최소자승법을 이용한 다수 베타 방출 핵종 혼합물의 방사능 분석

선광일,남욱원,공경남,김창규,이동명,이상국 대한방사선 방어학회 2001 방사선방어학회지 Vol.26 No.4

베타선 스펙트럼의 최대 에너지가 확실하게 구별되는 2개의 핵종만을 포함하는 혼합시료의 경우에는 최대 에너지가 다르다는 점을 이용하여 손쉽게 각 핵종의 방사능값을 측정할 수 있다. 그러나 3개 이상의 베타 방출 핵종이 포함된 혼합물에 대해서는 각 핵종의 스펙트럼이 서로 겹치기 때문에 이러한 방법으로 구해진 방사능값은 신뢰도가 떨어지게 된다. 따라서, 본 연구에서는 최소자승법을 이용하여 혼합물의 중첩된 베타선 스펙트럼을 각각 분리 정량분석할 수 있는 밥법을 제시하였다. 또한, 실제로 4개의 베타 방출 핵종 ^3H, ^14C, ^16Cl, 90Sr)이 혼합된 사료를 조제하여 본 분석법을 검증한 결과 최고치 Reference value)와 분석치가 7% 이내에서 잘 일치함을 보였다. It is possible to count and perform quench correction on two β-label samples so long as the maximum β-energies are sufficiently different. However, when the coventional technique is applied to the radioassay of a mixture of more than three nuclides, the reliability of the activiteis determined is considerably reduced, resulting from the large overlapping of liquid scintillation pulse height distributions of ezch nuclide. A technique that allows the activities of multiple β-labeled samples to be radioassayed was proposed by using the least square method. The technique was applied to mixture samples of ^3H, ^14C, ^16Cl, and ^90Sr. The analytical values were in good agreement with the reference values within 7% relstive error.

日長과 溫度가 葡萄의 生長에 미치는 影響

安光厚,金善圭,崔東龍,李英喆 충북대학교 농업과학기술연구소 1988 農業科學硏究 Vol.6 No.1

Ten grape cultivars with diverse genetic background were subjected to 2 levels of daylength(16-hour and 12-hour day) and 2 levels of temperature range (Table 2) combinations. 1.Daylength played a major role in shoot elongation. Shoot growth was stimulated by long days(16-hour) while inhibited by short days (12-hour). 2.Lower temperature range(22.4 to 26.5℃) was more favorable than higher temperature range(24.8 to 28.7℃ for shoot growth. 3.In 16-hour photoperiods, S.9110, GW 8, GW 10, and Tannat showed vigorous growth at both temperature ranges, Pinot Gris favored the lower temperature ranges ; Aramon, Chasselas Dore, Riesling, and Vidal 256 exhibited a reduced growth irrespective of the temperature regimes. 4.Riesling seemed to be indifferent to daylength and temperature. 5.Long days increased the length and number of internodes, and lower temperature ranges tended to increase the number of nodes. 6.Vigorous growth cycle came 30 to 50 days after treatment, and the growth ceased after 70 days.

