고로제선기술의 오늘과 내일

조용선 대한금속재료학회(대한금속학회) 1978 대한금속·재료학회지 Vol.16 No.2

體重 및 無脂肪體重과 背筋力과의 相關에 관한 硏究

曺容善,黃甫淵 漢陽大學校 體育科學硏究所 1986 體育科學 Vol.6 No.6

The Purpose of this study was to investigate the influence of percent of Body Fat on Back Muscle Strength 150 Subjects(50=Physical Education department Students, (=P.E.D.S.), 50=General Students(=G.S), 50=Excellent Players (=E.P)) were Selected to measure the percent of Body fat at the Subscapular and Thigh with a skinfolder. Percent of Body fat was then Calculated with Sloan & Wire's formula and Brozek, et als formula. The Back Muscle Strength was Calculated through investigating the difference between the percent of Body fat and Static Back muscle Strength among the 3 groups. The results of this study are as follows: 1) The difference of Mean of Percent of Body fat, (1) There are significant differences among the 3 groups. (P<0.05, G.S., E.P., P.E.D.S.) (2) There is a Significant difference between G.S. and P.E.D.S. (P<0.01, G.S., P.E.D.S.) (3) There is no Significant difference between the P.E.D.S. and E.P. (P>0.05) (4) There is a Significant difference between the G.S. and E.P. (P <0.05, G.S., E.P.) :2) The difference of Means of Back Muscle Strength, (1) There are significant differences among the 3 groups (P<0.01, E.P., P.E.D.S., G.S.) (2) There is a significant difference between the G.S. and P.E.D.S. (P<0.01, P.E.D.S., G.S.) (3) There is a significant difference between the P. E. D. S. and E.P. (P<0.01, P.E.D.S., E.P.) (4) There is a high significant difference between the G.S. and E.P. (P<0.01, G.S., E.P.) 3) The correlation between the Back Muscle Strength and Weight, (1) There is no correlation in the G.S. (r=0.10) (2) There is a little correlation in the P.E.D.S. (r=0.23) (3) There is a high significant correlation in the E.P. (r=0.91) 4) The correlation between the Back Muscle Strength and Lean Body Weight (1) There is a small Negative Correlation in the G.S. (r=-0.22) (2) There is a negation Correlation in the P.E.D.S. (r=-0.32) (3) There is a significant positive correlation in the E.P. (r=0. 55)

Behinderte in der Konfirmandenarbeit

조용선 한국기독교교육학회 2008 기독교교육논총 Vol.19 No.-

Bei dieser Untersuchung handelt sich um die Konfirmandenarbeit mit Behinderten. Die Konfirmande narbeit steht bei den koreanischen Kirchengemeinden nur am Rande der Interessen. Jugendliche mit Behinderungen haben fast nie am Konfirmandenunterricht teilgenommen. Konfirmation der Behinderten wurde in Gemeinde kaum wahrgenommen. Dadurch, dass die Konfirmandenarbeit mit der Behinderung im Raum der evangelischen Kirche Deutschland (EKD) untersucht wird, werden Anregungen zur Erneuerung der Konfirmandenarbeit versucht. In der EKD wurde auch in der Vergangenheit die Konfirmation der Geistigbehinderten vernachlässigt. Aber heute erfolgt eine grundsätzliche Zustimmung zur Konfirmation. Geistigbehinderte erfahren in intergrativer Konfirmandenarbeit ebenso wie die anderen Jugendlichen auch. Integration der Behinderten bedeutet Kommunikation, offene Lernprozesse und Teilhaben. Unterrichtsort ist ein Familienhaus, Schule oder Gemeindehaus. Geistigbehinderte werden zu Hause im Rahmen einer Familienfeier, in Kirchengemeinden des Schulpfarrers oder in Heimatgemeinde konfirmiert. Es ist sehr notwendig, entweder die Eltern von Behinderten zur Mitarbeit zu ermutigen, oder die Eltern Geistigbehinderte zum Unterricht und Gottesdienst abzuholen. Um die Themen des Konfirmandenunterrichts zu bestimmen, sollte man über Kriterien Elementarisierung, Beziehungsorientierung, Identitätsfindung und Erfahrungsorientierung nachdenken. In der EKD wird Konfirmation eher Bestätigung als feierlicher Abschluss sowie eine Familienfeier gesehen. Teilname am Abendmahl und Segnung werden als wichtige Elemente des Konfirmationsgottesdienstes empfunden. Bei dieser Untersuchung handelt sich um die Konfirmandenarbeit mit Behinderten. Die Konfirmande narbeit steht bei den koreanischen Kirchengemeinden nur am Rande der Interessen. Jugendliche mit Behinderungen haben fast nie am Konfirmandenunterricht teilgenommen. Konfirmation der Behinderten wurde in Gemeinde kaum wahrgenommen. Dadurch, dass die Konfirmandenarbeit mit der Behinderung im Raum der evangelischen Kirche Deutschland (EKD) untersucht wird, werden Anregungen zur Erneuerung der Konfirmandenarbeit versucht. In der EKD wurde auch in der Vergangenheit die Konfirmation der Geistigbehinderten vernachlässigt. Aber heute erfolgt eine grundsätzliche Zustimmung zur Konfirmation. Geistigbehinderte erfahren in intergrativer Konfirmandenarbeit ebenso wie die anderen Jugendlichen auch. Integration der Behinderten bedeutet Kommunikation, offene Lernprozesse und Teilhaben. Unterrichtsort ist ein Familienhaus, Schule oder Gemeindehaus. Geistigbehinderte werden zu Hause im Rahmen einer Familienfeier, in Kirchengemeinden des Schulpfarrers oder in Heimatgemeinde konfirmiert. Es ist sehr notwendig, entweder die Eltern von Behinderten zur Mitarbeit zu ermutigen, oder die Eltern Geistigbehinderte zum Unterricht und Gottesdienst abzuholen. Um die Themen des Konfirmandenunterrichts zu bestimmen, sollte man über Kriterien Elementarisierung, Beziehungsorientierung, Identitätsfindung und Erfahrungsorientierung nachdenken. In der EKD wird Konfirmation eher Bestätigung als feierlicher Abschluss sowie eine Familienfeier gesehen. Teilname am Abendmahl und Segnung werden als wichtige Elemente des Konfirmationsgottesdienstes empfunden.

