http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
정남조(Nam-Jo Jeong),강성규(Sung-Kyu Kang),송광섭(Kwang-Sup Song),조성준(Sung-June Cho),유인수(In-Soo Ryu),유상필(Sang-Phil Yu) 대한기계학회 2001 대한기계학회 춘추학술대회 Vol.2001 No.3
Catalytic combustion has drawn much attention as a promising technology for the attainable higher energy efficiency and for the reduction of NOx emission during the combustion process. In this paper, the principle and application of high temperature reductive atmosphere furnace using catalytic combustion is explained. The application is the heat treatment of bolts and the copper annealing.
장인실 ( In Sil Chang ),정남조 ( Nam Jo Jeong ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.2
The study was designed to examine the effectiveness of multicultural education and a global understanding of education. To answer these questions, 3 classes of 5th graders at Incheon ‘P’ elementary school were studied. These groups were divided into either Group 1 which received the Bennett-modeled multicultural lesson, Group 2 which received CCAP, or a control group which received discretionary activities in the curriculum of the school. In order to observe the students’ changes in multicultural awareness and attitude, qualitative research were also applied. An analysis of variance and a paired-sample t-test were performed on the collected data by utilizing the SPSS program. The research results are as follows: In terms of the level of awareness, Group 1 was ranked the highest, followed by Group 2 and the control group, in descending order. Based on the students’ awareness scores, the groups were separated into 2 subgroups, an upper one and a lower one, and these groups were then analyzed. Through this analysis, it was found that the Bennett-modeled multicultural program was effective for both the upper and lower groups, while CCAP only had an effect on the lower one. In terms of changes in awareness by gender, there were significant effects on female students in both Group 1 and 2, whereas both programs had no effect on male students. Group 1 developed an awareness of other cultures by providing a clear course of thinking and reasons based on critical thinking, while Group 2 showed a strong tendency to recognize cultures according to their differences.