특수교육지원센터 운영 방안 연구

이미선,김태준,이유훈,조광순 국립특수교육원 2005 연구보고서 Vol.- No.7

우리 나라 교육인적자원부에서 2001년부터 설치 · 운영하기 시작한 지역 중심의 지원체제인 특수교육지원센터의 대부분은 아직까지 실질적으로 제 기능을 수행하지 못하고 있는 것으로 보고되고 있다. 이에 본 연구에서는 특수교육지원센터의 운영을 활성화할 수 있는 정책 방안을 모색함으로써 향후 지역 중심의 특수교육 지원체제 구축과 관련된 정책 수립의 기초 자료를 제공하고자 하였다. 위와 같은 목적을 달성하기 위해 본 연구에서는 주요 OECD 국가의 특수교육지원센터 관련 법규, 정책 및 운영 실태에 관한 문헌을 분석하였다. 또한, 우리 나라 특수교육지원센터 관련 법규와 정책에 관한 문헌을 분석하였으며, 특수교육지원센터의 운영 책임을 맡고 있는 교육청의 특수교육 담당 장학사의 특수교육지원센터의 전담 혹은 지원교사 전수를 대상으로 설문조사를 실시하였다. 이 외에도 본 연구에서는 문서자료 분석을 실시하였고, 연구자 협의회를 개최하였다. 본 연구는 문헌연구, 설문조사, 문서자료 분석 및 연구자 협의회 결과를 모두 종합하여 다음과 같은 특수교육지원센터 운영의 기본 방향과 구체적인 운영 방안을 제시하였다. 첫째, 우리 나라 특수교육지원센터이라는 기관의 성격을 특수교육 대상학생에게 적절한 교육을 제공하고, 특수교육 대상학생의 긍정적 결과에 도움이 되는 활동을 지원하며, 이들에게 제공되는 교육 서비스의 질적 수준을 향상시킬 수 있도록 하는 '지역 중심의 지원기관'으로 규정하고자 한다. 둘째, 위에서 언급한 지원기관으로의 역할을 수행할 수 있도록 특수교육지원센터 운영은 다음과 같은 방향으로 운영되도록 한다. 즉, (1) 개인적 차원의 지역사회에 기초하여 운영되어야 하며, (2) 지역 내 관련기관 및 단체와의 연계 · 협력을 통해 효율적으로 운영될 수 있도록 하고, (3) 정상화 원리에 기초하여 운영되어야 하며, (4) 학교 차원에서 특수교육 대상학생에게 지원을 제공할 수 있도록 하고, 학교 차원에서 지원을 제공할 수 없는 경우 지원기관인 특수교육지원센터에서 지원을 제공하는 단계적 지원 모형을 적용하도록 하며, (5) 특수교육 대상학생의 전 생애 주기에 걸쳐 알맞은 지원을 제공하도록 하며, (6) 특수교육 대상학생 뿐 아니라 교사, 학교, 가족, 교육청 특수교육 담당 장학사 및 기타 관련기관의 전문가들까지 지원 대상으로 포함시켜 이들에게 기술적 도움과 지원을 제공하는 방향으로 운영되도록 한다. 셋째, 특수교육지원센터의 설치 장소는 해당 지역의 지원센터에서 계획한 다양한 지원 기능을 수행하는데 충분한 공간이 확보되면서 수요자들에게 접근이 용이한 장소를 지역 실정에 맞게 지역교육청 뿐 아니라 특수학급, 특수학교, 대학, 장애인복지관 혹은 별도의 독립된 공간 등에 융통성있게 설치할 수 있도록 행정 지침을 제시하도록 한다. 넷째, 특수교육지원센터의 지원 기능은 우선적으로 지역 내 특수교육 지원에 대한 요구 조사 결과에 기초하여 지역 실정에 맞게 융통성있게 계획하여 시행하도록 하되, 가능한 다음과 같은 지원 기능을 포함하도록 한다. 즉, (1) 특수교육 관련 정보 제공, (2) 가족지원 활동, (3) 다양한 지원 및 서비스의 연계 · 조정 · 통합, (4) 조기발견 활동, (5) 특수교육 대상학생의 진단, 적격성 판정 및 배치 지원, (6) 특수교육 · 통합교육 · 치료교육에 대한 기술적 도움, (7) 특수교육 · 치료교육 서비스의 제공, (8) 진로, 전환 및 직업 교육 지원, (8) 장애인의 평생교육 지원, (10) 특수교육 관련 연수의 제공과 지원, (11) 기타 특수교육 관련 자료, 기자재 및 공학기구의 대여 활동. 또한, 이러한 특수교육지원센터의 지원 기능과 관련하여 전문가들에게 기술적 지원과 도움을 제공하도록 한다. 다섯째, 위에서 언급한 특수교육지원센터의 지원 기능을 수행하기 위해 특수교육지원센터에는 치료교육 교사, 특수교육 교사, 직업교육 교사, 심리진단 전문가(혹은 교육심리학자), 행동지원 전문가, 상담 전문가, 사회복지사, 가족지원 전문가, 특수교육 관련분야의 연구원, 보조공학 전문가, 사무직 등 최소한 11명의 전담인력을 배치하되, 장기적으로 치료교육 교사는 치료교육 전문 분야별로, 특수교육 교사는 교육 단계별로 세분화하여 배치하도록 한다. 한편, 특수교육지원센터에 필요한 전담인력 분야인 서비스 조정자는 특수교육 교사, 사회복지사, 가족지원 전문가들이 이러한 업무를 담당하도록 하며, 의사는 지역사회 내 의사를 특수교육지원센터 협력 인력으로 지정하여 지원을 받도록 한다. 그러나, 위와 같은 특수교육지원센터 전담인력은 해당 지역의 특수교육지원센터 지원 기능을 효율적으로 수행할 수 있도록 지역 실정에 맞게 융통성있게 배치하도록 한다. 한편, 특수교육지원센터에 배치할 다양한 분야의 전담인력 배치 순서는 특수교육지원센터의 지원 기능 중 가장 시급하게 활성화되어야 하는 지원 기능으로 나타난, '통합학급과 특수학급에 대한 특수교육 및 다양한 치료교육 서비스 제공이나 지원' 기능을 수행하는데 필요한 전문인력인 특수교육 교사 1명 및 치료교육 교사 1명을 우선적으로 배치하도록 한다. 또한, 현행 법규 조항 하에서 교사 자격증이 없는 전문가의 경우 특수교육지원센터로의 배치가 어려움을 고려하여 향후 특수교육진흥법의 개정을 통해 특수교육지원센터를 교육청 산하 특수교육기관으로 규정함으로써 특수교육지원센터에 다양한 분야의 전문인력이 배치될 수 있도록 한다. 여섯째, 향후 특수교육지원센터는 교육청의 특수교육운영위원회와 역할을 구분하여 특수교육 대상학생의 진단을 실시하고, 진단 결과에 기초하여 진단 보고서(판정 가능한 장애 범주, 아동에게 필요한 서비스, 적절한 교육환경 결정 및 IEP 개발에 도움이 되는 내용 포함)를 작성하여 특수교육운영위원회에 제시함으로써 특수교육운영위원회에서 특수교육 대상학생을 판정하고, 배치 환경을 심사하는데 도움을 주도록 한다. 일곱째, 특수교육지원센터 다양한 지원 기능을 활성화하기 위해서는 (1) 특수교육지원센터의 구체적인 법적 근거 마련, (2) 특수교육지원센터 운영을 위한 충분한 예산 확보, (3) 단계적 지원 모형의 도입을 위해 학교에 충분한 특수교육 전문가 배치 및 학교와 교사에 대한 기술적 도움과 지원의 제공, (4) 교육청에 특수교육 전담 장학사의 배치 및 이들에 대한 기술적 도움과 지원의 제공, (5) 지역 차원 뿐 아니라 시 · 도 혹은 중앙정부 차원의 특수교육지원센터 운영, (6) 관련 기관간 연계 · 협력체계 구축을 위한 제도적 지원, (7) 특수교육지원센터 시범사업 실시, (8) 특수교육지원센터에 대한 홍보 강화, (9) 특수교육지원센터 전담 혹은 지원교사에 대한 우대책 제공이나 불이익 배제, (10) 특수교육지원센터 관련 전문가에 대한 운영 지침 및 연수 제공과 같은 행정적 지원이 이루어지도록 한다. It has been reported that the majority of special education support centers, which are locally-based support systems, that have been established and managed locally since 2001 have not been able to do fulfill its purpose. In this respect, this study aimed to provide basic data for relevant policy development for the construction of locally-based support systems by searching for strategies to activate the management of local special educaton support centers. In order to achieve the aforementioned purpose, this study analyzed documents related to the legislation, policies, and management status of the special education support centers of OECD member countries including U.S.A, United Kingdom, Germany, and Japan. In addition, this study analyzed documents related to the laws and policies of Korea's local special education support centers, and surveyed the school inspectors of the offices of education in charge of the management of local special education support centers as well as specialized or support teachers of the special education support centers as well as specialized or support teachers of the special education support centers. In addition, this study adopted a methodology of the review of documents and held researcher conferences. The finding of this study presents guidelines and detailed strategies for management of local special education support centers as follows: First, Korea's local special education support centers need to aim at locally-based support organizations which provide appropriate education for students with disabilities, support activities that assist in the positive outcome of students with disabilities, and play roles in improving the quality of education services for these students. Second, in order for special education support centers to play their role mentioned above, speical education support centers should be managed under the following guidelines. They should (1) be managed based on a individually based-community, (2) be managed effectively throug the nexus and cooperaion of relevant institutions and organizations in community, (3) be managed based on the principle of normalization, (4) adopt a phase-by-phase support model in which support is given by schools to students with disabilities, and in cases where schools are unable to provide support, outside support institutions such as special education support centers provide support, (5) provide appropriate support throughout the lifetime of student with disabilities, (6) be