발톱에 발생한 역행조갑 환자의 치험례

최석민,김철한,강상규,탁민성,Choi, Seok-Min,Kim, Chul-Han,Kang, Sang-Gue,Tark, Min-Seong 대한성형외과학회 2010 Archives of Plastic Surgery Vol.37 No.2

Purpose: Retronychia is the embedding of the nail into proximal nail fold. Retronychia starts with disruption of the longitudinal growth of the nail. With the growth of a new nail, the old one is pushed upwards and backwards. This leads to embedding of the top nail into the ventral aspect of the proximal nail fold and results with chronic paronychia. We present a case of retronychia that was rarely reported in the literature. Methods: A 46-year old female presented with a 3-month history of painful right first, 2nd, 3rd toenail changes. Although she was initially treated with broad spectrum antibiotics, she did not response to therapy. Later, she presented to our department because of progressively worsening pain that impaired her walking. Physical examination revealed with proximal nail fold erythema, painful swelling, yellowish nail discoloration, and distal onycholysis. Bacterial and fungus culture showed no organism. Treatment was surgical nail avulsion under local anesthesia. Results: The postoperative course was uneventful. 10 months later, the patient had a normal growing nail and was free of symptoms. Conclusion: We report a case of retronychia on toenail. Retronychia is a proximal nail plate ingrowth into the proximal nail fold which is associated with multiple generations of nail plate misaligned beneath the proximal nail. Management consisted of simple avulsion of superimposed nail. Retronychia is suspected with a persistent paronychia, particularly in the setting of trauma. Avulsion of the top nail confirms the diagnosis and may be curative if the underlying nail appears healthy.

고등사고력 교육의 조건

최석민(Choi, Seok-Min) 한국교육철학회 2009 교육철학 Vol.39 No.-

Usually, on higher order thinking education, teachers have been accused of his/her insufficient knowledge and expertness. But I pointed out two structural problems in Korean school: the mechanical application of ready-made teaching materials and teacher-proof approach in thinking education. Both of them stemmed from traditional culture of teaching in Korean schools that teacher should teach what he/she already knew about thoroughly. But the intelligence of teachers couldn't be grown up in this atmosphere in that intelligence had come with the genuine problem as Dewey had argued in Democracy and Education. Without the proper uses of intelligence of teachers, higher thinking education couldn't be succeed because teacher himself should decide the concept of creativity or criticalness of thinking, the main approach of teaching it. This is because teaching of higher order thinking is not to be confined to a specific period or area of teaching. It may instead have to be diffused over all the subject areas of teaching. So to speak, It would have to fall under the rubric of the good learning. It would also have to be emphasized as one, only one, - not the one - element of good learning. It would have to be under the umbrella of holistic learning, for the overall educational interest as well as its specific effect. In conclusion, the infusion model of education with teachers' intelligence, not programmed approach, might be successfully adopted as one of the dominant approaches in teaching of higher order thinking. Dewey's concept of the creativity and Peters' analysis of the good education support this common sense.

최적 다중 효용 확산 태양열 담수기 선정 및 경제성 분석

최석민(Seok-Min Choi),임병주(Byung-Ju Lim),이가람(Ga-Ram Lee),조성훈(Sung-Hoon Cho),박창대(Chang-Dae Park) 한국태양에너지학회 2020 한국태양에너지학회 학술대회논문집 Vol.2020 No.10

송전선로에 있어서 Mutual Coupling을 고려한 디지털 거리계전기의 신뢰도 향상

최석민(Choi Seok-min),이재규(Lee Jae-gyu),유석구(You Seok-Ku) 대한전기학회 1997 대한전기학회 학술대회 논문집 Vol.1997 No.7

창의성 교육의 원리탐색: 몰입의 원리

최석민 ( Seok Min Choi ) 한국교육철학회 2004 교육철학 Vol.26 No.-

A common approach of creativity seems to have been that, after being fully conceptualized, creativity can be cultivated. But creativity can be achieved by meeting the conditions of the idealistic problem-solving or by living the processes of the immersion. Dewey seems to indicate exactly this point when he says that the first stage of experience called thinking is experience. Experience as interest seems to be the context for the activation of creativity. But it may not be that experience is for creativity; rather, creativity for experience. So, Creativity seems not something to be handed down but practiced. It may not be forced but lured. That is because, in Dewey`s view, the qualities of immersion and creativity could be identical, in that both have the same attributes of the good life. So to speak, immersion is the additional name of a state "fully involved in the very process of purpose orientated activity", it could make possible the creative re-construction of one`s present belief system. Hallman`s research on Dewey`s concept of the creativity and Csikszentmihalya`s in-depth analysis of the ninety-one exceptional individuals support it. As Dewey said, unending growing-striving-growing-striving continuation makes us more ideal creative citizen.

