NDSL 110,693 Link page¿¡¼­ [¿ø¹®º¸±â] ¹öÆ°À» Ŭ¸¯Çϼ¼¿ä.

[±¹³» ÇÐÀ§³í¹®]

Structural design trend has produced many complex-shaped tall buildings such as twisted, tilted and free form towers. This paper studied various structural design options for tilted form tall building. The 60-story buildings are now tilted with various offsets and designed with diagrid structures. Regular buildings are deformed laterally not only by dead and live loads due to their eccentrictiy.So the analysis modals are formed with tilted angles of 7¡Æ, 9¡Æ, 13¡Æ, 20¡Æ degrees, respectively. First, the tilted diagrid structural characteristics of lateral load and vertical load are analyzed with tilted angle inceasing.Second, the comparison analysis of the control torsion impact according to the horizontal resistance factors are conducted. The results of this study are as followings: 1. The lateral displacement and drift of tilted diagrid structure has slightly anlysised. With angle increase, modal lateral displacement alse increased. 2. The titled diagrid structure is more than the lateral displacement under the lateral load, the lateral displacement will occur under the weight.From the results, in TD6, TD8, TD10 modal case, the lateral displacement of the wind load is larger than that of the vertical load and increasing degree is becoming bigger. 3.Assuming that only the wind load is applied to the horizontal direction of the shear lag effect.In TD8 modal,The effect of alleviating the shear lag is the most significant. 4. The lateral features of the structure under the action of force and seismic load are analyzed with Hyougoken Seismic wave. In TD6-2, TD8-4, TD10-4 modal, according to the size of the modules, the resistance to lateral displacement and floor shear has a significant effect.

[±¹³»³í¹®]

ºÎ»ê´ëÇб³ÀÇ ÅëÇÕÀº ´ëÇб¸Á¶°³Çõ°ú Ä·ÆÛ½ºº° Ư¼ºÈ­¸¦ µ¿½Ã¿¡ ÀÌ·èÇÑ ±¹¸³´ë ±¸Á¶°³ÇõÀÇ Ç¥º»Àû ¼º°ø »ç·Ê¶ó ÇÒ ¼ö ÀÖ´Ù. ÅëÇÕÀ¸·Î ÀÎÇØ ÀÔÇÐÁ¤¿ø °¨Ãà, ´Ü°ú´ëÇÐ ¹× »ê¾÷´ëÇпø ÅëÆóÇÕ, À¯»ç¡¤Áߺ¹Çаú ÅëÆóÇÕ, ÇàÁ¤Á¶Á÷ °¨Ãà, ½ÅÀÔ»ý Ãæ¿øÀ² °³¼± µîÀÇ ¼º°ú°¡ ÀÖ¾úÀ¸¸ç, Ä·ÆÛ½º Ưȭ Àü·«¿¡ µû¶ó ºÎ»êÄ·ÆÛ½º´Â ¿¬±¸Á߽ɴëÇÐÀ¸·Î, ¾ç»êÄ·ÆÛ½º´Â ¼¼°èÀû ÀÇ·á Çãºê·Î, ¹Ð¾çÄ·ÆÛ½º´Â ³ª³ë¡¤¹ÙÀÌ¿À ºÐ¾ß·Î ƯȭÇÏ¿´´Ù. ÇâÈÄ ºÎ»ê´ëÇб³´Â Áö¼ÓÀû °³ÇõÀ» ÅëÇÏ¿© Çõ½ÅÀ» µµ¸ðÇÔÀ¸·Î½á ´Ü¹ß¼º, ÀÏȸ¼ºÀÌ ¾Æ´Ñ ÀÏ»óÀû, »ó½ÃÀû Çõ½ÅÀ» ÃßÁøÇÏ¿© Çõ½ÅÀÇ ½Ã½ºÅÛÈ­¸¦ Á¤Âø½ÃÅ°°íÀÚ ÇÑ´Ù. ±×¸®°í ÁøÁ¤ÇÑ Çõ½ÅÀ» À§ÇØ ±³À° ºÐ¾ß Çõ½Å, »êÇבּ¸ Çõ½Å, ÇàÁ¤ Çõ½Å¿¡ ´õ¿í ¹ÚÂ÷¸¦ °¡ÇÒ °ÍÀÌ´Ù.

