모달중첩법을 이용한 리어 토션빔 엑슬의 피로수명 예측의 정확도향상에 대한 연구

김정규(Junggyu Kim),이재우(Jaewoo Lee),최진호(Jinho Choi) 한국자동차공학회 2012 한국자동차공학회 학술대회 및 전시회 Vol.2012 No.11

Quasi-static analysis as an approximate method has been widely used for structural durability simulations. But this method misleads in terms of crack location and fatigue life estimation. The main factors which cause incorrect fatigue life estimations are not satisfying dynamic equivalent conditions due to the inertia effect. This paper presents the modal superposition method that can enhance the accuracy in estimating the fatigue life and the failure mode for a rear torsion beam axle. This method makes it possible to provide accurate dynamic stress history for fatigue analysis and also the solution for the deficiency of traditional quasic-static inertia relief method.

규칙적인 식생활이 대학생(이공계)들의 체력에 미치는 영향 연구

김정규(Jung-Kyu Kim) 산업기술교육훈련학회 2008 산업기술연구논문지 (JITR) Vol.13 No.4

The objective of this paper is 1.analysis of basic physical strength test comparing to two group between dormitory resident students and non-dormitory resident students 2.certification of individual physical strength condition by test 3 carrying out physical strength upgrade program by the result. Based on the findings of the between two groups through 4. items, I could find out differences. Some items were found out to have a big difference of the records results, and others were similar. It was the results from the advantage of dormitory resident students between two group. It is needed complimentary measures according to this results.

초등학교(初等學校) 아동(兒童)의 행위적(行爲的) 령역(領域)의 학습습관(學習習慣) 구조분석(構造分析)

김정규 ( Jeong Kyu Kim ),김현철 ( Hyon Cheol Kim ) 건국대학교 교육연구소 1996 교사와 교육(구 교육논집) Vol.20 No.-

The purpose of this study was to investigate the structure analysis of the elementary students` conative (doing) domain work habit of learning. This structure analysis study used Reliability Coefficient Tests and Factor Analysis. One thousand, two hundred and fifty-seven, fourth-fifth-sixth grade elementary students were assessed in conative domains. The researcher-reconstructed instrument of Blackwell Work Habit Indicator of Conation was used to measure conative domain. Thirty teachers had completed a ranking order survey of then perceptions of students m each of the domains in order to determine the structure analysis. An expert opinion survey was conducted by 122 teachers regarding the verification of the assigned attributes of conative domain. In the survey of expert opinion, the areas of the work habits selected by the researcher were verified by 186 teachers as having validity for the assignment of the three attributes to conation which were cooperation, commitment, and self-discipline.

게슈탈트치료 개인사례연구: 만남, 신체과정, 수치심

김지양 ( Jiyang Kim ),김정규 ( Jungkyu Kim ) 한국게슈탈트상담심리학회 2012 한국게슈탈트상담연구 Vol.2 No.1

his paper introduce a individual gestalt therapy case and review which i interpretation ‘moment of meeting’, ‘body process’ and ‘shame’. Each session was supervised by Jungkyu Kim. Supervision was done online. This case study was conducted with consent and all clientinformation was paper. chief complaints religious conflict and relation difficult. Therapy and supervision w based on estalt therapy theory, included topdog underdog, body process and shame.

경찰 차량추격의 통계수집을 위한 콘텐츠 검토

김정규(Kim Jung Gyu) 한국콘텐츠학회 2010 한국콘텐츠학회 종합학술대회 논문집 Vol.2010 No.5

교직과정(敎職課程)의 조직(組織), 운영(運營)에 관한 연구(硏究) -140학점기준(學點基準)-

김정규 ( Joung Kyu Kim ) 건국대학교 교육연구소 1976 교사와 교육(구 교육논집) Vol.1 No.-

The aim of this study is to improve the teacher education curriculum in teacher`s colleges and teacher education courses of universities, The ultimate goal of teacher education curriculum is to foster the desirable teachers who will contribute to the improvement in secondary schools in future. The feature of desirable teacher depends on how to organize the curriculum of colleges and universities. The frame and procedure of the study are as follows: the comparative survey of main contrie`s teacher education curriculum, analytical study emphasizing problems. improvemental model of teacher education curriculum. The result of the study based on every related theory and many other research on teacher education curriculum.

