Personal statement Applicant: ********** ****** I am applying for the MSc in Advanced Mechanical Engineering as I am certain that it is the best course for me to achieve my goals. My father often told me "See with your own eyes and make a lot of experience". To get foundation knowledge as an engineer, I studied ******** Engineering for my undergraduate studies. I studied Design Programming, Fluid Mechanics, Mechanics of Materials and Mechanical Vibration at ********* University. Also, to build up many experiences, I used machine tools (Drilling, Lathe, Milling) at factories while working part time jobs every vacation. I also made a car for the ‘Student-made car racing competition’ for my graduate work and applied the theories I have learned to my car. Through a variety of experiences, I realized that an exact understanding of basic theories is needed. These basic theories helped me achieve maximum efficiency with minimum input of energy. I'm currently working as a researcher in ****** company since ****. I have worked in a variety of developments such as ******* and ********. I personally designed the air flow for one of the refrigerators through the CAE flow analysis program and selected the appropriate materials for mechanical designing. In addition, since electronic products use electricity and battery for electronic control, I gained basic knowledge of electrical units and electronics. I've been feeling a sense of accomplishment in my work constantly because I have done my work successfully. And I'm sure that this work experience will help me with easy understanding of the computer simulations for engineering design. Furthermore, if my basic knowledge of electronics is combined with mechanical engineering units during the master's degree, it will be able to give remarkable effect on my future studies in ******** University. U.K. is the birthplace of the industrial revolution. It can be said to be the world's industrial center. For this reason, many international students are studying mechanical engineering theory and gaining experience in the UK. Also ******** University is a student-centered school that is well equipped with top class performance equipment in mechanical engineering, and some of the best engineering professors in the UK. For those reasons I would like to pursue my study at there. I want to gain experience in the theory of Fluid Mechanics and Stress Analysis. I firmly believe that your modules, such as 'Fluid Mechanics and Loading' and ‘Power Generation Systems', will help me to solve my academic questions and gain a deeper understanding of these areas. I’m also looking forward to communicating and exchanging knowledge with other talented students and professors from all over the world in the center of mechanical engineering. My professional goal after graduation is to become a top mechanical engineer who focuses in optimal design to minimize energy loss. The earth's resources are limited, and due to this many researchers have been developing technology using alternative energy sources. Even in these new developing fields of engineering and resources, I feel that energy optimization should be top priority. And I aim to find the answer at ******** University and hope the results will be accompanied by success. I am certain that your MSc in Advanced Mechanical Engineering will offer me the best next step towards achieving my goal.
3차시 임상척도 컨셉트 및 핵심 특성 작성하기- 목 차 -1. 척도명 및 핵심 특성2. 어울림 해석을 2-9 Code에 적용하여 해석하기2-1. 두 척도의 소척도를 나란히 놓고, 어떤 일이 벌어질지 예측해 봅니다.2-2. Energizer와 Suppressor로 분석해서, 어떤 일이 일어날지 추론해 봅니다.2-3. 위의 두 분석을 종합할 때, 2-9 Code에 대한 최종적인 해석은 무엇인지 기술해 봅니다.1. 척도명 및 핵심 특성척도명컨셉트 및 핵심 특성8: Sc박탈감, 감정 제어 힘듦, 행동과 정신의 분리, 우울, 정신분열, 자아가 무너져 내림9: Ma뻔뻔함, 지나치게 업 된 모습, 지나친 자기애, 어두워지지 않으려고 계속 기분 띄움0: Si기죽어있음, 사람 많은 곳을 꺼림, 스스로 벽을 만들어 가둠, 자존감 낮음2. 어울림 해석을 2-9 Code에 적용하여 해석하기2-1. 두 척도의 소척도를 나란히 놓고, 어떤 일이 벌어질지 예측해 봅니다.2번 척도의 소척도9번 척도의 소척도①주관적 우울감②정신운동지체③신체 기능 저하④정신적 영향⑤깊은 근심(반추)①비도덕성(기회주의적)②정신운동 가속화③침착성④자아팽창2번 척도의 우울감과 9번 척도의 정신운동 가속화가 맞물려 우울을 조증으로 드러낼 가능성이 높아 보인다. 또한 2번 척도의 정신운동지체 때문에 동기가 저하되고 공격성도 억제되는 상황안데 9번 척도의 침착성까지 겹쳐져 어떠한 문제 상황에 부딪히더라도 이를 조망하듯 바라보고만 있거나 해결하려는 시도조차 하기 힘들 것이다.2-2. Energizer와 Suppressor로 분석해서, 어떤 일이 일어날지 추론해 봅니다.2번 척도는 Suppressor로, 9번 척도는 Energizer로 작용할 것이다. 그래서 남을 이용하려는 비도덕성이 다소 억제되어 숨길 수 있고 지나치게 에너제틱한 모습을 2번 척도가 가라앉혀 줄 수도 있을 것이다.2-3. 위의 두 분석을 종합할 때, 2-9 Code에 대한 최종적인 해석은 무엇인지 기술해 봅니다.