가스터빈 블레이드 삼각 내부 냉각 유로 종횡비에 따른 열전달 특성

최석민(Seok Min Choi),최승영(Seungyeong Choi),박희승(Hee Seung Park),조형희(Hyung Hee Cho) 대한기계학회 2021 大韓機械學會論文集B Vol.45 No.3

본 연구에서는 가스터빈 블레이드 전단부의 삼각 내부 유로의 종횡비에 따른 유동 및 열전달 특성에 대하여 분석하였다. 종횡비 1:0.5, 1:1, 1:2의 세 가지 유로 형태를 수치해석을 통해 비교하였다. Re=10,000인 조건에서 해석을 수행하였다. 결과를 살펴보면 종횡비가 작은 유로에서 이차유동의 발생이 더 크게 나타나는 것을 확인하였다. 이로 인해 leading edge 부근에서 국소적으로 높은 열전달이 나타나는 것을 확인하였다. 하지만 종횡비 1:1의 유로에서 이차 와류와 요철에 의한 주유동의 열전달 강화 효과가 복합적으로 잘 나타나게 되어 평균적으로 높은 열전달 분포를 보이는 것을 확인하였다. 이로 인해 열성능계수도 가장 높게 나타나는 것을 확인하였다. 따라서 가스터빈 블레이드 전연부의 내부유로의 형태는 종횡비 1:1이 가장 적합하다고 판단된다. This study investigated the flow and heat transfer characteristics of the triangular internal passage of the leading edge of a gas turbine blade with respect to the aspect ratio. Aspect ratios of 1:0.5, 1:1, and 1:2 were compared using numerical simulations. The simulations were conducted under the condition of Re = 10,000. The results demonstrated that the 1:0.5 aspect ratio case exhibited higher strength of the secondary flow. Therefore, relatively high heat transfer distributions were observed near the leading edge region. However, the 1:1 aspect ratio case exhibited higher average heat transfer distributions owing to the complex effect of the main flow by the rib and secondary flow. Therefore, the thermal performance ratio is the highest at the 1:1 aspect ratio channel, and we conclude that the 1:1 aspect ratio is suitable for the internal passage of the blade leading edge.

방열판을 이용한 배열회수보일러 케이싱 열응력 감소 방안

최석민(Seok Min Choi),손호성(Ho-Seong Sohn),한솔(Sol Han),김풍일(Poongil Kim),한봉기(Bong Gi Han),조형희(Hyung Hee Cho) 대한기계학회 2015 대한기계학회 춘추학술대회 Vol.2015 No.6

가스터빈 블레이드 핀-휜 내부 냉각 유로에 분절핀 설치에 따른 바닥면 유동 및 열전달 특성

최석민(Seok Min Choi),김수원(Su Won Kim),박희승(Hee Seung Park),김용진(Yong Jin Kim),조형희(Hyung Hee Cho) 한국추진공학회 2020 한국추진공학회지 Vol.24 No.5

The effect of cutted pin in front of pin-fin array was analyzed for increasing the cooling performance of gas turbine blade. The numerical simulations were conducted to figure out the flow and thermal characteristics. The base case which is staggered pin-fin array, cut pin case 1 which has X₂/D<SUB>p</SUB>=1.25 cut pin and cut pin case 2 which has X₃/D<SUB>p</SUB>=1.75 cut pin were compared. The results showed that cut pin increases the strength of the horseshoe vortex which occurred at the leading edge of pin-fin array. Furthermore, the wake effect is reduced at the trailing edge of pin-fin array. As a result, the heat transfer distribution on the endwall increases. However, the friction factor increases owing to the installation of cut pin, but the thermal performance factor is increased maximum 23.8% in cut pin case 2. Therefore, installation of cut pin will be helpful for increasing the cooling performance of pin-fin array of gas turbine blade.