Reconstructionism의 교육법론(敎育法論) 연구(硏究)

김정규 ( Jeong Kyu Kim ) 건국대학교 교육연구소 1978 교사와 교육(구 교육논집) Vol.3 No.-

This study has attempted to find out the main concepts and implications of Reconstructionism and it`s educational methodology, in an attempt to find some educational suggestions for Korean education. The results of this study are summarized as follows: The terms that are frequently applied to major views are: ①essentialism, which is the educational philosophy concerned chiefly with the conservation of culture; ②perennialism, which centers its attention in the kind of educational guidance provided by the classical thought of ancient Greece and medieval Europe; ③progressivism, which is the philosophy of liberal, experimental education; ④reconstructionism, which believes that the contemporary crisis can be effectively attacked only by a radical educational policy and program of action. Education as power means education competent and strong enough to enable us, the majority of people, to decide what kind of a world we want and how to achieve that kind of world. It does not mean education so incompetent and so weak as to let minorities with more power than ourselves make this decision for us. Education as means is only strong when education as an end is strong. We need to know what we want, where we want to go, what our objectives are. Here is one of the points at which the reconstructionist modifies the progressivist philosophy. Social-self-realization symbolizes the highest human purpose belief in the capacity of the self to measure up to its fullest, most satisfying powers in cooperative relationship with other selves. One of the most important way, moreover, in which social-self-realization occurs is through creativity. School education, a still largely undeveloped opportunity exist to teach students of widely varying ages how to work cooperatively and collectively in coping with genuine community problems. These problems should enable them to experience real hurdles in the path of community action and thereby to learn how they may grow into citizens who know how to develop and practice strategies for overcoming them. We may evaluate the efficacy of education by asking these questions, and especially by inquiring how successfully it is performing not only its transmitting role but its modifying role as well. Is education helping people to understand the disequilibriums chronic to each of areas? Is it involved in helping pepole, who are after all the real substance of education, both to diagnose these disequilibriums and to search for prognoses of personal and particulary collective action by which new equilibriums may be achieved? Out of the debate of comparison, evidence, criticism, and argument, let students and teachers arrive at their own free agreements or disagreements as to which, if any, major philosophies offers them the most help and the richest promise. In the atmosphere of this kind of free and open learning, perhaps some students and some teachers will arrive at something like the social consensus. We are against indoctrination of all doctrines. Social consensus as process and product of learning is interpreted in four interrelated aspects: (1)1 earning through the direct evidence of one`s own experience or the evidence of others (for example, history, science, art); (2) learning through free, precise communication, both in the classroom and the community; (3) learning through open, majority agreement, which crucially involves the process of minority disagreement; (4) learning as group dynamics. That there are pitfalls and obstacles in the way of practicing this principle does not negate its central importance to the entire theory of reconstructionist education. Method and subject matter, while in actural learning inseparable, may be classified separatly for operational purposes. Problem-solving, particulary, is a basic method; but it is emphasized always in a strongly normative frame work, whether on a simple and concrete level of learning or on higher levels of abstraction and generalization. Subject matters, like wise chosen within this framework, may be classified in four large categories of knowledge-experience: (1) of social reality; (2) of proposals for social reconstruction; (3) of means to achivement; and (4) of goal-seeking interests-the last serving as chief integrator of all four categories. Year one of the secondary curriculum is devoted first to a motivation-orientation period, and then to study of economics-politics area. Year two devotes approximately equal blocks of time to the science and art areas. Year three concentrates upon the areas of education and human relations. Year four concerns itself with methods of attainment and a concluding normative synthesis in which the graduating class revises earlier blueprints, reconsider its value patterns, and reviews its omissions and disagreements. Throughout all four years, various methods of learning are practiced. There is constant give-and-take between the "hub" of general assemblies and the "spoke" discussion groups, as well as between these and content and skill learning. Work experience and community activity are regular producers. Indeed, all of the principles of "learning as goal- seeking" are put into operation, especialy in the secondary school. The entire purpose and process of education should be reconstructed. Time-worn curriculums, traditional teaching and learning practices, indeed much of the inherited structure and function of education, become outmoded, Education has the responsibility and the opportunity to bring to the children and adults of all countries the full import of the fearfull and promising age in which we live.

민간경비원의 자격검정제 도입에 관한 탐색적 연구

김정규(Kim jung-gyu) 한국콘텐츠학회 2022 한국콘텐츠학회 종합학술대회 논문집 Vol.2022 No.7

스네이크 패턴을 가진 대면적 판형 열교환기의 전열성능에 관한 연구

김정규(Jung-Kyu Kim),박재홍(Jae-Hong Park),조성열(Sung-Youl Cho),양명국(Myeong-Kuk Yang),허인은(In-Eun Hur),고성규(Seong-Kyu Ko),임혁(Hyug-Lim),현용익(Yong-Ik Hyun) 한국유체기계학회 2009 유체기계 연구개발 발표회 논문집 Vol.2009 No.-

In view of space saving, the design of more compact heat exchangers is important. Also, to meet the demands for saving energy and resources today, manufacturers have tried to enhance efficiency and reduce the size and weight of heat exchangers. Over the past decades, there have been tremendous advancements in the manufacturing technology of high efficiency heat exchangers. This has allowed the use of high performance(high heat transfer coefficient and low pressure drop) heat exchangers. Consequently, the use of high performance heat exchanger becomes popular in the design of heat exchangers. When compared with the well-established shell and tube heat exchangers, the plate heat exchanger shows a lot of advantages like high NTU values, compactness, low cost, multi duties and reduced fouling etc. For the higher performance in plate heat exchanger, the snake pattern in the heat transfer plate has been developed instead of the conventional herringbone pattern. The performance of the plate heat exchanger with snake pattern was evaluated by test, and provided in this paper.