managed so that support is given not only to students with disabilities, but so that technical support is also given to teachers, schools, families, school inspectors in charge of special education at the office of education, and professionals of relevant institutions. Third, present administrative guidelines in order for special education support centers to be established with adaptability not only at offices of education but also at special classes, special schools, universities, welfare institutions for individuals with disabilities, or other independent spaces at easily accessible locations where sufficient areas are secured in order to conduct the various functions that have been planned by special education support centers. Fourth, the support functions of the special education support centers should be planned flexibly, first based on the survey results on the needs of special education support in community, but also include the following support functions. That is, they should (1) provide information related to special education, (2) support the families of students with disabilities, (3) link, coordinate, and combine several support and services, (4) engage in early identification activities, (5) support the evaluation, eligibility determination, and placement of students with disabilities, (6) provide technical support related to special education, inclusive education, and therapeutic education, (7) provide special education and therapeutic education services, (8) support career, transition and vocational education, (9) support lifelong education for individuals with disabilities, (10) provide and support in-service training under collaboration with relevant institutions, and (11) engage in lending materials, aid and equipment related to special education. In addition, provide technical assistance to professionals about the above-mentioned supports. Fifth, in order to conduct the support functions of special education support centers mentioned above, special education support centers should station at least eleven specialists including a therapeutic education teacher, special education teacher, vocational training teacher, psychological diagnosis professional (or educational psychologist), behavioral support professional, counseling professional, social worker, family support professional, researcher in the field of special education, assistive technology specialist, and administrators, and in the long-term, placements should be subdivided so that therapeutic education teachers are available by fields of therapeutic education, and special education teachers by educational levels. Meanwhile, the special education teacher, social worker, or family support specialist of special education support centers can take a responsibility for service coordination necessary for special education supports. Medical services also necessary for special education support need to be provided by medical doctors in community who agree with collaboration with special education support centers. However, the specialists of special education support centers mentioned above should be placed flexibly according to the needs of community so that special education support centers can act effectively. In addition, regarding the order of placement of specialists in various fields of special education support centers, priority posting should be given to one special eduation teacher and one therapeutic education teacher, who can perform support activities from the most urgent field. Also, considering that it is difficult for specialists without teacher's licenses to be placed in special education support centers under current legislation, the amendment of the Special Education Promotion Act is needed to stipulate that special education support centers are subsidiaries of the offices of education, so that professionals from various fields can be placed in special education support centers. Sixth, the role of special education support centers should be distinguished from that of special education management committees fo the offices of education. Therefore, special education support centers should carry out the evaluation of students with disabilities and completion of evalution report (including information that may help determine an eligibilty for special education services, identify services needed for student with disabilities, develop IEPs, and decide appropriate educational environments) based on the evaluation results so that the special education management committees can make an eligibility for special education services and determine educational environments appropriately. Seventh, in order to activate the various support functions of special education support centers, we should (1) provide a specific legal basis for special education support centers, (2) secure a sufficient budget for the management of special education centers, (3) arrange sufficient special education professionals at schools and provide support and technical assistance for the introduction of a phased support model, (4) place school inspectors who undertake only the supervision of special education to the offices of education and provide sufficient support and technical assistance for them, (5) manage special education support centers at the local, provincial, or central government level, (6) provide institutional support to establish a nexus and cooperation system among relevant institutions, (7) enforce a model project of special education support centers, (8) strengthen publicity about special education support centers, (9) give preferential treatment or remove disadvantages for special education support center specialists or support teachers, and (10) ensure administrative support for professionals associated with special education support centers, such as providing management guidelines and in-service training.

