환형연소기에서 불안정성에 따른 유동적인 대칭성파괴 효과 Part Ⅰ: 노즐 배치의 특성

이희도,이기만 한국추진공학회 2022 한국추진공학회지 Vol.26 No.6

This research proposes a method to control combustion instability in a gas turbine combustor having an annular combustor form and compares the effect of flow symmetric braking through nozzle arrangement and the corresponding change in equivalent ratio. To this end, the symmetry breaking effect was confirmed through mode analysis of FFT, Time signal, and phase trajectory. In addition, the unstable area and the stable area were identified through mode analysis, and this was shown on the contour map. The present research shows that instability occurs when the equivalent ratio and the arrangement of the nozzles are symmetry or when the nozzles are continuously arranged, but if the arrangement and equivalent ratio are not symmetry, the combustion instability decreases dramatically even if the difference in the equivalent ratio is small. 본 연구에서는 환형연소기 형태를 가지는 가스터빈 연소기에서 연소불안정성을 제어하는 방법을 제시하고자 하였으며, 노즐 배치와 이에 따른 당량비 변화를 통한 유동적인 대칭성파괴(Flow symmetry breaking) 효과를 비교하였다. 이를 위하여 FFT, Time signal 및 위상궤적의 모드 분석을 통하여 대칭성파괴 효과를 확인하였다. 또한, 모드분석으로 불안정한 영역과 안정된 영역을 확인하였고 이를 등고선 지도에 나타내었다. 본 연구를 통해 노즐의 당량비와 배치가 대칭이거나 노즐이 연속적으로 배치되면 불안정성이 발생하였으나, 노즐의 배치 및 당량비가 대칭성을 가지질 않는다면 당량비의 차이가 작더라도 연소불안정성이 극적으로 감소하는 것을 확인할 수 있었다.

대학 신입생의 문제양상과 원하는 상담대상

이희도,손병환 경북대학교 학생생활연구소 1970 學生指導硏究 Vol.3 No.1

신입생들의 생활지도 계획수립을 위한 기초자료 조사의 일환으로서 신입생이 당면하고 있는 문제의 양상과 그 문제를 교수나 대학의 Counselor와 어느정도 상담하고자 원하고 있는지를 규명해 보려 하였다. 전국의 4년제 및 초급대학의 남녀 학생 955명을 대상으로 그들이 당면하고 있는 문제를 자유반응의 형식으로 기술케하여 Mooney Problem Check-List의 문제영역별로 그 내용을 분류하였으며 희망하는 상담대상은 강제선택의 형식으로 질문지를 통하여 조사하였다. 그 결과 대학 신입생들은 사교, 오락의 문제, 학업문제, 장래직업의 문제에 대하여 특히 많은 관심을 가지고 있었으며 그들이 당면한 문제를 가지고 교수와 상담을 원하는 학생이 66.8%로서 대부분을 차지하고 있으나 33.2%는 상담을 원하고 있지 않았다. 대학내에서 희망하는 상담대상으로서는 자기 과의 교수를 가장 많이 선택하고 있었으며 고등학교 시절의 선생으로서는 담임선생과 상담하기를 원하고 있었다. 상담대상을 교내외로 넓혔을 때 학생들은 친구를 상담대상으로 선택하는 경우가 가장 많으며 그다음 부모, 형제의 순으로 되어 있었다. 대학의 교수나 Counselor와 상담을 희망하는 학생은 18.7% 에 불과하여 앞으로 생활지도 계획수립에 있어서 교수 학생간의 보다 친밀한 인간관계를 통한 학생 생활지도에 힘을 쏟아야 할 것이 요청되고 있다. Accurate understanding of main interests and concerns of college freshmen and professor-student relationships is necessary to establish guidance program, especially for college freshmen. For they must adjust to new educational circumstances, in particular. The present study was undertaken to investigate following problems; (1) What are the main interests or concerns of college freshmen ? (2) How much do they want to take counsel with professors or counselors? (3) Which professor do they want to consult their main concerns with in the colleges or universities? (4) Which teacher do they want to consult with in the high school of their Alma Mater ? And (5) With whom do they want to take counsel when college professors, high school teachers, parents, brothers and sisters, and friends are included? The Ss were 516 male and 439 female freshmen selected randomly in the junior and senior colleges or universities of Korea. They described their main concerns or interests in terms of questionnaire of free-response type. The contents described were statistically analyzed according to the problem areas of Mooney Problem Cheek-List. The questionnaire of the forced choice type was given to them to find how much they want to consult their problems with professors and whom they want to take counsel with. The main findings were revealed as follows; (1) Main interests or concerns of college freshmen are social-recreational problems, academic works, and vocational and future problems. The college freshmen of Seoul district seemed to be more concerned about the vocational and future problems than local students.(2) 66.8% of the subjects want to consult their problems with college professors, but 33.2% of them didn't want to counsel. These escaping tendencies are more noticeable in the female students than in the male students. (3) In a case of consulting their problems with professors they choose prefessors of their own major part as counseling subjects. College counselors tend to be unpopular for them, but those of local district seem to be more popular than those of Seoul district as counseling subjects for college freshmen. (4) When they consult their problems with their high school teachers of Alma Mater they choose their teachers in charge above all. School couselors seem to be neglected for them. And (5) when professors, high school teachers, parents, brothers and sisters, and friends are included, most of them want to take counsel with their friends and secondly they seem to rely on their parents. But only 18.7% of them choose either college professors or counselors as their counseling subjects.

