Development of wind tunnel test model of mid-rise base-isolated building

Ohkuma, Takeshi,Yasui, Hachinori,Marukawa, Hisao Techno-Press 2004 Wind and Structures, An International Journal (WAS Vol.7 No.3

This paper describes a method for developing a multi-degree-of freedom aero-elasto-plastic model of a base-isolated mid-rise building. The horizontal stiffness of isolators is modeled by several tension springs and the vertical support is performed by air pressure from a compressor. A lead damper and a steel damper are modeled by a U-shaped lead line and an aluminum line. With this model, the frequency ratio of torsional vibration to sway vibration, and plastic displacements of isolation materials can be changed easily when needed. The results of isolation material tests and free vibration tests show that this model provides the object performance. The peak displacement factors are about 4.5 regardless of wind speed in wind tunnel tests, but their gust response factor decreases with increment of wind speed.

Galloping of overhead transmission lines in gusty wind

Ohkuma, Takeshi,Marukawa, Hisao Techno-Press 2000 Wind and Structures, An International Journal (WAS Vol.3 No.4

To develop galloping suppression devices, it is important to understand the effects of wind turbulence on galloping and to establish an evaluation method which takes 'large conductor deformations' into account. This paper introduces some findings on galloping in gusty wind obtained by numerical simulation using a model based on the Mogami Test Line of the Tokyo Electric Power Co. The equations of motion of the conductor are based on the Lagrangian formulations by Simpson, and they are made discrete in accordance with a finite element method.

