Accordingly, it can be discussed as the scientific study of the justification of human social behavior. Besides, it is intesested in the problem of order, or social ethics. Because it had to justify its existence by solving social ills. The study on the situation and the legitimation of hnman behavior is usually discussed primarily sociological in focus. It has been defined as patterned and coordinated social relationship among interdependent persons or groups. My basic aim here is not to advocated the legalization of the situation ethics but rather to point out the certain conditions may be undesirable when evaluated by moral or personal standards and desirable when evaluated by more objective criteria. Therefore, its major concern is with patterned and predictable social behavior. The theory of human behavior has discussed between two theories of behavior. One sees the logical behavior and the illogical bchavior, and the other sees the responsible ethics and feeling ethics. Vilredo Parato exemplifies the first view, and Max Weber the second. Despite their differences, the two view share a common interest in the relation of the individual to the society. Beside, they are explained the antinomic character if human bahavior. The individual's needs have been regulated by the society. Because he has internalized the collective conscience, common beliefs, and practices. In other word, the individual has been regulated by the social ethics of the group. Consequently society is defined as an aggregate of people that is self-sustaining, that has a definite location and a long duration, and that shares a way of life. Besides, social control is the ability of a group to socialization. The concept sociolization is used in socioligy to designate the process through which, culture is transmitted to new members. In fact, the ethics can maintain its basic identity even though in a generation the membership of the society has changes. It is not only ideational concept but also the shared meaning or ideas among group members about the expectations of human behavior. However, individuals are never fully socialized. Because they continue to learn the ways of new groups as adults. Furthermore even within a particular group socialization is never final because the culture of a group is continually changing. Frequently, the ethics is viewed as a constant mass of norms, roles, and values that is to be regulated in group members. The ethics, on the other hand, is continually modified and redefined. It prestent the collective solution of group members to the problems that they face in their environment, but these solution are never final. The situation ethics is a theory that rejects the ethics based on formalism and absoluticism in individual and concrete situation. In accordance with the pragmatism, it is a theory based on existentialism and utilitarianism in considering the historical and social conditions of the complex modern society. The ideal man that the situation ethics persuade is the kind of man that changes as the situation changes. But situation ethics can neither distinguish moral values nor make positive effort to distinguish eternal values from temporal ones. This individualistic and concrete situation is nothing but one of the manifestation of universality. Existentialism, on the other hand, is concerned with human freedom and choice. Before an event occurs, individuals have choices as to the direction of their actions. If man adopts an existential perspective, he can frustrate the moralist by deviating from moralistic theories or predictions. Moralistic knowledge can be used to change the future and betterment of man. In conclusion, we can claim that human behavioral theories provide criteria for distinguishing between what can very broadly be labeled as valid versus invalid inferences about the moral status of an choices of behavior. However, we are not suggesting by this that the application of such criteria leads inexorably to a single conclusion. Our discussion has been for the sake of convenience oversimplifying the experience of moral intelligibility by prestenting it in terms of dichotomies such as right-wrong, proper-improper, etc. Because the application of criteria for validation of moral infernces is a process that can lead to conflicting valid conclusions.

A Study on the Relation of the Social Studies Education to the Social Science in Korea : 韓國을 中心으로

Shim, Ui-Bo 淸州敎育大學校 1985 論文集 Vol.22 No.-

政治社會化의 課題와 政治敎育의 方向 : 市民精神의 社會化를 中心으로 Particularly based on the Making of Citizens

沈義輔 淸州敎育大學校 1986 論文集 Vol.23 No.-

Most attempts to define socialization have generally agreed that it is a process in which individuals incorporate into their own attitudinal stucture and behavior patterns the ways of their respective social groups and society. Of course, the study of socialilzation is not new field. Such inquiries have been prominent in social psychology, anthropology, and psychiatry, yet the investigation of political behavior as a consequence of socialization is relatively new. In recent years it have the results of empirical investigations about the relations between the socialization process and political behavior begun to appear in the literature. In the broades sense, political socialization refers to the way society transmits its political culture from generation to generation. This pross may serve to preserve traditional political norms and institutions. On the other hand, when secondary socialization agencies inculcate political values different from those of the past or when children are raised with political expectations different from those of their forebears, the socialization process can be a vehicle of political and social change. For our purpose we shall view political socialization as the process, mediate through various agencies of society, by which an individual learns politically relevant attitudinal disposition and behavior patterns. These agencies include such environmental categories as the family, peer group, school, and the mass media. Political socialization is basically a continous social and psychological process composed of four elements. It involves (1) an interaction-acquisition process, (2) between the individual being socialized, (3) the agency which acts as the vehicle of socialization, and (4) the political behavior patterns, perceptions, and attitudes which he learns. The problem facing the students of socialization center on these four elements. Political education was an effort to realize the values of political community. So, the nature of political education is properly understood by reference to the character of political activity. Therefor, polictial education must indirect to give the experiences of democratic way of life, and to internalize the democratic values of political community on the base of scientific understanding of politics. In this study, the stress has been on the role of the agent as the political education and particularly based on the making of citizens. However, it is recognized as an interaction-acquisition process in which the individual, himself, plays an important role. In this respect we have seen that the individual's sex, the affective relationship he establishes with his parents, his race and social background, and his need to identify with and defer to higher status peers are all individual characteristics which affect his adaptive activities. In conclusion, although the question of social control cannot escape its Orwellian connotations, the wise citizen and responsible public servant can enjoy unprecedented prerogatives for useful and humane intervention in the evolution of political systems. Under the existing condition of political consciousness, we may be abstract as following, and they are concrete direction of political education. First, we must be established a patriotic sentiment. Second, we must be materialized a way of democratic life. Third, we must be inspired a right social ethics.