원형 실린더 전단에 분절 핀 설치에 따른 바닥면의 유동 및 열전달 특성 연구

최석민(Seok Min Choi),김수원(Su Won Kim),박희승(Hee Seung Park),조형희(Hyung Hee Cho) 대한기계학회 2020 大韓機械學會論文集B Vol.44 No.11

원형 실린더에 전단에 분절 핀을 설치하였을 시의 효과를 비교 분석하였다. 각기 다른 높이의 분절 핀의 효과를 비교하였으며 상용 유동 해석 프로그램인 ANSYS CFX(Ver. 17.2)를 사용하여 연구를 수행하였다. 설치된 분절 핀의 높이는 원형 실린더 높이의 hp/H=0.25, 0.5, 0.75로 설계하여 영향을 분석하였다. 해석 결과 분절 핀의 높이가 hp/H=0.25인 경우 실린더 전단부의 말발굽 와류의 세기를 강화하는 경향을 보이는 것을 확인하였다. 이로 인해 원형 실린더와 분절 핀 사이의 바닥면의 열전달이 크게 상승하는 것을 확인하였다. 또한 바닥면의 평균 열전달 분포가 최대 22% 상승하는 것을 확인하였다. 따라서 적절한 크기의 분절 핀을 설계하여 가스터빈 핀 휜 냉각에 사용한다면 냉각 성능의 향상에 도움이 될 것으로 판단된다. The effect of the installation of a cutting pin in front of a cylindrical rod was analyzed. Different cutting pin heights were compared through numerical simulations. The numerical simulations were conducted using ANSYS CFX (Ver. 17.2). The cutting pin heights were hp/H = 0.25, 0.5, and 0.75. The results revealed that the cutting pin with hp/H = 0.25 increased the strength of the horseshoe vortex, which occurred at the leading edge of the cylindrical rod. Therefore, the heat transfer distributions between the cutting pin and the cylindrical rod increased. Moreover, the area-averaged heat transfer distributions increased to up to a factor of 22 % when the cutting pin was installed. Therefore, choosing an appropriate height for the cutting pin will be helpful when it is installed in front of the pin-fin array of the internal passage of a gas turbine blade.

창의,인성교육의 유기적 관계성 분석

최석민 ( Seok Min Choi ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.41

본 연구의 목적은 창의?인성교육이 함의하고 있는창의성과 인성의 유기적 관계성의 의미를 고찰하고 대안적 이해 방안을 제안하는데 있다. 현재 국가적으로 진행되고 있는 창의?인성교육의 개념 혼란은 창의성과 인성의 관계성 이해의 차이에서 비롯된다고 보았기 때문이다. 먼저 이 관계성이 어떤 방식으로 이해되고 있는지 분석하였다. 기존의 연구물에 나타난 관계성의 활용 방식을 분석하고 그 쓰임을 유형화한 결과, 균형의 관점, 도덕성을갖춘 창의성의 관점, 실용적 관점으로 나누어 이해되고 있음을 발견하였다. 또한 이 유형들이 관계 설정의 논거로서 타당성을 갖는 지를 검토한 결과, 각각은 논리적으로 충분하지 못함을 주장하였다. 즉 균형의 관점은 수업을 보는 시각으로 이해될 때에만 타당성을 가지며, 도덕성을 갖춘 창의성의 관점은 주로 창의성을 산출물의 도덕적 활용의 관점에서 보았다는 점에서 규범성의 준거가 내재한 교육적 맥락의 논의에서는 타당하지 못하고, 실용적 관점은 예를 들어 창의성교육의 개방성은 그 인정의 범위가 인성교육의 그것과는 다르다는 점에서 성공적이지 못하다. 이러한 상황에서 연구자는 그 대안으로, 소극적 접근으로는 교육을 바라보는 한 관점으로창의와 인성을, 적극적 접근으로는 공동의 문제해결을 중심으로 한창의인성교육으로 창의와 인성의 관계를 이해할 것을 제안하였다. Now creativity?morality education have been crowned in Korean educational practices. So it seems to be natural, after being fully conceptualized, creativity and morality can be cultivated. But lots of chaos could be found in school, due to the imprecision of the concept of it. After analyzing several papers about it, I founded the causes of confusing were mainly from the problem of setting relationship between creativity and morality. There are three perspectives on it. 1) One is for equal treatment of creativity and morality. 2) Second is because of so called dark sides of creativity. It means creativity education should be supplemented by morality education in that creativity can be misused. The malevolent creativity is the model of this case. 3) Thirdly, there are lots of overlapping elements between creativity and moral education. I think all of these explanations can not have its own self-sufficiency. I propose alternatives. First, in weak sense, the creativity and morality should be understood as a perspective to read and analyze the teachers` teaching practices per se. Second, in strong sense, creativitymorality education, not creativity? character is more powerful way to understand the relationship between both educations. It is newly-coined word, but if we can imagine, in the class, the situation of synchronizing creativity and morality at the same place, then the connections between educations are more stable and steady. As Dewey put it, common problem- solving process stemmed from common interests are the very situation of it. That is because, in Dewey`s view, the qualities of morality and creativity could be identical, in that both have the same attributes of common problem solving.