http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Influence of Weathering Depth and Fracture Intensity to Cut Slope Movement
Uijin Jeong,Woon Sang Yoon,Jai Won Choi,Jeong Hwan Kim 한국지질과학협의회 2005 Geosciences Journal Vol.9 No.1
: Various types of slope failure with different ground conditions were analyzed by detailed field investigation of 373 road-cuts along the national highways of Korea. The ground conditions, which are related to failure types and their triggering factors, are strongly dependent upon the weathering or soil depth and fracture intensity in cut slopes. We propose the soil depth ratio (SR) and block size ratio (BR) to define the ground conditions of the cut slopes and to evaluate their instability. SR, which is related to weathering conditions of the ground, is defined as the ratio of soil depth to that of slope height. When SR is greater than 0.4, sliding failure along discontinuities does not occur. BR is defined as the ratio of the block size index to that of slope height. When BR is less than 0.01, behavior of the rock slope shows characteristics of circular sliding even if SR is less than 0.4. Therefore, the ground conditions in cut slopes can be divided into 4 classes based on SR and BR: jointed rock mass (JRM), highly fractured rock mass (HRM), massive rock mass (MRM) and soil-like mass (SLM). This classification provides useful criteria to assess the instability of cut slope composed of various ground materials, and gives some simple rules about instability modes of the cut slopes.
정의진(Uijin Jeong) 한국역사교육학회 2022 역사교육연구 Vol.- No.44
본 연구의 목적은 역사 교사들이 수업에서 어떻게 행위주체성을 발휘하는지를 살펴보기 위해서이다. 연구 참여자인 세 명의 교사는 과거 개인적 경험과 교사로서의 경험, 미래의 수업에 대한 자신의 지향점이 현재의 조건 속에서 어떻게 극복, 회피, 타협, 우회하는지를 보여주고 있다. A 교사는 과거 역사적 사건과 현재 학생들의 시간적 거리(temporal distance)를 줄이는 전략을 사용하고 역사적 피해자에 대한 공감을 중요하게 생각하였으며 B 교사는 과거를 현재와 연결하는 것에 중점을 두었다. C 교사는 학생들이 자료에 근거하여 역사를 읽도록 하였지만, 과거와 현재의 문제를 연결하는 것이 중요하다고 생각하였다. 세 명의 교사들은 모두 역사적 맥락화를 중요하게 생각하였으며 맥락화라는 용어를 자신의 수업에서 각자 다른 방식으로 구현하였다. 또한 이들은 다양한 시점과 주체의 입장에서 역사를 바라보는 다관점을 반영한 질문을 사용하였다. 교사들은 보수와 진보의 역사 전쟁이라는 시기를 겪어오면서 학생들의 정체성과 감정을 자극하는 현대사를 다룰 때 누구나 인정하여 부정할 수 없는 사실을 다루기도 하였다. 이들은 과거와 현재의 문제를 연결하여 다루거나 때로는 학생들에게 제시하는 질문의 형태를 단순화하기도 하였다. 이는 역사를 맥락에서 벗어나게 하여 비(非)역사적인 것이 될 수 있는 위험성을 가지고 있었다. 그러나 이러한 교사들의 시도를 ‘비(非)역사적’이라거나 ‘현재주의’라는 말로 뭉뚱그려 비판하는 것은 전체적인 맥락 속에서 교사의 수업을 바라보지 않는다는 문제점과 함께 역사 수업의 다양한 가능성을 축소한다. 따라서 과거와 현재를 연결하는 역사 수업을 어떻게 하면 성공적으로 이끌 수 있는지에 대한 고민과 논의가 이어져야 한다. 또한 교사들은 선악 구도의 도덕적인 가치와 윤리적인 측면을 강조하는 것이 역사교육의 대상인 역사학의 목적을 훼손할 수도 있음을 잘 알고 있었다. 그런데도 교사들은 도덕적인 가치로 조망하는 것이 적합하다고 생각하는 주제가 있다고 보았다. 이는 교사들이 위치한 시대와 사회가 직면한 윤리적 가치에 대한 의문을 제기하도록 한다. This case study covering three history teachers is trying to analyze how history teachers present agency in their teaching. Research participants, based on their experience as teachers or personal experience, who are with future goals and direction under the current situation, show how these elements interacted and how they are overcoming, deviating, compromising, and taking a detour when facing the challenge. For teacher A, it is valuable to teach to feel sympathy through history by using the teaching strategy like reducing the temporal distance between the past(historical event) and present(student stand on). Teacher B used to emphasize the link between past and present. Like B, Teacher C focused on connecting past events with current affairs and led his students to experience many kinds of historical material. Those who valued historical contextualization as one of the most important goals of teaching implemented it in their way. They also used questions that reflected on multiperspective from various viewpoints and scores of subjects. When they deal with contemporary history that is often provoking strong emotion and identity of students, those who experienced the period of so-called “history war” deviate it using historical facts which everyone approves of regardless of their party, identity, etc. All of them dealt with the past events by joining the current affair, sometimes somewhat simplifying the questions given to students. Their attempts always include several risks which might make its historical context de-contextualize. But if we blame these attempts in the lump as un[non]historical teaching or presentism it would not be thought to be the teacher’s teaching in the whole context and minimize diverse possibilities of history teaching. More than that, we should ask the following question “what do we have to do to reduce these risks?” But these problems don’t originally come from the essential limitation on the kind of questions. They also know well that focusing on moral perspectives and ethical dimensions against historical events might damage the aims of history. Though recognizing the limitations, they think that some of the history topics covered in their class are very suitable for moral perspectives that are often opposed to history and historiography. This point interestingly calls attention to a series of ethical problems in the society and period we now live.
거친 발수 표면에 충돌하는 유체 방울의 팽창 및 수축 역학: 미세 유체 방울의 형성
김의진(Uijin Kim),김정현(Jeong-Hyun Kim) 한국가시화정보학회 2021 한국가시화정보학회지 Vol.19 No.3
In this study, we investigated the dynamics of a droplet impacting rough hydrophobic surfaces through high-speed imaging. Micrometer-sized structures with grooves and pillars were fabricated on smooth Polydimethylsiloxane (PDMS) surfaces by laser ablation. We used Newtonian and non-Newtonian liquid droplets to study the drop impact dynamics. De-ionized water and aqueous glycerin solutions were used for the Newtonian liquid droplet. The solutions of xanthan gum in water were prepared to provide elastic property to the Newtonian droplet. We found that the orientation of the surface structures affected the maximal spreading diameter of the droplet due to the degree of slippage. During the droplet retraction, the dynamic receding contact angles were measured to be around 90° or less. It resulted in the formation of the micro-capillary bridges between the receding droplet and the surface structures. Then, the rupture of the capillary bridge led to the formation of micrometer-sized droplets on top of the surface structures. The size of the microdroplets was found to increase with increasing the impacting velocity and viscosity of the Newtonian liquid droplets. However, the size of the isolated microdroplets decreased with enhancing the elasticity of the droplets, and the size of the non-Newtonian microdroplets was not affected by the impacting velocity.