慶北大學校 新入生 選拔考査의 結果分析(Ⅱ)

李熙道,金慶麟,李明子 경북대학교 학생생활연구소 1976 學生指導硏究 Vol.9 No.1

보다 합리적인 입시제도의 확립과 이의 개선을 위한 종합적인 연구노력의 일환으로서 1975년도에 일차적으로 대학입학예비고사와 본고사의 豫言妥當度를 分析한데 이어 本 硏究는 大學入試制度에 관련된 여러가지 문제점 가운데서 특히 신입생 선발고사과목의 得點分布를 心理測定 및 評價理論에 비추어 分析檢討하고, 계열별 모집전후에 따른 신입생들의 학력의 실태를 비교분석하며, 선발고사과목 예비고사성적 및 고교성적간의 상호관계를 밝힘과 아울러, 체능계 신입생 선발고사의 예언타당도를 분석하고자 시도된 것이다. 1974, 1975, 1976학년도 신입생 전원(1575명, 1575명, 1,880명)의 선발고사 전과목 성적과 이들의 내신서에 기록된 고교성적의 평균점수 및 체능계 재학생들의 대학성적평균을 分析資料로 과목별 점수분포 및 고사과목성적간의 상호상관을 산출하고 통계적으로 그 有意性을 檢定하였으며 그 결과 대체로 다음과 같은 결론을 얻었다. ① 新入生選拔考査 科目別 得點分布는 正常性의 原理에 크게 離脫된 심한 正的 또는 負的 偏布를 이루고 있다. 따라서 妥當한 選拔考査의 機能遂行을 위해서는 출제문항의 難易度와 辨別度에 대한 충분한 事前檢討가 이루어져야 할 것이다. ② 選拔考査 科目別 得點의 變散度가 考査科目間에 심한 差異가 있다. 따라서 보다 辨別力이 있고 妥當한 選拔基準의 說定을 위해서는 임의의 科目別 配點을 止揚하고 최소한 科目別 출제문항의 難易度와 變散度를 事前에 조정한다거나 또는 回歸分析 및 標準點을 活用함으로써 科目別 配點比重 즉 符荷量을 算定해야 할 것이다. ③ 系列別 募集 前後에 나타난 新入生들의 知的水準의 實態는 全般的으로 向上되고 있으며, 특히 農大와 文理大(人文·社會·自然系) 新入生들의 學力水準이 뚜렷한 差異를 보이고 있다. ④ 選拔考査 料目間의 相關은 크게 높지 않으나 大學入學豫備考査와 入學考査成積 및 高校成積과의 相關은 아주 높게 나타나고 있다. ⑤ 選拔考査의 大學學部成積에 대한 예언타당도는 크게 높지 않으며 그 중에서도 體能系 實技考査의 예언타당도가 가장 낮다. ⑥ 따라서 보다 합리적인 선발고사 방안을 모색하기 위해서는 현행입시제도 및 신입생 선발방법에 대한 계속적이고 一貫性있는 硏究檢討가 활발하게 이루어져야 할 것이며, 아울러 選拔考査의 妥當性을 높이고 大學學業成積을 보다 타당하게 豫言해 줄 수 있는 다른 變因에 대한 연구가 보다 강력히 추진되어야 할 것이다. This study is one of the continuous analyses following the first anlysis in 1974 providing the data for the better improvement of KNU entrance examination system. The major objectives of this study are as follows: First, to testify the distribution and its normality of all the college entrance examination test scores during the last 3 years of 1974, 1975, and 1976 in the light of psychological measure ment and educational evaluation. Second, to identify the tendencies of entrance examination scores after selection system according to the field of similar departments. Third, to identify the internal correlations among each entrance examination test. Fourth, to identify the predictive validity of physical skill test scores in the light of the college acadmic and physical skill achievement scores. The subjects were 1575, 1575, and 1880 KNU freshmen in 1974, 1975, and 1976 respectively.The major findings of this study were as follows: First, the distributions of almost all kinds of entrance examination test scores were severely skewed positively or negatively. Second, there were great individual differences among students in most test scores, and so it should be carried out to examine carefully test item difficulty and item discrimination power before item construction. Third, the scores of entrance examination tests were increasing yearly during the years of 1974, 1975, and 1976. Fourth, the correlations of each entrance examination test scores were not high, but the scores among College Entrance Examination, Preliminary College Entrance Examination, and High SchoolAchievement were highly correlated. Fifth, the physical test scores for college entrance examination can not predict the college academic achieve-ment or physical skill achievement.