点間 位置 最適制御方式의 提案

李善熙,李洸稙,嚴基煥 서울産業大學校 1989 논문집 Vol.29 No.1

서어보계의 점간이동 동작에서 정지점 부근의 충격을 최소화하는 것을 중심으로 하고 겸하여 시간과 에너지까지 포함한 평가함수를 최소로 하는 제어방식을 제안하였다. 제안한 제어방식은 직류전동기를 동력장치로 이용한 제어계를 설계하여 컴퓨터 시뮬레이션하였다. 그 결과 기대한 제어특성을 얻었으면, 본 제어방식은 뱅-뱅 및 포화-비례제어 방식보다 정지점 부근의 충격, 정상오차, 시간, 에너지 등이 가장 적은 것을 알았다. In the point-to-point motion on servo system, a control mode which minimizes the performance index including the impact of end point, time and energy, is proposed. The proposed control modes 1 and 2 applied to the feed-back control system of D.C motor and then a computer simulation is conducted. The control mode 1 had less the impact of end point, steady state error, time and energy than the mode 2 or the bang-bang control mode.

Base Emitter Codiffusion 소자 제조 및 전기적 특성 고찰

李善東,金政彦,朴淳太,梁光鎭,洪昌熹 동아대학교 공과대학 부설 한국자원개발연구소 1990 硏究報告 Vol.14 No.2

In the time when we fabricated the NPH bipolar transistor the temperature annealing was needed. Then the properties of transistor was damaged because of inducing the silicon lattice defects. In this paper, proposed codiffusion method was able to control of junction depth by implant energy, dose concentration, diffusing temperature and annealing time control. In addition to, we studied for developed the transistor of high speed switching.