학술논문 : 동양협회에 따른 “식민학교”의 교육과 변천 ―대만협회학교부터 식민전문학교까지―

오쿠마토모유키 ( Ohkuma Tomoyuki ) 한일민족문제학회 2014 한일민족문제연구 Vol.27 No.-

본 논문은 동양협회가 창설한 척식대학에 대하여 "식민학교"로서 구상·설립된 것을 단서로 삼아 다른 이식민학교와의 관계도 고려하면서 그 변천을 거슬러올라, 척식교육의 특색에 대해 검토한 것이다. 대만협회학교부터 동양협회 식민전문학교까지의 시기를 검토 대상으로 삼고, 이하의 3가지 부분을 명확히 했다. 첫째, 척식대학은 원래 식민사상과 식민학을 교육의 주요 사상으로 하여 "식민학교"로서 구상되었다. 하지만 청일 전쟁 후의 상황에 따라 외교상의 배려로 "식민학교"임을 적극적으로는 표방하지 않았다. "식 민학교"가 구상한 것은 일본 국민의 "식민사상" 즉, 해외 웅비하는 정 신의 결여에 대한 문제의식에서 출발한 것이며, "식민학교"이기 때문 에 어느 방면으로 진출해도 대응할 수 있는 교육을 목표로 삼고 있었다. 조선금융조합의 초대 이사로 졸업생이 채용된 것도, "식민학교"로 서의 그러한 일면이 평가된 것이었다고 할 수 있다. 또한 "식민학교"로서 인력 공급의 기대에 부흥하기 위해 경성 분교를 개설한 것도 특징 이다. 경성분교 졸업생의 대다수는 관리로서 통감부의 정책을 수행하는 직책을 맡았다. 둘째, 동양협회 식민전문학교로 개칭하게 된 배경에는 타 학교와의 경쟁관계가 있었다는 점이다. 제1차 세계 대전이 시작되고, 다른 학교 도 척식교육에 힘을 쏟기 시작하자 전문교육을 강조하고자 "식민"의 2 글자를 교명에 삽입하게 되었다. 교육내용의 충실도 도모되어, 어학 증강 및 식민학 관련 과목의 신설에 따른 실천적인 현지 지식의 교육을 강화했다. 또한 마찬가지로 다른 학교와의 경쟁 관계로 인해 졸업 생에 대한 평판에도 민감해져 정신적인 수양의 중요성을 새삼 강조하게 되었다. 셋째, 점차 "식민 학교"로서의 교육 이념과 학생들이 지향하는 바에 차이가 발생하고 있었다는 점이다. 제1차 세계대전 후, 중국대륙과의 통상 활동에 종사하기를 희망하는 학생이 증가하자, 대만어·조선어와 같은 식민지 언어는 인기가 없어져 폐지에 이르렀다. 또한 식민정책을 염두에 둔 교육에 대한 불만과 중국을 대상으로 한 경제적·통상적인 교육 내용에 대한 요구가 학생들부터 점차 높아져, 교육이 "시대착오" 라는 비판에 직면했다. 시대상황의 변화로 인하여 "식민학교"로서의 구상자체가 학생이 요구하는 교육과의 사이에 차이를 발생시킬 수밖에 없었던 것이다. This paper is to examine characteristics of emigrant education with a clue that “Takushoku University” was planned and established as a “colonizer preparatory school” by Toyo Kyokai, from going back to the transition while considering relations with other emigration preparatory schools. Making the period from Taiwan kyokai gakko to Shokumin senmon gakko as the examination objects, three parts below were clarified. First, “Takushoku University” was originally planned as a “colonizer preparatory school” based on making colonial idea and study as the main thought of the education. But, according to the situation after the Chinese-Japanese War, from diplomatic consideration, the university did not positively claim that it was a “colonizer preparatory school”. The thing that the “colonizer preparatory school” thought was “colonial thought” of Japanese people. Namely, it started from problem awareness on lack of soaring-up spirit and had an education goal to respond to any direction`s advance since it was a colonial school. The fact that a graduate was appointed as the first director of Joseon Financial Association can say that one aspect as a “colonizer preparatory school” was evaluated. Also, it is a feature that Kyeongseong branch school was opened to come up to the expectation of manpower supply for Japan as a “colonizer preparatory school”. Most graduates of the school assumed the position to implement policies of the Residency-General, as government officials. Second, the reason of being renamed Toyo Kyokai Shokumin senmon gakko is that there was competition relation with other schools. As the First World War broke out and other schools came to concentrate all their energy on emigrant education, two syllables of “植民(Colony)” came to be input into the name of a school to put stress on professional education. Since fidelity of teaching contents was promoted, practical local knowledge education was strengthened in accordance with the creation of new subjects related with language-ability reinforcement and colonial study. Likewise, as reputation for graduates became sensitive due to the competition relation with other schools, importance of spiritual cultivation came to be stressed again. Third, gradually, the point is that difference occurred between education ideals as a “colonizer preparatory school” and what students wanted to head for. After World War I, as students hoping to work for trade activates with China increased, colonial languages like Taiwanese and Korean lost the popular and became abolished. Plus, as complaints about education giving a thought to colonial policies and demands of economic and tradable education contents were rising gradually from students, the education faced criticism of “anachronism”. Due to changes of situations of times, the plan itself as a “colonial school” could not avoid occurring difference with the education demanded by students.