[±¹³»³í¹®]

¹«µ¶¼ºÀ¸·Î ´ë±â ¼öÁú¿À¿°ÀÌ ¾ø°í È­ÀçÀÇ À§Çèµµ ¾ø´Â ¼ö¼º Æú¸®¿ì·¹ÅºÀ» °³¹ßÇÑ ºÎ»ê´ë °íºÐÀÚ°øÇаú ±èº´±Ô±³¼ö. ÀÚµ¿Â÷ ¹üÆÛ¿¡ ÀÌ¿ëµÇ´Â °íºÐÀÚÇÕ±Ý °³¹ß µîÀÇ ¿¬±¸¸¦ °è¼ÓÇÏ°í ÀÖ´Â ±è±³¼ö´Â ¾ÕÀ¸·Î Åë½Å¤ýȯ°æºÐ¾ß °ü·Ã °íºÐÀÚ¼ÒÀç °³¹ß¿¡µµ Âü¿©ÇÒ °èȹÀÌ´Ù.

[±¹³»³í¹®]

[±¹³»³í¹®]

[±¹³»³í¹®]

[±¹³»³í¹®]

°øÇб³À°¿¡ À־ ½ÇÇè½Ç½À±³À°ÀÇ Á߿伺Àº ¸Å¿ì Å©´Ù. ±×·¯³ª ±¹³» °øÇб³À°ÇöÀå¿¡¼­´Â ¿¹»ê, ½Ã¼³ ¹× Àη µîÀÇ ÀÌÀ¯·Î Çؼ­ ÃÖ±Ù±îÁöµµ ½ÇÇè½Ç½À±³À°ÀÌ Çü½ÄÀûÀÌ°í Ãë¾àÇÑ °ÍÀ¸·Î ³ªÅ¸³ª ÀÖ´Ù. ºÎ»ê´ëÇб³ ±â°è°øÇкδ Áö³­ ¸î ³â°£ ±¹Ã¥»ç¾÷ Áö¿øÀ» ¹Þ¾Æ ½ÇÇè½Ç½À±³À° Çõ½ÅÀ» Ãß±¸ÇÏ¿©, Á¤º¸È­, ÀÚµ¿È­ µîÀÇ ´ÙÇÐÁ¦Àû Á¢±ÙÀ» ¿ä±¸ÇÏ´Â ±â°è°øÇÐÀÇ ¹ßÀü Ãß¼¼¿¡ ÀûÀÀÇÒ ¼ö Àִ âÀÇÀû ÇöÀåÀûÀÀ·ÂÀ» °®Ãá ¿ì¼öÇÑ ±â°è°øÇеµ¸¦ È¿°úÀûÀ¸·Î ¾ç¼ºÇÒ ¼ö ÀÖ´Â ½ÇÇè½Ç½À±³À°Ã¼°è¸¦ ±¸ÃàÇØ¿Ô´Ù. º» ±Û¿¡¼­´Â ºÎ»ê´ëÇб³ °ø°ú´ëÇÐ ±â°è°øÇкο¡¼­ ÃßÁøÇÏ°í ÀÖ´Â ½ÇÇè½Ç½À ±³À° °­È­ ¹× Çõ½Å »ç·Ê¸¦ ±â°è/ÀüÀÚ/ÄÄÇ»ÅÍÀÇ ÅëÇÕ½ÇÇè ½Ç½À, ½ÇÇèºÐ¾ßÀÇ °èÅëÈ­¸¦ ÅëÇÑ Ã¼°èÀû ¿î¿µ ¹× Á¡ÁøÀû ½ÉÈ­ ±³À°, ´ë±Ô¸ð ±³À° ´ë»ó¿¡ ´ëÇÑ È¿À²ÀûÀÎ ¿î¿µ, âÀǼº À¯µµ ½ÇÇè½Ç½À µîÀ» Á᫐ ³»¿ëÀ¸·Î ±â¼úÇÏ¿´´Ù.