熟考的 및 速應的 認知樣式의 性質과 敎育的含意

李熙道,金慶麟 경북대학교 학생생활연구소 1977 學生指導硏究 Vol.10 No.1

認知樣式은 外界의 情報를 처리하는 方式으로서 이는 個人의 人性的 差異뿐만 아니라 知的 課題遂行의 差異를 반영하는 個人差變因이기 때문에 心理學者의 관심의 대상이 되어왔다. 그 가운데서도 情報處理의 速度라는 차원에서 분류된 Kagan의 熟考的-速應的 認知樣式은 특히 假說評價의 機能을 취급하고 있다. 本 論文에서는 認知樣式의 일반적인 槪念과 그 類型을 밝힌 다음 熟考約-速應的 認知樣式의 성질을 고찰하고 이의 敎育的 含意를 살펴 보았다. 熟考型과 速應型은 反應하기가 어려운 課題가 주어졌을 때 解決假說의 妥當性에 대하여 熟考하는 정도를 말하며, 이 反應은 個人의 一貫된 傾向性을 나타낸다. 또한 이 認知樣式은 反應不確實性이 내포된 課題에 대해 一般性을 유지하며 知能 특히 言語性 知能과는 相關이 낮은 것으로 보고되고 있다. 熟考型과 速應型의 心理的 力動은 有能해 보이려는 강한 動機와 過誤에 대한 不安과 같은 接近-忌避葛藤의 過程으로 설명하고 있다. 熟考型과 速應型이 敎育에 주는 示唆點은 첫째, 速應的인 학생을 熟考的인 학생이 되도록 敎育하는 방법을 강구해야 한다는 점이고, 둘째, 熟考型과 速應型에 알맞는 敎授節次를 마련해야 한다는 점이며, 세째, 敎師의 認知樣式과 학생의 認知樣式을 최적하게 대응시키는 방법을 강구해야 한다는 점이다. 그리고 끝으로 熟考型과 速應型에 따른 生活指導上의 대책을 마련해야 할 것이라는 점이다. Cognitive style has become a main concern of many educational psychologists because it reflects the differences of individual congnitive task performances as well as personality as an information processing style. Among various kinds of cognitive styles reflection-impulsivity dimension proposed by Jerome Kagan is our interest because it is influential in individual's hypothesis testing in all kinds of adjustment. The reflection-impulsivity dimension is defined as the individual's consistent tendency to display slow or fast response times in problem situations with high response uncertainty according to J. Kagan. In this paper we discussed the general nature of reflection-impulsivity such as its concept, its generality, its reliability, its stability, its relationship with intelligence, its relationship with analytic conitive style, its hypothesis testing function, and its psychological dynamics. We suggested four educational implications of reflection-impulsivity as follows; First, because of the superiority of reflective students to impulsive students in cognitive task performance it is necessary to identify the educational procedures to modify the impulsive responses to the reflective responses. Second, it is necessary that the school try to make the differential instructional procedures in accordance with the reflective and the impulsive students respectively instead of modifying the impulsive responses. Third, it is necessary that the school tailor the tempo of the student to that of the teacher in order to maximize the productivity of the learning processes. Fourth, it is necessary that the school try to plan the optimal guidance programs to adapt reflective or impulsive cognitive styles.