I am very pleased to write this recommendation letter for Mr.****’s admission to MSc Advanced Mechanical Engineer programme at your university.I, as an assistant researcher of ** company in charge of *** development, have worked with this youth for 4 years since 2011. So, I know him better than any other people. He is very sincere and has a high sense of responsibility.He has received deep trustworthiness from *** team. You can concur with the truth of my opinion by looking over his profile.
Issue of Space Junk in LEOReference List[1] Brachet.G et.al (2011), chapter 1: The space environment, Space Security, pp.31 Hyperlink "http://www.spacesecurity.org" http://www.spacesecurity.org[2] Bradley and Wein 2009 in Weeden.B (2012), The economics of space sustainability: Space a public good and global commons, The Space Review Hyperlink "http://www.thespacereview.com/article/2093/1" http://www.thespacereview.com/article/2093/1[3] CARI School, Space Junk Hyperlink "http://terms.naver.com/entry.nhn?docId=1051268&cid=42474&categoryId=42474" http://terms.naver.com/entry.nhn?docId=1051268&cid=42474&categoryId=42474[4] Dodson.B (2012), Space debris: Where does it come from, and what can we do about it?, Gizmag Hyperlink "http://www.gizmag.com/space-debris-kessler-syndrome-nasa-debrisat/24911/" http://www.gizmag.com/space-debris-kessler-syndrome-nasa-debrisat/24911/[5] Gass.V in Barraud.E (2008), Cleaning up Earth’s orbit: A Swiss satellite to tackle space debris, News Mediacom Hyperlinhen-satellites-fall-on-the-trails-of-cosmos-954-and-usa-193lisa-parks-uc-santa-barbara/[14] Plumer.B (2013), Space trash is a big problem. These economists have a solution: The space-trash dilemma, The Washington Post Hyperlink "https://www.washingtonpost.com/news/wonk/wp/2013/10/24/space-is-filling-up-with-garbage-heres-why-we-should-tax-it/" https://www.washingtonpost.com/news/wonk/wp/2013/10/24/space-is-filling-up-with-garbage-heres-why-we-should-tax-it/[15] Tate.K (2013), Space Junk Explained: How Orbital Debris Threatens Future of Spaceflight (Inforgraghic), SPACE.COM Hyperlink "http://www.space.com/23039-space-junk-explained-orbital-debris-infographic.html" http://www.space.com/23039-space-junk-explained-orbital-debris-infographic.html[16] UNITED NATIONS Office for Outer Space Affairs, TREATIES in Space Law Treaties and Principles Hyperlink "http://www.unoosa.org/oosa/en/ourwork/spacelaw/treaties.html" http://www.unoosa.org/oosa/en/ourwork/spacelaw/treaties.html[17] Weeden.B (201h can be enough for fatal damage to a satellite and a spacecraft although there are over 100 million chunks below 1cm and over 500,000 chunks between 1cm and 10cm.In order to identify main causes of the growing amount of space junk, it is important to analyze the locations of the total number of objects in earth orbit which can do damage to human. According to Dodson (2012), there are three types of earth orbit: Low Earth Orbit (LEO) which is orbiting between 200 and 2,000 km in altitude; Medium Earth Orbit (MEO) which is orbiting between 2,000 and 36,000 km in altitude; Geosynchronous Orbit (GEO) which is orbiting over 36,000 km. NASA notes that the three types of earth orbit have the respectively