도덕판단(道德判斷)과 행동선택(行動選擇)의 관계(關系)

김정규 ( Jeong Kyu Kim ),박찬주 ( Chan Joo Park ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

1. Problems The purpose of this study was to explore the relationship between moral judgement and action choice using the Defining Issues Test. This study aimed to answer the research problems as follows: In the case of the Korean, do the relationship between moral judgement and action choice, and the relationship between P score and U score show the similiarity with the results of Rest and Thoma`s (1984) study and Thoma(1985) study. (1) Is there any sufficient variability in the trend of action choice to the DIT dilemmas? (2) How does moral judgement relate to action choice of the DIT dilemas? (3) Whether is there a correlation between DIT items endorsement taken to reflect general structures of moral judgement and action choices to the 3 dilemmas of the DIT short form taken to represent the outcome of decision-making about these specific hypothetical dilemmas? (4) How does P score in the DIT related to the U score in the DIT? (5) Is there a significant difference in the level of U score according to the personal variables such as age, sex, and formal education level? Which of them can affect to the level of U score? (6) Will the P, U cross-product term significantly increase the predictabiltiy to the behavior measure(normal youth group VB. juvenile delinquents group)? 2. Method To testify the presented research problems, a total of 1335 subjects(674 males, 661 females) including 262 junior high school students(grade 8), 315 senior high school students(grade 11), 362 collegians(grade 14), and 396 adults(age ranged below 34 : 136, age ranged 35-44 : 120, age ranged 45-54 : 102, age ranged above 55 : 38) were sampled from the City of Seoul in Korea. The short form of the DIT(Heinz, Prisoner, Doctor) was administered to the subjects. Subjects` responses were analyzed by some appropriate statistical analysis method (i.e. t-test, Pearson`s ANOVA, Scheffe test, multiple regression analysis) by employing the SPSS computer program. 3. Results The main results and findings of this study can be summarized as follows: 1) The trend of subject`s in action choices on 3 dilemmas of the DIT short form showed between-subjects variability, This result supports the view of Rest and Thoma`s sutdy(1984). This also suggests that the further research to the action choice can be feasible. 2) It was found out that knowing a subject`s main considerations and the logical implication for action of these considerations could be a better way to predict action choice than using the usual moral judgement score(P score) of the DIT. On 23 items(63.9%) of the items, the rating of the two groups such as pro and con group were significantly different at the .05 level of significance. On 21 items (65.6%) of the 32 items (except 4 items measuring M item), the direction of the bias between pro and con group followed the item`s logical implication suggested by Rest and Thoma`s study(1984) and Thoma (1985) study. When the bias for each of the 36 items was correlated with the logical implication ratings, a somewhat highly significant correlation was obtained(r = .56, p = .001). The correlation between the bias of the Korean and that of the American reported by Thoma(1985) showed .61(p = .00). This result supports the view of Rest & Thoma(1984) that in the context of a particular siuation, if certain considerations are prioritized, then that usually constrains the subject to favor a particular course of action. 3) In the result of investigating the correlation between P score and U score designed by Thoma(1985: EPRT 3), little correlation was shown between the two scores(r = .04, NS). This result supports the view of Rest (1983), moral judgement is conceptually and oprationally distinct from other variables and processes. 4) The mean of the U score of the Korean was shown .149; junior high .128, senior high .163, collegians. 171, adults .131. The mean of U score by age were significantly different at the .01 level of significance(by one-way / ANOVA, F = 4.19 : p = .006). It was found out that in case of adults all of the personal variables such as age, sex, educational level could not affect to the U score. In case of junior high, senior high, and collegians, though age / education level variable was shown as a significant one in accounting for the variance in U score, only 1% of it could be accounted for by age / educaton level variable. 5) In the result of the multiple regression analysis of testify the assumption that P, U cross-product term significantly increase the predictability to the behavior measure (normal youth group vs. juvenile delinquents group), the original relationship between the dependent measure and DIT P score showed .208(p < .001), and the original relationship between the dependent measure and DIT U score showed -.041(NS). In the process of the last step in the multiple regression analysis, though the relationship between the dependent measure and DIT P, U cross-product term showed .046(NS), the Multiple R showed .224(p < .01).