청소년문제의 현황과 과제

이희도 경산대학교 학생생활연구소 1996 학생생활연구 Vol.2 No.1

大學生의 學業成績에 影響을 주는 要因

李熙道,金慶麟,李明子 경북대학교 학생생활연구소 1976 學生指導硏究 Vol.9 No.1

大學生들의 學業成積에 影響을 미치는 要因을 밝혀 보기 위하여 能力에 關한 自我槪念, 學業의 實際能力, 學習動機, 學習方法, 敎授의 指導方法과 講義內容, 學校環境(大學의 行政的인 面)에 對하여 學業成積 上位集團과 下位集團을 分析 比較하였으며, 對象은 慶北大學校 在學生 456名을 隨意標集하여 比較集團間에 t-test를 適用하였다. 그 結果 學業成積上位集團의 學生이 下位集團의 學生보다 ①能力에 關한 自我槪念을 더 높게 평가하고 있고, ②學業의 實際能力이 더 많고, ③學習動機가 더 높고, ④ 效果的으로 學習資料를 組織하고 體系的인 學習技術을 使用하고 있다. ⑤ 敎授의 指導方法과 講義內容에 對하여 上位集團과 下位集團間에 有意한 差異가 있으며, ⑥學校環境(大學의 行政的인面)에 對하여 上位集團과 下位集團間에 有意한 差異는 없다. 즉 大學의 行政的인 面과 學業成積과는 직접적인 關係는 없다고 본다. The purpose of the this study was to ascertain whether or not there were differences between the under-achieving college students and their over-achieving counterparts in terms of 1) the self-concept of academic ability, 2) real ability of academic performance, 3) academic motivation, 4) study method, 5) professor's instructional behaviors and contents of instruction, 6) college policy and administration. 456 Kyung Pook National University students were randomly sampled according to grade, sex and courses. The subjects were administered a questionnaire of the above six factors. We operationally defined the students with A and B of GPA of students' first term academic achievement as over-achievers and C and D as underachievers. And t-test was adopted to analyze the results. The main findings of the this study were as follows: (1) There was a significant difference between the under-achieving college students and their overachieving counterparts in the self-concept of academic ability. (2) There was a significant difference between them in the real ability of academic performance. (3) There was a significant difference between them in the academic motivation. (4) There was a significant difference between them in the study method. (5) The Professor's instructional behavior and the content of instruction were significantly related to the over-and underachienement. (6) There was no significant relationship between academic achievement and college po-licy and administration.

