18 research outputs found
μμ건μΆμ κ΄ν μ°κ΅¬ -μ¬λ ꡬνΈκ±΄μΆμ μ€μ¬μΌλ‘-
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : 건μΆνκ³Ό, 2017. 2. μ΅λλ¨.μΈκ³ κ³³κ³³μμλ νμ, μ§μ§, νν, λ±μ μμ° μ¬ν΄ λΏλ§ μλλΌ λ¬΄λ ₯μΆ©λ, ν
λ¬μ κ°μ μ¬κ°ν μ¬λμ΄ λΉλ²ν λ°μνκ³ μλ€. μΈκ³κ° κΈλ‘λ²ν λλ©΄μ μ¬λ νΌν΄κ΅μ μ§μμ μν΄ κ΅μ μ μΌλ‘ μλ‘ λμμ£Όκ³ νλ ₯νλ λͺ¨μ΅μ ν΅ν΄μ κ΅κ° κ°μ κ²½κ³κ° νλ¬Όμ΄μ§κ³ μλ κ²μ λ³Ό μ μλ€. 건μΆκ°λ€ λν μ΄λ¬ν μ¬λ νμμ μ¬νμ μ±
μμ 곡κ°νλ©° ꡬνΈνλμ λμ°Ένκ³ μλ€. 건μΆμ μ κ·ΌμΌλ‘μ ꡬνΈνλμ μ‘체μ νΌν΄ λ° μ μ μ νΌν΄λ₯Ό μ
μ μ΄μ¬λ―Όλ€μ ν볡과 μΌμμν 볡κ·μ κΈ°λ°μ΄ λλ κ°μ₯ κΈ°λ³Έ μμκ° λκΈ° λλ¬Έμ μΌνμ±μΌλ‘ νν΄μ§λ μ΄λ²€νΈκ° μλ κ³μμ μΌλ‘ μμꡬνΈκ±΄μΆμ κ΄ν κ³ν λ° μ°κ΅¬κ°λ°μ΄ νμνλ€κ³ λ³Έλ€.
λ³Έ μ°κ΅¬μ λͺ©μ μ λ¨Όμ μ¬λλ°μ μ§ν μ§κΈλλ μκΈν
νΈκ° μλ μ΄μ¬λ―Όλ€μ νλΌμ΄λ²μ ν보μ μμ μ±μ΄ 보μ₯λλ νκ²½μμ μνν μ μλ μμꡬνΈκ±΄μΆμ κ΄ν μ°κ΅¬κ°λ°μ νμμ±μ κ°μ‘°νκ³ μ νκ³ , λ―Έλμ μ¬λ ꡬνΈμ μμ©ν μ μλ μμκ±΄μΆ μ¬λ‘λ€μ μ λ³νμ¬ ν¨μ¨μ μΌλ‘ λμν μ μλ μμꡬνΈκ±΄μΆμ μ°κ΅¬νλλ° μλ€. λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄ μμꡬνΈκ±΄μΆμ΄ κ°λ μλ―Έμ μ건λ€μ κ³ μ°°νλλ° μμΌλ©°, λ λμκ° λ―Έλμ μ¬λꡬνΈμ λλΉνλ μμꡬνΈκ±΄μΆκ³ν μ°κ΅¬μ κΈ°μ΄μλ£λ‘ νμ©νκ³ μ νλ€.
λ³Έ μ°κ΅¬μμλ μμꡬνΈκ±΄μΆμ λ¬Έν λ° μλ£μ‘°μ¬λ₯Ό λ°νμΌλ‘ μμ ꡬνΈκ±΄μΆμ νΉμ±μ λμΆνκ³ , νΉν μ μΈκ³μμ λ°μν μ¬λμΌλ‘ μΈν΄ νΌν΄λ₯Ό μ
μ λλ―Όκ³Ό μ΄μ¬λ―Όλ€μ μν΄ μ§μ΄μ‘λ μμꡬνΈκ±΄μΆ μ¬λ‘λ€ μ€ ν₯ν μ¬ν΄λ°μμ μ μ© κ°λ₯ν μ’
μ΄νλΈν, λͺ¨λν, μ κ°νμ μ¬λ‘λ‘ μ λ³νμ¬ μ€κ³μ Β·νκ²½μ Β·κΈ°μ μ μμλ€μ λ°νμΌλ‘ λΆμνμλ€.