[±¹³»³í¹®]

'¾Æ½Ã¾Æ·Î, ¼¼°è·Î!', Çѱ¹À» ´ëÇ¥ÇÏ´Â ¼¼°è ¼ÓÀÇ ¸í¹®´ëÇÐÀ̶ó´Â ºñÀü°ú ÇÔ²² ºÎ»ê´ëÇб³°¡ ¿ì¸®³ª¶ó ±¹¸³ ´ëÇÐÀÇ »õ·Î¿î ¸ðµ¨À» âÃâÇÏ¸ç ±Û·Î¹ú ¸í¹®À» ÇâÇØ µµ¾àÇÏ°í ÀÖ´Ù. ºÎ»ê, ¾ç»ê ±×¸®°í ¹Ð¾çÀ¸·Î À̾îÁö´Â Ä·ÆÛ½º º§Æ®¸¦ ±¸ÃàÇÏ°í ±³À°¿¬±¸¿ª·®À» °­È­Çϴ Ưȭ¹ßÀüÀ¸·Î ÁÖ¸ñÀ» ¹Þ°í ÀÖ´Â ºÎ»ê´ëÇб³¸¦ ¼Ò°³ÇÑ´Ù.

[±¹³»³í¹®]

ºÎ»ê´ë Á¤¹ÐÁ¤Çü ¹× ±ÝÇü°¡°ø ¿¬±¸¼¾ÅÍ´Â Ç×°ø±â, ÀÚµ¿Â÷, öµµÂ÷·®, °í¼ÓÀüö ¹× Àü±âÀüÀÚ Á¦Ç°µéÀÇ ºÎÇ°»ê¾÷ÀÌ °æÀï·ÂÀ» °®Ãß°Ô Çϱâ À§ÇØ 1994³â 3¿ù ¹®À» ¿­¾ú´Ù. 96³â ¿µ±¹ ¹ö¹ÖÇÜ´ëÇп¡ ÇöÁö ·¦À» ¼³Ä¡ÇÑ ÈÄ ¹Ì±¹, ÀϺ»´ëÇаúµµ ¿¬±¸Çù·ÂÀ» ÇÏ°í ÀÖ´Ù.

[±¹³» ÇÐÀ§³í¹®]