2단 다공성 매체버너에서 열교환기를 모사한 수관 유무에 따른 연소 특성 비교

이희도,김재현,이기만 한국가스학회 2019 한국가스학회지 Vol.23 No.5

In this study, the experimental studies were conducted to analyzing characteristics of combustion and flame stabilizing according to with and without water tube in boiler. The burner has consisted of SiC foam where has the location of submerged flame between a ceramic board acting as flash-back arrestor. Porous burner is also insulated to minimize heat loss in the radial direction. In the condition of fixed equivalence ratio, the flame mode was divided into three stability zones by the flow rate. The main factor for blow-off and flash-back depends on mixture flow rate. Consequently, the case of burner with water-tube has higher NOx emissions than without case. This result explains that the presence of water-tube makes the heat loss resistant to ambient temperature with increasing of NOx. This tendency was proved by predicting the relationship between O2 emission and NO production rate, and by analysing temperature profiles. 본 연구에서는 수관식 보일러의 열교환기를 모사하기 위하여 수관의 존재 유무에 따른 화염의 안정화와 연소 특성을 당량비와 유속에 따라 비교하였다. 버너는 화염이 존재하는 SiC foam과 역화 방지를 위한 세라믹 보드, 균일한유동장을 형성하는 알루미나 볼로 구성되며, 반경 반향의 열 손실을 최소화하기 위하여 단열재로 밀폐되어 있다. 결과적으로 수관이 존재하는 경우 낮은 당량비 구간에서 역화 및 날림 현상의 경계가 넓어지는 것을 안정화 영역에서 확인할 수 있었다. 또한, 수관이 존재하는 경우 NOx 배출량이 수관이 없는 경우보다 증가하는 것을 확인하였다. 이는 수관이 존재함으로써 열 손실을 억제하여 화염의 온도가 증가하는 것으로 판단하였으며, O2 배출량과 화염의 온도를 예측하여 입증하였다.

방울토마토 양액재배에 관하여

이희도 慶北大學校 農業開發大學院 2001 最高農業經營者課程 論文集 Vol.7 No.-

IGE模型과 個別的 授業프로그램

李熙道 경북대학교 교육대학원 1980 논문집 Vol.12 No.-

The purpose of this paper is to introduce basic concepts of Individually Guided Education(IGE), because this system is not fully known to the the educational society in this country, though IGE is now the most popular one of three nationally diffused individualized education systems such as Project PLAN, IPI, and IGE in the United States. In addition, this paper also aims to derive some useful suggestions to improve the educational system in this country from the IGE system. In order to introduce concepts of IGE, the following main concepts of IGE are particularly explained in this paper: the basic premises underlying the system, ten components of IGE, seven-step sequence in arranging instructional programming for the individual student, and eight patterns of instructional programming which must be considered in arranging instructional programming effectively. Ten components of IGE consist of ⑴ educational programming for the individual student, ⑵ curricular arrangement, ⑶ experiential learning and career education, ⑷ student decision-making arrangement, ⑸ evaluating student learning and educational programs, ⑹ administrative arrangement, ⑺ organization for instruction and advising, ⑻ home-school-community relations, ⑼ internal and external support arrangement, and ⑽ continuing research and development. Seven step-sequence in arranging instructional programming for the individual student are as follows: ⑴ formulation of educational objectives, ⑵ estimation of the range of objectives, ⑶ assessment of achievement and other characteristics of students, ⑷ identification of instructional objectives for each student, ⑸ plan and implementation of an instructional program, ⑹ assessment of each student's achievement of program objectives, and ⑺ decision-making of the next step action for each student through feedback. The main characteristics of IGE can be summerized as follows: ⑴ IGE is not a molecular system but a macrosystem of individualized education from the standpoint that it requires rearranging whole school administration and organization for individualizing education. ⑵ IGE aims to provide education for the whole-man that yields high student achievement, develops the abilities underlying those abilities, and contributes to healthy personality development. ⑶ IGE places great importance on school staffs, initiation and cooperative shared decision-making in planning and implementing important educational matters. ⑷ IGE regards educational process mainly as teacher-student interaction, instead of material-student interaction. ⑸ IGE places great importance on active participation of parents, students, and community persons to improve the quality of the school education. And ⑹ IGE recommends that the school staffs themselves try to improve their own school education through continuous research in cooperation with local schools and the responsible educational agencies. A tentative instructional programming model for the individual student is presented on the basis of Klausmeier's model as a task for future research. The sequence of the model is as follows: ⑴ formulation of objectives, ⑵ estimation of the range of objectives, ⑶ development of differential units of instruction for subgroups of students, ⑷ assessment of entering achievement level and other characteristics of each student, ⑸ identification of instructional objectives for each student, ⑹ arrangement of groups for instruction and assignment of students to an adequate instructional group, ⑺ implementation of instruction, ⑻ assessment of each student's achievement of program objectives, and ⑼ decision-making of the next step action through feedback.