different features: debris in the LEO move up to speed 28,163 km/h; debris in the MEO move up to speed 26,560 km/h when it is close to the earth while its speed slow when it is far from the earth; debris in GEO has the same speed as the rotation period of the earth. As a result, below figure101.com/2015-space-launch-statistics/" http://spaceflight101.com/2015-space-launch-statistics/Secondly, “Kessler Syndrome” can lead to the amount of space refuse in LEO. It is defined that eventually, collisions between large objects are repeated and it creates more debris (Kessler.D, 1978 in Plumer.B, 2013). The majority of the Kessler Syndrome is occurred in LEO. This is why the speed of debris is much faster than other orbit and there are many objects. The accident colliding in 2009 between Iridium which is communication satellite made by the Unite State and Cosmos which is military satellite made by Russia was the prominent example. NASA (2015) has analyzed that the crash produced approximately 2,000 chunk of space litter. Similarly, in 2007, China succeeded in testing an anti-satellite weapon on a decommissioned weather satellite called Feng Yun. Subsequently, according to the research, over 3,000 pieces of debris larger than 10cm and around 150,000 debris particles was created (Pentioned, a lot of chunks were produced by both the crash between satellites and Chinese antisatellite test. Because of this, scientists can no longer easily predict the collisions of around 750 satellites, used for civil, commercial, government and military, with a piece of debris in LEO. According to the Weeden.B (2012), aside from observation of earth, there are three communications satellites constellations Globalstar, ORBCOMM and Iridium in LEO. This type of satellites annually benefit respectively 100 million dollar but they might gain large loss from newly occurred crash. Even though, value of insurance and the total of insurance are 1.4 and 20 billion dollar in that order, only 24 satellites in LEO are joined. It means that the reason why the total of insurance is not enough is that additional private loss is much larger because satellites, currently, regarding GPS, cell phones and internet encourage humans to conduct economic activity. Additionally, if military or weather obse
부모교육 프로그램-초등기 자녀와의 대화법- 목차 -1. 주제2. 대상3. 필요성 및 목표4. 내용1)차시별 주제2)차시별 내용3)진행방법부모교육 프로그램-초등기 자녀와의 대화법1. 주제: 자녀와의 의사소통2. 대상: 초등기 자녀를 둔 부모3. 필요성 및 목표맞벌이 부모가 늘어나고 사회가 급변함에 따라 자녀와 부모의 의사소통 시간이 부족해지고 대화 방식의 미숙으로 인해 잦은 갈등과 오해가 일어난다. 이에 본 프로그램에서는 ‘부모 자녀 모두를 살리는 건강한 대화하기’를 목표로, 다양한 이론과 실습 및 경험 나누기 등을 통해 초등기 자녀를 둔 부모의 의사소통 방식 교육을 실시하고자 한다.4. 내용1)차시별 주제차시주제1나와 자녀를 모두 살리는 대화법2초등학교 저학년 자녀와의 대화법3초등학교 고학년 자녀와의 대화법4대화 나무 가꾸기2)차시별 내용차시내용준비물1. 나와자녀를모두살리는대화법?자기소개 및 아이스 브레이킹?본 프로그램 참여 동기 나누기(의사소통 유형을 체크리스트로 확인)?나와 자녀를 모두 죽이는 대화 경험(나뭇잎 카드에 적기)?강사 특강(대화법에 따른 아이들의 차이 사례 소개, 나와 자녀를 모두 살리는 대화법 - 나 전달법 등)?구체적 사례 제시 및 대화법 연습필기구,나뭇잎카드,특강ppt2. 초등학교저학년자녀와의대화법?강사 특강(초등학교 저학년 자녀와의 대화법)?저학년 자녀 칭찬 대화 - 실습 및 피드백?저학년 자녀 훈육 대화 - 실습 및 피드백특강ppt3. 초등학교고학년자녀와의대화법?강사 특강(초등학교 고학년 자녀와의 대화법)?고학년 자녀 칭찬 대화 - 실습 및 피드백?고학년 자녀 훈육 대화 - 실습 및 피드백특강ppt4. 대화나무가꾸기?1차시에 적어두었던 ‘나와 자녀를 모두 죽이는 대화’를 다시 보고, ‘나와 자녀를 모두 살리는 대화’로 고쳐본다. 이전의 대화는 뽑아낼 나무에, 새로 쓴 대화는 가꿀 나무에 붙인다.