Development of wind tunnel test model of mid-rise base-isolated building

T. Ohkuma,H. Yasui,H. Marukawa 한국풍공학회 2004 Wind and Structures, An International Journal (WAS Vol.7 No.3

日本における體育史硏究の成果と課題

대웅광명 ( Hiroaki Ohkuma ) 한국체육사학회 2005 체육사학회지 Vol.16 No.-

東洋協会による「植民学校」の教育と変遷

오쿠마 토모유키(Ohkuma Tomoyuki)(大熊智之) 한일민족문제학회 2014 한일민족문제연구 Vol.27 No.-

본 논문은 동양협회가 창설한 척식대학에 대하여 "식민학교"로서 구상ㆍ설립된 것을 단서로 삼아 다른 이식민학교와의 관계도 고려하면서 그 변천을 거슬러올라, 척식교육의 특색에 대해 검토한 것이다. 대만협회학교부터 동양협회 식민전문학교까지의 시기를 검토 대상으로 삼고, 이하의 3가지 부분을 명확히 했다. 첫째, 척식대학은 원래 식민사상과 식민학을 교육의 주요 사상으로 하여 "식민학교"로서 구상되었다. 하지만 청일 전쟁 후의 상황에 따라 외교상의 배려로 "식민학교"임을 적극적으로는 표방하지 않았다. "식민학교"가 구상한 것은 일본 국민의 "식민사상" 즉, 해외 웅비하는 정신의 결여에 대한 문제의식에서 출발한 것이며, "식민학교"이기 때문에 어느 방면으로 진출해도 대응할 수 있는 교육을 목표로 삼고 있었다. 조선금융조합의 초대 이사로 졸업생이 채용된 것도, "식민학교"로서의 그러한 일면이 평가된 것이었다고 할 수 있다. 또한 "식민학교"로서 인력 공급의 기대에 부흥하기 위해 경성 분교를 개설한 것도 특징이다. 경성분교 졸업생의 대다수는 관리로서 통감부의 정책을 수행하는 직책을 맡았다. 둘째, 동양협회 식민전문학교로 개칭하게 된 배경에는 타 학교와의 경쟁관계가 있었다는 점이다. 제1차 세계 대전이 시작되고, 다른 학교도 척식교육에 힘을 쏟기 시작하자 전문교육을 강조하고자 "식민"의 2글자를 교명에 삽입하게 되었다. 교육내용의 충실도 도모되어, 어학증강 및 식민학 관련 과목의 신설에 따른 실천적인 현지 지식의 교육을 강화했다. 또한 마찬가지로 다른 학교와의 경쟁 관계로 인해 졸업생에 대한 평판에도 민감해져 정신적인 수양의 중요성을 새삼 강조하게 되었다. 셋째, 점차 "식민 학교"로서의 교육 이념과 학생들이 지향하는 바에 차이가 발생하고 있었다는 점이다. 제1차 세계대전 후, 중국대륙과의 통상 활동에 종사하기를 희망하는 학생이 증가하자, 대만어ㆍ조선어와 같은 식민지 언어는 인기가 없어져 폐지에 이르렀다. 또한 식민정책을 염두에 둔 교육에 대한 불만과 중국을 대상으로 한 경제적ㆍ통상적인 교육 내용에 대한 요구가 학생들부터 점차 높아져, 교육이 "시대착오"라는 비판에 직면했다. 시대상황의 변화로 인하여 "식민학교"로서의 구상자체가 학생이 요구하는 교육과의 사이에 차이를 발생시킬 수밖에 없었던 것이다. This paper is to examine characteristics of emigrant education with a clue that "Takushoku University" was planned and established as a "colonizer preparatory school" by Toyo Kyokai, from going back to the transition while considering relations with other emigration preparatory schools. Making the period from Taiwan kyokai gakko to Shokumin senmon gakko as the examination objects, three parts below were clarified. First, "Takushoku University" was originally planned as a "colonizer preparatory school" based on making colonial idea and study as the main thought of the education. But, according to the situation after the Chinese-Japanese War, from diplomatic consideration, the university did not positively claim that it was a "colonizer preparatory school". The thing that the "colonizer preparatory school" thought was "colonial thought" of Japanese people. Namely, it started from problem awareness on lack of soaring-up spirit and had an education goal to respond to any direction's advance since it was a colonial school. The fact that a graduate was appointed as the first director of Joseon Financial Association can say that one aspect as a "colonizer preparatory school" was evaluated. Also, it is a feature that Kyeongseong branch school was opened to come up to the expectation of manpower supply for Japan as a "colonizer preparatory school". Most graduates of the school assumed the position to implement policies of the Residency-General, as government officials. Second, the reason of being renamed Toyo Kyokai Shokumin senmon gakko is that there was competition relation with other schools. As the First World War broke out and other schools came to concentrate all their energy on emigrant education, two syllables of "植民(Colony)" came to be input into the name of a school to put stress on professional education. Since fidelity of teaching contents was promoted, practical local knowledge education was strengthened in accordance with the creation of new subjects related with language-ability reinforcement and colonial study. Likewise, as reputation for graduates became sensitive due to the competition relation with other schools, importance of spiritual cultivation came to be stressed again. Third, gradually, the point is that difference occurred between education ideals as a "colonizer preparatory school" and what students wanted to head for. After World War I, as students hoping to work for trade activates with China increased, colonial languages like Taiwanese and Korean lost the popular and became abolished. Plus, as complaints about education giving a thought to colonial policies and demands of economic and tradable education contents were rising gradually from students, the education faced criticism of "anachronism". Due to changes of situations of times, the plan itself as a "colonial school" could not avoid occurring difference with the education demanded by students.