μ¬λλ°μμΌλ‘ μΈνμ¬ μΆμ ν°μ μ μμ μ΄μ¬λ―Όλ€μ μν΄ κ±΄μΆκ°λ€μ΄ ν μ μλ μΌμ λΉ λ₯Έ μμΌ λ΄μ μ’ λ λμ μ£Όκ±°νκ²½μμ μνν μ μλλ‘ λλ κ²μΌλ‘μ κ·Έμ λν μ건μΌλ‘λ μ νλ μν©μ μ μ©ν μ μλ ꡬ쑰λ μ±λ₯μ κΈ°μ μ λμλ°©μκ³Ό λ¨μνκ³ μ΄μ‘νκΈ° μ©μ΄ν ꡬ쑰μ λμμΈμ΄ νμνλ€. νΌν΄ νμ₯μμ μ½κ² ꡬν μ μλ νμ§ μ¬λ£μ μ¬μ¬μ© λ° μ¬νμ© κ°λ₯ν μ¬λ£λ€μ μ μ©κ³Ό 2μ°¨ μ¬ν΄λ°μμλ 견λ μ μλλ‘ μ€κ³νμ¬ λ λ€λ₯Έ μ¬ν΄νΌν΄μ λλΉνλ κ²μ΄ μ€μνλ€. λλΆμ΄ μμꡬνΈκ±΄μΆμ μ¬λ‘λ€μ 곡μ νμ¬ μμꡬνΈκ±΄μΆ κ³νμ λμμ΄ λλλ‘ νλ κ² λν μ€μνλ€.
κ΅μ μ¬ν΄κ²½κ°μ λ΅κΈ°κ΅¬(UNISDR)μ ν΅κ³μλ£μ μνλ©΄ 2015λ
μλ μ½ 346건μ μ¬ν΄λ°μμΌλ‘ μΈνμ¬ 9,860λ§μ¬ λͺ
μ΄ νΌν΄λ₯Ό μ
κ³ 22,773λͺ
μ΄ μ¬λ§νμλ€. μ μΈκ³μ μΌλ‘ μ¬ν΄λ κ³μν΄μ λ°μνκ³ μλ§μ μ΄μ¬λ―Όκ³Ό λλ―Όμκ²λ κ±°μ²κ° νμνλ€. 건μΆκ°λ€μ μΌμμ νλμ΄ μλ μ§μμ κ΄μ¬κ³Ό μ°Έμ¬λ‘ μ°κ΅¬κ°λ°κ³Ό μ μ©μ ν΅ν΄ μμꡬνΈκ±΄μΆμ΄ λ°μ λμ΄μΌ ν κ²μΌλ‘ μ¬λ£λλ€.As the world is accelerating towards globalization, the boundaries between countries are diminishing. This phenomenon is particularly observed when nations cooperate with each other by offering social relief projects to overcome the devastation caused by natural disasters such as floods, earthquakes, hurricanes, and typhoons. Many architects now feel obliged to participate in these social relief projects. These architectural relief activities allow victims to recover from physical and emotional damages and return to normal daily life. Therefore, the research and development of temporary relief architecture should be performed continuously rather than only after singular events.
The aim of this study is to investigate and demonstrate the need for research and development of temporary relief architecture so that victims of disasters can live in an environment that provides privacy and security rather than living in emergency tents. The aim of this study is also to assist in the preparation of future disaster situations by revisiting applicable case studies and to reconsider the requirements of temporary relief architecture. Furthermore, this research can be used as a basic planning guide for future temporary architecture in disasters.
Based on literature and preceding research and related data analysis, characteristics of temporary relief architecture are identified as environmental, technical, and design elements. The cases of temporary relief architecture implemented to help victims and refugees of disasters around the world are categorized into three types: paper tube type, modular type, and assembly type. These three types of temporary relief architecture are then analyzed by the elements of temporary relief architecture.
The architects role in helping victims who have lost their shelters is to design a better residential environment in a short period of time. Requirements to meet such needs include a building technology that can be applied in limited situations, as well as a design that enables easy transportation of construction materials. It is important to prepare for other damages by designing structures that can withstand secondary disasters such as earthquakes and floods, and to use local materials that can be easily obtained around the site of the disaster as well as reusable and recyclable materials. Moreover, it is important to share knowledge regarding the cases of temporary relief architecture so that such information can be applied in the planning phase of relief efforts for other disaster areas.
