PURPOSES : The wedge-type anchorage system requires a complex analysis of not only the tensile stress of the CFRP plate, but also the compressive stress and shear stress generated by the wedge action. The purpose of this study is to find a composite material failure theory that is suitable for analyzing the behavior of wedge-type anchorage system among various failure theories. METHODS : In this study, numerical analysis of various composite material failure theories was performed to analyze the anchorage strength and failure mode of the wedge-type anchorage system according to each failure theory, and compared with actual test results to determine the composite material failure theory most suitable for analyzing the behavior of a wedge-type anchorage system. RESULTS : Since the Maximum Stress failure theory shows similar results to the actual test in terms of failure mode and anchorage strength, there is no significant problem in applying it to the wedge-type anchorage system. However, it is judged to be difficult to apply under property conditions where interactions between stresses are highlighted. The Tsai-Hill and Tsai-Wu failure theories are considered unsuitable for application to wedge-type anchorage systems because the wedge angle conditions at which the most advantageous anchorage strength occurs are significantly different from other theories and the fracture type cannot be predicted. The Hashin-Rotem failure theory is considered to be the most appropriate to apply as a failure theory for the wedge-shaped anchorage system because the anchorage strength was slightly lower than the actual test results, but there was no significant difference, and the failure mode was consistent with the test results. The Hashin failure theory is judged to be unsuitable for application as a failure theory for the wedge-type anchorage system because the anchorage strength and failure mode were interpreted differently from the actual test results. CONCLUSIONS : The Hashin-Rotem failure theory was presented as the composite material failure theory most suitable for analyzing the behavior of wedge-type anchorage system.

보호관찰, 사회봉사, 수강명령 등을 통칭하는 사회내처우는 시설내처우의 교정적 효과가 근본적 한계를 드러내기 시작한 20세기초 그 한계의 대안으로 등장하였다. 우리나라는 피교정자의 능동적이고 자발적인 재사회화에 중점을 두고자 1995년 형법개정을 통하여 보호관찰을 전면적으로 확대함으로써 비로소 본격적인 사회내처우의 시대를 개막하였다. 현재 사회내처우는 다양한 형태로 폭넓게 활용되고 있다. 그런데, 그 실효성을 검증할 수 있는 완전무결한 방법이 있는지 의문이다. 다만, 사회내처우 이후 재범률에 관한 통계가 그 실효성을 가늠할 수 있는 주요한 방법이 될 수 있을 것인데, 그 분석결과는 사회내처우를 종료한 이후에도 일정의 재범률이 유지됨을 보여주고 있다. 더군다나, 최근 사회내처우의 경향은 부가적인 전자장치부착 감시처분의 영역을 확장하고 있다. 재사회화보다는 사회방위에 집중하는 모습이다. 이는 엄벌주의의 강화 경향과 맥을 같이 한다. 그러나, 이와 같은 경향은 사회내처우가 지향하여 실현하고자 하는 목적과 거리가 멀다. 전자장치부착 감시는 재사회화를 위한 사회내처우라기보다 자유의 제한을 통한 일종의 보안처분(협의의 보안처분)이기 때문이다. 일정의 재범률이 유지되는 것 역시 재사회화가 아닌 사회방위(감시)에 집중하기 때문인 것으로 설명될 수 있다. 결국, 현재 사회내처우제도는 재사회화 기능을 강화할 필요가 있다. 양질의 인적시스템 구비를 전제로 형법상 사회봉사명령·수강명령의 확대, 판결전조사제도의 의무화, 처우의 개별화, 중간제재수단의 다양화, 재범률 평가시스템의 도입 등이 필요하고 검토되어져야 한다.

This study examines whether the reinforcement theory would be effectively applied to teaching assistant robots between a robot and a student in the same way as it is applied to teaching methods between a teacher and a student. Participants interact with a teaching assistant robot in a 3 (types of robots: positive reinforcement vs. negative reinforcement vs. both reinforcements) by 2 (types of participants: honor students vs. backward students), within-subject experiment. Three different types of robots, such as ‘Ching-chan-ee’ which gives ‘positive reinforcement’, ‘Um-bul-ee’ which gives ‘negative reinforcement’, and ‘Sang-bul-ee’ which gives both ‘positive and negative reinforcement’ are designed based on the reinforcement theory and the token reinforcement system. Participants’ task performance and reaction rate are measured according to the types of robots and the types of participants. In task performance, the negative reinforcement robot is more effective than the other two types, but regarding the number of stimulus, the less the stimulus is, the more effective the task performance is. Also, participants showed the highest reaction rate on the negative reinforcement robot which implies that the negative reinforcement robot is most effective to motivate students. The findings demonstrate that the participants perceive the teaching assistant robot not as a toy but as a teaching assistant and the reinforcement interaction is important and effective for teaching assistant robots to motivate students. The results of this study can be implicated as an effective guideline to interaction design of teaching assistant robots.