학술논문 : 메이지(明治)후기 일본인으로서의 척식교육론

오쿠마토모유키 ( Tomoyuki Ohkuma ) 한일민족문제학회 2015 한일민족문제연구 Vol.29 No.-

본고는 메이지후기에 일본인론으로서 전개되었던 ‘척식교육’론의 특징을 밝힌 것이다. ‘척식교육’은 출이민의 인재양성을 위한 교육을 포괄적으로 나타내는 단어로 사용한다. 1900년경의 종합잡지 지면의 논의와 러일전쟁후의 대표적인 논자인 타케코시 요사부로(竹越與三郞)·시가 시게타카(志賀重昻)의 척식교육론을 검토했다. 그 결과 밝힌 것은 다음과 같다. 첫째, 1900년경의 종합잡지의 논의를 검토한 결과, 척식교육론의 출처의 하나가 < 일본인론으로서의 식민론 >이란 것이 확인되었다. 그 논의의 특징은 식민사업의 주체를 국민·민족으로 한다는 것과, 이주지가 정치적 지배하에 있는지 여부를 불문하고, ‘식민’으로서 논의되고 있다는 것이다. 그리고 당시 북미의 배일운동(排日運動)을 배경으로 일본인의 식민적 자질에 불안을 표명하고, 서양의 식민국을 본받아 국민성을 개량해야 한다고 주장한다. 그 수단으로 척식교육이 제안되게 된 것이다. 둘째, 척식교육의 대표적인 논자였던 타케코시와 시가에 대해서 각각의 논의 내용을 밝혔다. 둘 다 서양제국과 비교해 일본인의 식민적 자질에는 불안이 있음을 지적하고, 척식교육의 필요성을 설명하는 틀은 공유하고 있다. 구체적인 방책으로서 타케코시는 학교 교육에서의 ‘식민학과’의 설치와 식민전문학교 창설의 필요성을 논하는 것과 함께, ‘식민문학’을 일으킬 것을 제창했다. 이와 달리 시가는 신체 단련의 중요성을 강조하고, 식민에게 필요한 정신적인 소양도 육체의 단련에 의해 획득할 수 있다고 주장했다. This research aimed at investigating the characteristic of ‘emigrant education’ that was progressed as Nihonjinron in late Meiji(明治) period. ‘Emigrant education’ is the comprehensive word regarding education for talented people training of immigrants and emigrants. This research reviewed the discussion in the general magazine in around 1900 and the emigrant education of Yosaburo Takekoshi(竹越與三郞) and Shigetaka Shiga(志賀重昻), a representative debater since Russo-Japanese Wars. As the result, following points were determined. Above all, as the result of reviewing the discussion of general magazine of 1900s, it was determined that one of the sources of emigrant education was < Colonialism theory as Nihonjinron >. The characteristic of the discussion was on the point to put the subject of colonial business as the people·national people, and ‘colonization’ regardless of political domination of the emigrants. Also, based on the background of anti-Japanese struggle of North America during that time, it expressed anxiety about colonial qualification of Japanese people and insisted improvement of national character following the example of colonial power. As the means, emigrant education wassuggested. Next, regarding Takekoshi and Shiga, representative debaters of emigrant education, respective discussion content was determined. Both of them pointed out the anxiety about colonial qualification of Japanese people compared to western empires, also, they shared the frame to explain the necessity of emigrant education. As a concrete plan, Takekoshi emphasized improvement of national idea by literature. On this, Shiga emphasized importance of physical drill.