大學 가이던스活動의 새로운 한 接近方法 : 心理敎育을 中心으로

李熙道 경북대학교 학생생활연구소 1978 學生指導硏究 Vol.11 No.1

이제 大學에 있어서의 가이던스는 지금까지의 逸脫된 少數學生의 治療를 위주로 한 활동에서 大多數 學生의 問題와 이의 防豫 더 나아가서 그들의 적극적인 發達을 위한 活動으로 轉換하는 새로운 가이던스의 機能을 모색할 때이다. 이를 위한 方法으로 먼저 現實評價를 해 본 결과 대다수 학생들은 그 심각성의 정도에는 차이가 있으나 共通的인 問題를 가지고 이의 해결에 대한 도움을 원하고 있으나 현재의 가이던스의 機能이 이를 충족시키기에는 미흡하였다. 따라서 大多數 學生의 問題解決에 도움을 줄 수 있는 새로운 가이던스 활동의 原理를 모색하는 일환으로 心理敎育의 槪念, 背景 및 그 理論的 根據, 새로운 가이던스의 機能, 方法에 대한 示唆點을 論議하였다. 心理敎育은 全體學生의 問題豫防을 기하기 위하여 학교의 敎育課程計劃에 개입하여 人間行動에 관한 知識과 이에 적절한 經驗을 統合하여 이를 직접 敎育하려는 것이다. 心理敎育의 原理와 方法이 모든 問題를 해결해 줄 수 있는 것은 아니나 적어도 새로운 方法을 모색하려는데 있어서 큰 示唆點이 될 수 있다는 것이 論議되었다. According to needs assessment of college students almost all of the college students have their common developmental problems and expect counselors to help them in coping with the problems. However, college guidance activities in the present time do not meet these needs. It is mainly due to the traditional guidance functions focused on counseling and remediation of the few in the crisis instead of promotion of psychological growth for all. Consequently, it is time that new guidance approach should be pursued and established. This new guidance functions must put emphasis on prevention and development for all students, not on counseling and remediation for the few with serious problems. As a part of groping for new guidance functions to meet the students' needs this study attempted to introduce the standpoints of psychological education proposed by several counselors and counseling psychologists in the United States. Psychological education is defined as educational intervention designed specifically to promote personal learning and psychological competence. The integration of academic learning and personal experience serves as the primary vehecle for achieving these goals. In fact, psychological education is often defined as equivalent to this integration of intellectual and affective material. As the proposers of psychological education identify themselves with psychological educators they contend that counselors should teach students knowledges of behavioral sciences and supply them with proper experiences in order to prevent the psychologically healthy growth. And second, they contend that students and community adults should be used as part of the overall counseling services. The new direction for guidance must include a much broader approach that involves the large aspects of the school and the community. The counselor must permeate both the curriculum and the society of his community. The purpose of guidance services is to prevent student's problems and help them accquire psychological competence. The main method of it is to demystify and give psychology away. The conception of new guidance approach on the basis of psychological education was discussed in this paper in terms of its background, its rationale, its purposes, its functions, and its methods of activities. And this paper suggested the following further researches: First, it is needed to study the syllabus about the psychological education course. Second, it is needed to study when and how this couse should be offered. Third, it is needed to study the strategies to train guidance staffs. Fourth, it is needed to carry out the preliminary experiments on psychological education courses. And fifth, it is needed to study the possibilities to apply the new guidance services to primary and secondary schools.