극한해석법에 의한 앵커의 인발저항력 해석

趙龍善,權五曄 건국대학교 1996 學術誌 Vol.40 No.2

Model test is performed in order to examine the behavior of single screw anchor buried in sand. Loose, medium, and dense sand are used in the model test and the density of sand is controled by the density control box. Single screw anchors are installed in the sand with the variation of embedment ratio. The single screw anchors are pulled out by stress control and failure shape and uplift resistance capacity are investigated. The investigated failure shape is idealized and the relationship for uplift resistance is derived by limit analysis. The values measured from model test and those obtained from the limit analysis are compared and analysed. As a result of that, the difference of the two values is very small. So it is proved that the equation derived by limit analysis is good for calculating the uplift resistance of single screw anchor.

휘발성 유기화합물(VOCs) 취급에 따른 화재 위험성에 관한 연구

조용선,박지훈,최재성,성남경,김용운,이광민,이기훈,박성권 한국화재감식학회 2016 한국화재감식학회 학회지 Vol.7 No.3

The expectancy about the personal safety is rising as mush as our society is developing. Nevertheless the explosion fire because of the oil vapor diffusion, that is one among the careless fire, is happening constantly. We are trying to calculate the arrival time of the fire risk because of the oil vapor diffusion on the workplace using the VOCs and thinner. For this, we measured the first ignition time through the explosion test and we compared with the theoretical time of lower explosion limit. Through the result, we expect to provide the standard in which the worker using the VOCs can recognize a danger by oneself.

특집 2 : 쉼과 회복을 위한 기독교교육 ; 기독교교육과 쉼

조용선 장로회신학대학교 기독교교육연구원 2005 교육교회 Vol.337 No.-

학교진로상담 모형 구안

조용선 한국진로교육학회 2009 진로교육연구 Vol.22 No.3

학교장면에서 학생들의 진로개발 능력 함양을 위해 학교상담의 특징을 반영한 학교진로상담 모형이 구안될 필요가 있다. 이 연구의 목적은 학교상담의 특징을 반영한 학교진로상담 모형을 구안하는 것이다. 이러한 연구 목적을 달성하기 위해 학교상담의 특징과 진로상담 모형에 대한 문헌고찰을 통해 학교진로상담 모형 구안의 방향을 설정하였다. 설정된 모형 구안의 방향을 토대로 학교진로상담의 잠정적 모형을 구안하였다. 또한 구안한 잠정적 모형에 대해 전문가의 자문을 거쳐 수정․보완하여 최종 모형을 구안하였다. 구안된 학교진로상담 모형은 오리엔테이션→발달수준 평가→발달목표 설정→학급단위 개입→목표달성 평가→개별개입→평가와 종결 및 추수지도의 7단계로 구성되었다. 이 모형은 생애 진로발달이론에 근거하고 있으며, 학교상담의 특징을 반영하여 모든 학생을 대상으로 예방적, 발달적, 체제적인 상담이 이루어지도록 하였다. 모형의 목적은 학생의 진로개발 능력함양이며, 학생의 진로발달단계에 따른 진로발달목표를 설정하도록 하였다. 이를 바탕으로 진로발달수준에 따른 학급단위 차별적 프로그램 개입이 이루어지고 그 이후에 개별 개입한다는 점이 특징이다. 구안된 학교진로상담 모형은 학교상담의 특징을 반영한 것으로 학교장면에서 보다 효과적이고 효율적인 진로상담을 전개하는데 역할을 할 수 있을 것으로 기대된다. To improve students' career developmental competences in school settings, it is necessary to construct a school career counseling model reflecting the characteristics of school counseling. The purpose of this study was to construct a school career counseling model reflecting the characteristics of school counseling. To achieve this purpose, the principles of constructing a model was established by reviewing literatures about characteristics of school counseling and career counseling model. Based on these principles, a provisional model was constructed, and through experts' consultation, a final model was constructed. The school career counseling model presented in this study consists of seven stages(orientation→ evaluating a developmental level→ setting a developmental goal→ classroom unit intervention→ evaluating a accomplishment of objects→ individual intervention → evaluating, termination, and follow-up). The constructed school career counseling model has characteristics that it is grounded on the lifelong career developmental theory, and contains characteristics of a school counseling. The purpose of this model is to improve students' career developmental competences, and the career developmental goal is setting according to students' career developmental stage. On the basis of that, a differential classroom unit intervention is performed and then individual intervention is followed. The constructed school career counseling model is expected to help school counselors carrying out career counseling more effectively and efficiently in school.

발표48 : 제철의 역사와 용광로

조용선 대한금속재료학회 ( 구 대한금속학회 ) 1999 대한금속학회 추계학술대회 개요집 Vol.1999 No.-

가정과 함께 하는 교회학교 ; 가정과 연계하는 주말프로그램

조용선 장로회신학대학교 기독교교육연구원 2008 교육교회 Vol.368 No.-

어린이세례를 통한 기독교교육적 가능성 모색

조용선 장로회신학대학교 기독교사상과 문화연구원 2011 장신논단 Vol.41 No.-