Dental Restorations Found in Food as Foreign Substances during Dining

Goto S,Ohkuma K,Ogura H,Onozaki S 대한치과재료학회 2011 대한치과기재학회 학술대회 Vol.2011 No.5

Fermentation Characteristics and Microbial Diversity of Tropical Grass-legumes Silages

Ridwan, Roni,Rusmana, Iman,Widyastuti, Yantyati,Wiryawan, Komang G.,Prasetya, Bambang,Sakamoto, Mitsuo,Ohkuma, Moriya Asian Australasian Association of Animal Productio 2015 Animal Bioscience Vol.28 No.4

Calliandra calothyrsus preserved in silage is an alternative method for improving the crude protein content of feeds for sustainable ruminant production. The aim of this research was to evaluate the quality of silage which contained different levels of C. calothyrsus by examining the fermentation characteristics and microbial diversity. Silage was made in a completely randomized design consisting of five treatments with three replications i.e.: R0, Pennisetum purpureum 100%; R1, P. purpureum 75%+C. calothyrsus 25%;, R2, P. purpureum 50%+C. calothyrsus 50%; R3, P. purpureum 25%+C. calothyrsus 75%; and R4, C. calothyrsus 100%. All silages were prepared using plastic jar silos (600 g) and incubated at room temperature for 30 days. Silages were analyzed for fermentation characteristics and microbial diversity. Increased levels of C. calothyrsus in silage had a significant effect (p<0.01) on the fermentation characteristics. The microbial diversity index decreased and activity was inhibited with increasing levels of C. calothyrsus. The microbial community indicated that there was a population of Lactobacillus plantarum, L. casei, L. brevis, Lactococcus lactis, Chryseobacterium sp., and uncultured bacteria. The result confirmed that silage with a combination of grass and C. calothyrsus had good fermentation characteristics and microbial communities were dominated by L. plantarum.

Fermentation Characteristics and Microbial Diversity of Tropical Grass-legumes Silages

Roni Ridwan,Iman Rusmana,Yantyati Widyastuti,Komang G. Wiryawan,Bambang Prasetya,Mitsuo Sakamoto,Moriya Ohkuma 아세아·태평양축산학회 2015 Animal Bioscience Vol.28 No.4

Calliandra calothyrsus preserved in silage is an alternative method for improving the crude protein content of feeds for sustainable ruminant production. The aim of this research was to evaluate the quality of silage which contained different levels of C. calothyrsus by examining the fermentation characteristics and microbial diversity. Silage was made in a completely randomized design consisting of five treatments with three replications i.e.: R0, Pennisetum purpureum 100%; R1, P. purpureum 75%+C. calothyrsus 25%;, R2, P. purpureum 50%+C. calothyrsus 50%; R3, P. purpureum 25%+C. calothyrsus 75%; and R4, C. calothyrsus 100%. All silages were prepared using plastic jar silos (600 g) and incubated at room temperature for 30 days. Silages were analyzed for fermentation characteristics and microbial diversity. Increased levels of C. calothyrsus in silage had a significant effect (p<0.01) on the fermentation characteristics. The microbial diversity index decreased and activity was inhibited with increasing levels of C. calothyrsus. The microbial community indicated that there was a population of Lactobacillus plantarum, L. casei, L. brevis, Lactococcus lactis, Chryseobacterium sp., and uncultured bacteria. The result confirmed that silage with a combination of grass and C. calothyrsus had good fermentation characteristics and microbial communities were dominated by L. plantarum.