º» ¿¬±¸ÀÇ ¸ñÀûÀº ¿ì¸®³ª¶óÀÇ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥ Áß ºÎ»ê´ë ºÎ¼³ ¾î¸°ÀÌÁýÀ» Áß½ÉÀ¸·Î ¿¬±¸µÇ°í °³¹ßµÈ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥¿¡ ´ëÇÑ ±âµ¶±³ÀûÀÎ Á¶¸íÀ» ÅëÇØ ±âµ¶±³ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥ÀÇ ÀÌ·ÐÀû ±âƲÀ» ¸¶·ÃÇÏ´Â °ÍÀÌ´Ù. 
 ¿¬±¸ ³»¿ëÀº »ýÅÂÀ¯¾Æ±³À°ÀÇ ÀÌ·ÐÀû ¹è°æÀ¸·Î ½Ã´ë »çȸÀû ¹è°æ°ú »ç»ó öÇÐÀû ¹è°æÀ» ³ª´©¾î »ìÆ캸°í ºÎ»ê´ë ºÎ¼³ ¾î¸°ÀÌÁýÀÇ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥À» ºÐ¼®Çغ» ÈÄ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥¿¡ ´ëÇØ ±âµ¶±³ÀûÀÎ Á¶¸í°ú ÇÔ²² ±âµ¶±³À¯¾Æ±³À°¿¡ ÁÖ´Â ½Ã»çÁ¡À» Á¦½ÃÇÏ¿´´Ù.
 ¸ÕÀú, ºÎ»ê´ë ºÎ¼³ ¾î¸°ÀÌÁýÀÇ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥¿¡ ´ëÇØ ±àÁ¤Àû Æò°¡¿Í ºÎÁ¤Àû Æò°¡·Î ³ª´©¾î ÀϹÝÀûÀÎ Æò°¡¸¦ ÇÏ¿´°í ÀÚ¿¬°ü ‧ âÁ¶·Ð ‧ ±¸¿ø·ÐÀ¸·Î ³ª´©¾î ±âµ¶±³ÀûÀÎ Á¶¸íÀ» ÇÑ ÈÄ, ±âµ¶±³ »ýÅÂÀ¯¾Æ±³À°¿¡ ÁÖ´Â ½Ã»çÁ¡¿¡ ´ëÇØ ±³À°¸ñÇ¥, ±³À°°úÁ¤ÀÇ ³»¿ë, ±³À°°úÁ¤ÀÇ ±¸¼º ¿ø¸®·Î ³ª´©¾î Á¦½ÃÇغ¸¾Ò´Ù. 
 ¡®ÀÚ¿¬°ü¡¯¿¡ ´ëÇÑ ±âµ¶±³ÀûÀÎ Á¶¸í¿¡¼­´Â Çϳª´Ô-Àΰ£-ÀÚ¿¬ÀÇ °ü°è¿¡ ´ëÇØ »ýÅÂÀ¯¾Æ±³À°ÀÇ ±âº» ¹è°æÀÎ ¡®ÃµÀÎÇÕÀÏ »ç»ó¡¯¿¡ ¹Ý´ëÇÏ¿© ±âµ¶±³¼¼°è°üÀ» ±âÃÊ·Î ÇÑ ±âµ¶±³ »ýÅÂÀ¯¾Æ±³À°ÀÇ ÀÚ¿¬°üÀ» Á¦½ÃÇÏ¿´°í ¡®Ã¢Á¶·Ð¡¯¿¡ ´ëÇÑ ±âµ¶±³ÀûÀÎ Á¶¸í¿¡¼­´Â »ýÅÂÀ¯¾Æ±³À°ÀÇ ¡®¿ìÁÖÀû âÁ¶ÁøÈ­·Ð¡¯¿¡ ¹Ý´ëÇÏ¿© ¼º°æ¿¡ ±âÃÊÇÑ Ã¢Á¶·ÐÀ» Á¦½ÃÇÏ¿´À¸¸ç ¡®±¸¿ø·Ð¡¯¿¡ ´ëÇÑ ±âµ¶±³ÀûÀÎ Á¶¸í¿¡¼­´Â »ýÅÂÀ¯¾Æ±³À°ÀÇ ¡®½Å=Àΰ£=ÀÚ¿¬¡¯ÀÇ °³³ä¿¡ ¹Ý´ëÇÏ¿© ¿¹¼ö ±×¸®½ºµµ¸¦ ÅëÇÑ ±âµ¶±³Àû ±¸¿øÀ» Á¦½ÃÇÏ¿´´Ù. 