According to the statistics published by the United Nations Office for Disaster Risk Reduction (UNISDR), 98.6 million people were affected and 22,773 people were dead due to 346 natural disasters occurred globally in 2015. As disasters continue to occur around the world, numerous victims and refugees continue to need residential shelters. Therefore, architects must increase their support and participate in further relief efforts by engaging in continuous research and development to advance temporary relief architecture.μ 1 μ₯ μ λ‘ 1
1.1. μ°κ΅¬μ λ°°κ²½ λ° λͺ©μ 2
1.1.1. μ°κ΅¬μ λ°°κ²½ 2
1.1.2. μ°κ΅¬μ λͺ©μ 3
1.2. μ°κ΅¬μ λ΄μ© λ° λ°©λ² 4
1.2.1. μ°κ΅¬μ λ΄μ© 4
1.2.2. μ°κ΅¬μ λ°©λ² 5
μ 2 μ₯ μ΄λ‘ μ κ³ μ°° 9
2.1. μμκ±΄μΆ λ° κ΅¬νΈκ±΄μΆμ κ°λ
9
2.1.1. μμκ±΄μΆ 9
2.1.2. ꡬνΈκ±΄μΆ 13
2.1.3. μ¬λ 15
2.2. κ΅μ μ¬λλ²μ κ΄ν μμ¬μ λ°°κ²½ 19
2.2.1. κ΅μ ꡬνΈμ°ν© (International Relief Union) 19
2.2.2. κ΅μ μ°ν© (United Nations) 20
2.2.3. μ¬ν μ¬λ κ΅¬νΈ κ΄λ ¨ 기ꡬ 22
2.3. μμꡬνΈκ±΄μΆμ μμ 24
2.3.1. νκ²½μ μμ 27
2.3.2. κΈ°μ μ μμ 32
2.3.3. μ€κ³μ μμ 34
2.4. μκ²° 37
μ 3 μ₯ μμꡬνΈκ±΄μΆ μ¬λ‘λΆμ 39
3.1. μμꡬνΈκ±΄μΆ νμ μ¬λ‘λΆμ 39
3.1.1. μ λΆ 39
3.1.2. κΈ°κ΄ 44
3.2. μμꡬνΈκ±΄μΆ μ¬λ‘λΆμ 48
3.2.1. μ’
μ΄νλΈν 56
3.2.2. λͺ¨λν 63
3.2.3. μ κ°ν 68
3.3. μκ²° 74
μ 4 μ₯ μμꡬνΈκ±΄μΆμ μλ―Έμ μ건 77
4.1. μμꡬνΈκ±΄μΆμ μλ―Έμ μ건 77
4.1.1. μμꡬνΈκ±΄μΆμ μλ―Έ 77
4.1.2. μμꡬνΈκ±΄μΆμ μ건 79
4.2. μμꡬνΈκ±΄μΆ κ³ν 83
4.2.1. μ£Όκ±°μμ€ 83
4.2.2. 곡곡μμ€ 86
4.3. κ΅λ΄ μμꡬνΈκ±΄μΆ 87
4.3.1. κ΅λ΄ μ¬λκ΄λ¦¬μ²΄κ³ 89
4.3.2. κ΅λ΄ μμꡬνΈκ±΄μΆ μ¬λ‘ 93
μ 5 μ₯ κ²° λ‘ 97
μ°Έκ³ λ¬Έν 99
Abstract 105Maste
The Development of Core Competence Indicators of Freshmen in an Institute of Science & Technology
The purpose of this study was to develop an indicator of core competency of freshmen of an Institute of Science & Technology (IST). Through the document analysis and the expert survey, core competency indicators that include 5 core competencies and 15 sub-competencies (a total of 48 items) were developed. Then content validity was examined by experts in measurement and statistics and secondary education. Also, by using studentsβ responses, reliability was tested with Cronbachβs alpha and construct validity were tested through confirmatory factor analysis. Results suggest that the core competency indicator is reliable and valid in measuring core competencies of freshmen students in an Institute of Science & Technology. Discussions were provided in terms of improving student admission processes.FALS