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RISS 인기검색어
- 검색키워드
- 저자 : 김옥규 (검색결과 16 건)
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In this paper, a study on the dynamic behavior of a reciprocating compression mechanism used in small refrigeration compressor is performed. In the problem formulation of the compressor dynamics, the viscous frictional force between piston and cylinder wall is considered in order to determine the coupled dynamic behaviors of piston and crankshaft. The solutions of the equations of motion of the reciprocating mechanism along with the time dependent Reynolds equations for the lubricating film between piston and cylinder wall and oil films of the journal bearings are obtained simultaneously. The hydrodynamic forces of journal bearings are calculated using finite bearing model and Gűmbel boundary condition. And, a Newton-Raphson procedure was employed in solving the nonlinear equations of piston and crankshaft. The results explored the effects of design parameters and operating conditions on the stability and lubrication characteristics.
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독해·내용정리 전략과 시험전략 중재가 초등학교 6학년 학생의 학업성취도에 미치는 효과
본 연구는 4차 산업혁명시대의 전환점을 맞고 있는 시대와 복잡한 앞으로의 미래사회에서 필요한 핵심역량의 기본이 되는 초인지적 사고능력을 학생들에게 키워줌과 동시에 초인지를 활용한 학습전략의 중재효과를 초등학교 6학년 일반 학생들과 학습부진 학생들을 대상으로 검증할 필요성과 목적을 가지고 본 연구를 실시하였다. 본 연구에 참여한 대상은 충남 당진시에 위치한 T초등학교 6학년 두개 반을 실험집단(30명)과 통제집단(28명)으로 구성하여 실험집단에는 독해·내용정리 전략과 시험전략을 지도하였으며, 통제집단은 교육과정 내용을 그대로 지도하였다. 실험은 2018년 3월 5일부터 2018년 11월 23일까지 총 44회기 이상 이루어졌다. 본 실험에서 사용한 프로그램은 김윤옥·민혜정(2003)이 개발한 ‘수호천사친구’ 독해·내용정리 전략과 김윤옥(1999)의 ‘보물섬후크선장’ 시험전략이다. 본 연구에서는 전략을 학습전략 교수 8단계 과정을 통해 중재하였으며, 전후검사 통제집단 설계(pretest-post test control-group design)로 전략교수의 효과를 검증하였다. 이에 대한 본 연구의 결과는 다음과 같다. 첫째, 실험집단의 초등학교 6학년 학생 및 학습부진 학생 30명은 체계적인 학습전략 교수 8단계를 모두 통과하였으며, 독해·내용정리 전략과 시험전략을 완전학습 할 수 있었다. 둘째, 독해·내용정리 전략의 중재는 초등학교 6학년 학생들의 국어, 수학 성취도에 긍정적인 효과가 있었다. 셋째, 시험전략의 중재는 초등학교 6학년 학생들의 수학 성취도에 긍정적인 효과가 있으며, 학습부진 학생들의 국어, 수학 성취도에 긍정적인 효과가 있었다. 결과적으로 독해·내용정리 전략과 시험전략 훈련은 초등학교 6학년 학생과 학습부진 학생의 학업성취도를 향상시켜주는 효과가 있었다. 그러나 본 연구의 결과는 충남 당진시의 T초등학교 6학년 학생 일부를 대상으로 수행된 연구이므로 대상 지역 및 학년에 따라 연구결과가 동일하지 않을 수 있으며 일반화에 어려움이 있다. 따라서 보다 많은 지역과 학년을 대상으로 한 후속연구가 뒤따라야 한다. At the turning point of the era of the 4th industrial revolution, In addition to the core-competencies required in the future society, students are encouraged to develop their Meta-cognition thinking skills. This study was conducted with the purpose of enhancing 6th graders’ meta-cognition thinking level thru verifying effects of two learning Strategies to the general students and under-achieved students. The experimental and control groups which participated in this study consisted of 6th graders in T Elementary School in Dangjin, Chung-Nam province. The experimental group included thirty general students and the control group included twenty-eight general students. The experimental group was exposed to the strategy instructions of the Comprehension-Summarization Strategy and Test-Taking Strategy. The control group was taught by a standard curriculum. from March 5 to November 23, 2018, this experimentation was implemented for forty-four sessions. For the experiment, the Comprehension-Summarization Strategy developed by Kim Yoon-ok and Min Hye-jung(2003) and the Test-Taking Strategy of Kim Yoon-ok(1999) were used. Each of the program consists of eight stages to instruct the strategy. A pre-test and post-test was applied to each groups to compare the effects of the strategy instructions. The results of this study are as follows. First, all the members of experimental group passed the eight stages and mastered these strategies fluently. Second, the intervention of the Comprehension-Summarization Strategy had a positive effect on 6th grade students’ Korean and math achievement. Third, the intervention of the Test-Taking Strategy had a positive effect on general 6th grade students’ math achievement and under-achievers’ Korean and math achievement. As a result, these Comprehension-Summarization Strategy and Test-Taking Strategy were effective for the Korean and math achievement in 6th grade students and students with under achievements. However, there is some limitations to generalize the results due to a limited size of participants in this study. Therefore, it implied that more research should be duplicated with more subjects.
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HYANGRIS in KORYO˘ were the local HOJOKS who had gained great power at the late SILLA and the early KORYO˘ and who had become working-level according to the central government's power centralization. As the central government not only appeased but controlled them, the central government became closely connected with the local HYANGRIS. This showed that the political power base of KORYO˘ dynasty was weak. The first class of HYANGRIS, HOJANGS' position was such that the grandchildren of the vice-HOJANG and over, and the children of the vice-HOJO˘NG and over could advance into the central officialdom through the state examination. It was a kind of appeasement policy. At the same time there were some positive control policies as following ; first, appointing HOJANGS by WEAKWAN's recommendation ; second, appointing more HOJANGS than the number of vice-HOJANGS ; third, establishing 'Upper HOJANG' and 'CHO-MUN-KI-KWAN' and making them speak for WEA-KWAN sended from the central government. Examining the work of HYANGRIS, however, we can find that they played an important part in forming the foundation of the society and the nation. They played a bridge-like role between the central government and the people by carrying out duties such as tax collection and control and assistance of WEA-KWAN's judge etc.. On the basis of this social status, the HYANGRIS at the late KORYO˘ filled in the blank after the soldier-government and for the purpose of dealing with the complexed conditions of the diplomatic relation with the nation KUM, they actively advanced into the central officialdom in need of officials who were rich in knowledge and good at actual affairs. Thus, from the soldier-government times they could become officials through the frequent state examination as HYANGRIS during the soldier-government and the nation WO˘N's intervening times ; while there were few passed the state exams as HYANGRIS after king KONG-MIN. We'd guess that is why those, who had become central officials as local HYANGRIS after the soldiers' rebellion and who had already turned into the central nobility by establishing the solid foundation of power, might block other HYANGRIS' advancement into officialdom.
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