 ±âµ¶±³ÀûÀÎ Á¶¸íÀ» ÅëÇØ ºÎ»ê´ë ºÎ¼³ ¾î¸°ÀÌÁýÀÇ »ýÅÂÀ¯¾Æ±³À° ÇÁ·Î±×·¥ÀÌ ±âµ¶±³ »ýÅÂÀ¯¾Æ±³À° ÇÁ·Î±×·¥¿¡ ÁÖ´Â ½Ã»çÁ¡ÀÌ ¹«¾ùÀÎÁö ±³À°¸ñÇ¥, ±³À°³»¿ë, ±³À°ÀÇ ±¸¼º¿ø¸®·Î ³ª´©¾î Á¤¸®Çغ¸¾Ò´Ù. ±³À°¸ñÇ¥¿¡¼­´Â ¡®ÀÚ¿¬ÀÎÀ¸·Î¼­ÀÇ À¯¾Æ¡¯¸¦ Á¦½ÃÇÏ¿´°í ±³À°³»¿ë¿¡¼­´Â Çϳª´Ô-Àΰ£-ÀÚ¿¬¿¡ ´ëÇÑ ±Ù¿øÀûÀÎ Á¢±ÙÀÌ ÇÊ¿äÇϸç ÀÌ¿¡ ¸Â´Â ±³À°³»¿ëÀ¸·Î ±âµ¶±³ »ýÅÂÀ¯¾Æ±³À°ÀÌ ¿¬±¸‧°³¹ßµÉ ÇÊ¿ä°¡ ÀÖÀ½À» ¹àÇûÀ¸¸ç ±³À°°úÁ¤ÀÇ ±¸¼º ¿ø¸®¿¡¼­´Â ¿ùÅͽºÅçÇÁÀÇ °üÁ¡À» Àû¿ëÇØ ´Ù¼¸°¡Áö ±³À°°úÁ¤ÀÇ ±¸¼º¿ø¸®·Î Á¦½ÃÇÑ Á¤Èñ¿µ(2011, 12-22)ÀÇ ±³À°°úÁ¤ÀÇ Æ²¿¡ ±âÃÊÇÏ¿© ±âµ¶±³±³À°°úÁ¤ÀÇ °³¹ß, ÅëÇÕÀûÀÎ ±âµ¶±³ ±³À°°úÁ¤, ½Ã´ëÀû ¹è°æÀ» °í·ÁÇÑ ±³À°°úÁ¤, ±¹Á¦È­¸¦ ÁöÇâÇÏ´Â ±³À°°úÁ¤, ÀüÅë°úÀÇ ´ëÈ­¸¦ ÅëÇÑ ±³À°°úÁ¤À¸·Î ³ª´©¾î Á¦½ÃÇغ¸¾Ò´Ù.
 º» ¿¬±¸ÀÇ °á·ÐÀº ´ÙÀ½°ú °°´Ù.
 ºÎ»ê´ë ºÎ¼³ ¾î¸°ÀÌÁýÀÇ »ýÅÂÀ¯¾Æ±³À°ÇÁ·Î±×·¥Àº Çö´ë »çȸ°¡ ÇÊ¿ä·Î ÇÏ´Â ÀÚ¿¬Áß½É, »ý¸íÁ᫐ ¼¼°è°üÀ¸·ÎÀÇ Àüȯ ½Ã ³ªÅ¸³­ »õ·Î¿î ±³À°Æз¯´ÙÀÓÀ¸·Î¼­, ±³À°¿¡ ´ëÇÑ Ã¼°èÀûÀÎ ¹æÇâÀ» ¼³Á¤ÇÏ¿´°í ±àÁ¤ÀûÀÎ È¿°ú¸¦ ¼ö¹ÝÇÏ¿´´Ù´Â ¿¬±¸°á°ú¸¦ ÅëÇØ ±âµ¶±³ À¯¾Æ±³À°¿¡ ÁÖ´Â ½Ã»çÁ¡Àº Å©³ª ºñ±âµ¶±³ÀûÀÎ »ç»ó°ú ±³À°³»¿ë¿¡ ´ëÇØ ±âµ¶±³ À¯¾Æ±³À°±â°ü°ú ±³»çµéÀº ±âµ¶±³ÀûÀÎ Á¶¸íÀ» ÅëÇØ ½ÅÁßÇÏ°Ô Á¢±ÙÇÒ Çʿ伺ÀÌ ÀÖÀ¸¸ç À̸¦ ÅëÇØ ±âµ¶±³ ¼¼°è°ü¿¡ ±âÃÊÇÑ »ýÅ À¯¾Æ±³À° ÇÁ·Î±×·¥ÀÇ °³¹ß¿¡ ´ëÇÑ ÀÌ·ÐÀû ±âƲÀ» ¸¶·ÃÇسª°¡´Â Àû±ØÀûÀÎ ³ë·ÂÀÌ ÇÊ¿äÇÏ´Ù.

[±¹³» ÇÐÀ§³í¹®]

This study is aimed at setting an example of the most relevant method of collection development to Korean University Libraries. Researcher practiced experimental study at a standpoint of librarian who, generally, has no specific subject background. Until now University libraries¢¥ collections are not developed but accumulated. It is an undeniable fact. In this situation the vest work we can or should do for collection development is to understand present collection and it¢¥s user situation correctly. It is the first step for systematic collection development. And this study accomplished as case study. The case choosed for research is Education Collection of Pusan National University Library. This study can be classified as qualitative research. Researcher analyze user structure and collection situation descriptively based on the empirical materials produced by the University authorities, departmental office and library. This study made up of four parts as follow: 1. User analysis Researcher analyze history of department, curriculums of not only undergraduate but also graduate course and research tendency of graduate students and faculty. 2. Present collection analysis In this part, firstly, whole education collection analysed statistically according to sub-subject, publication year, language etc. secondly, surveied the usefulness of collection by checking reference lists which related to every user levels and interview with students, faculty and librarians. 3. Factors of present collection building analysis The analysis about factors of present collection building is performed based on the survey of empirical resources and interview with students, faculty and librarians. 4. Setting an example of Collection Development Policy Statement Researcher tried to set an example of Collection Development Policy Statement. It is, of course, descriptive and a part of Collection Development Policy Statement every local University library should have.

[±¹³»³í¹®]

º» ¿¬±¸¿¡¼­ ºÎ»ê´ëÇ¥µµ¼­°ü °Ç¸³ ±âº»°èȹ ¿¬±¸ÀÇ ÀϺηΠ¼öÇàµÈ °Ç¸³Å¸´ç¼º ºÐ¼® Áß °æÁ¦Àû Ÿ´ç¼º ºÐ¼®¿¡ ´ëÇÑ ±âÃÊÀûÀÎ ÀÛ¾÷À» ¼öÇàÇÏ¿´´Ù. À̸¦ À§ÇØ ºñ¿ëÆíÀÍ ºÐ¼®°ú ¼øÇöÀç°¡Ä¡, ³»ºÎ¼öÀÍ·üÀÇ ¹æ¹ýÀ» È°¿ëÇÏ¿´´Ù. Á¶°ÇºÎ°¡»ó°¡Ä¡¹ý(CVM)À» È°¿ëÇÏ¿© ÆíÀͺм®À» ½Ç½ÃÇÏ¿´À¸¸ç ºÎ»ê´ëÇ¥µµ¼­°ü °Ç¸³ºÎÁö¸¦ Áß½ÉÁö ¶Ç´Â ¿Ü°ûÁö·Î ÇÒ ¶§ÀÇ °ªÀ» Á¶»çÇÏ¿© ºñ±³ºÐ¼®ÇÏ¿´´Ù. ºÐ¼® °á°ú, Áß½ÉÁö¿¡ °Ç¸³ÇÒ °æ¿ì ºÎ»ê´ëÇ¥µµ¼­°üÀº ÃæºÐÇÑ °æÁ¦Àû Ÿ´ç¼ºÀ» °®´Â °ÍÀ¸·Î ³ªÅ¸³µÀ¸¸ç ¿Ü°ûÁö¿¡ °Ç¸³ÇÒ °æ¿ì ±×·¸Áö ¾ÊÀ½À» È®ÀÎÇÏ¿´´Ù.

[±¹³»³í¹®]

Pusan National University School of Medicine (PNUSOM) began analyzing the cohort of pre-medical students admitted in 2015 and has been conducting purposeful analyses for the past 3 years. The aim of this paper is to introduce the process of cohort establishment, cohort composition, and the utilization of cohort analysis results. PNUSOM did not initially form a cohort with a purpose or through a systematic process, but was able to collect longitudinal data on students through the establishment of a Medical Education Information System and an organization that supports medical education. Cohort construction at our university is different in terms of a clear orientation toward research questions, flexibility in cohort composition, and subsequent guideline supplementation. We investigated the relevance of admission factors, performance improvements, satisfaction with the educational environment, and promotion and failure rate in undergraduate students, as well as performance levels and career paths in graduates. The results were presented to the Admissions Committee, Curriculum Committee, Learning Outcomes Committee, and Student Guidance Committee to be used as a basis for innovations and improvements in education. Since cohort studies require long-term efforts, it is necessary to ensure the efficiency of data collection for graduate cohorts, as well as the validity and ethics of the study.

/ 3,690

Filters

º¸±âÇü½Ä

Á¤·Ä¼ø¼­

Æ÷¸Ë

¸®½ºÆ® ¼ö