우유, 모유, 두유의 치아 법랑질 탈회력에 대한 생체외 비교 연구

이광희,조선아 大韓小兒齒科學會 1994 大韓小兒齒科學會誌 Vol.21 No.1

The purpose of this study was to compare the tooth enamel demineralizing potential of bovine milk, human milk, and soy milk in vitro. Sucrose and saliva were added to each kind of milk separately or together. Therefore, there were twelve experimental solutions in total. Tooth enamel specimens which were cut from extrated permanent teeth were embedded in the resin blocks and polished. The surface microhardness of specimens was measured by the microhardness tester, and the specimens which have the surface microhardness from 300 VHN to 370 VHN selected for the study. Streptococcus sobrinus and the bacteria which were sampled from the caries dentin were inoculated to the experimental solutions and the solutions were incubated at 37。C for 24 hours. After the incubation the surface hardness was measured again, and the difference between before and after incubation was regarded as demineralizing potential. The obtained results were as follows: 1. The demineralizing potential of the soy milk was greater than that of the bovine milk or of the human milk (p<0.01). 2. The demineralizing potential of the human milk was slightly greater than that of the bovine milk but the difference was not significant. 3. Sucrose increased the demineralizing potential of the bovine milk and the human milk but decreased that of the soy milk. 4. Among the all experimental solutions, the soy milk with no sucrose or saliva showed the highest demineralizing potential, and the soy milk with surose and saliva showed the highest acid production. 5. Among the all experimental solutions, the bovine milk with no sucrose or saliva showed the lowest demineralizing potential and acid production.

CDMA 시스템의 Ec/Io 개선을 위한 순방향 채널의 전력분배에 관한 연구

김선미,최동유,류광진,박창균 조선대학교 전자정보통신연구소 2002 電子情報通信硏究所論文誌 Vol.5 No.2

This study defined the way to distribute power of forward channel and suggested a new model for prediction power in order to minimize the deterioration of call quality and performance in the CDMA mobile communication system of narrow band using 1.2288MHz of narrow band. Each change in Ec/Io was measured for the factors affecting wireless environment(e.g. the changes in power of overhead channel, the changes in a number of call channel, and the increase in interference from the additional facilities of adjacent base station or other systems) to know the influence on the wireless environment of forward link. The new way for power distribution to a base station in operation and its validity was checked by comparing before and after test.

유치원 아동의 Resazurin Disc검사에 의한 우식활성에 영향을 미친 요인에 관한 연구

조선아,김대업,이광희,양영숙 大韓小兒齒科學會 1996 大韓小兒齒科學會誌 Vol.23 No.1

The puopose of this study was to analyze the influence of socioeconomic backgrounds and home dental behavior on the caries activity scores by resazurin disc method, 332 preschool children (boys 179, girls 153) in Iksan area were examined for their caries experience and caries activity. The parents of the children were asked to answer the questionnaire about socioeconomic backgrounds and home dental behavior. The sample was divided into five groups according to RD test score. The relationship between each group and a questionnaire was compared and analyzed. The following results were obtained. 1. No significant differences was found for child's age and sex, baby-sitter, sibling rank and tooth brushing frequency among five groups (p<0.05). 2. A statistical significance was obtained in the relationship between RD test score & dft rate (p<0.05). 3. No significant difference was found for parent's age, number of family and mother's physique among five groups (p<0.05). Siginificant difference was found for parent's education level among five groups (p<0.05). 4. No significant difference was found mother's oral hygiene state among five groups (p>0.05). 5. Children sucking human milk had more high RD test score than those who sucking bovine milk (p<0.05).

동시형광 분광광도법에 의한 대기 시료 중의 다환방향족 탄화수소(PAHs)의 분석

유광식,정선이,정지영 한국대기환경학회 2004 한국대기환경학회지 Vol.20 No.1

Determination of some PAHs in ambient air at Ulsan have been carried out by collection of the components into n-hexane followed by synchronous spectrofluorimetric technique. 10 PAHs, such as acenaphthene (Ace), anthracene (Anth), benz[a]anthracene (BaA), benzo[b]fluoranthene (BbFt), benzo[k]fluoranthene (BkFt) benzo [a]pyrene (BaP), chrysene (Chry), phenanthrene (Phen), fluoranthene (Ft), perlyrene (Per), and pyrene (Pyr) in air samples were able to determine separately by synchronous spectrofluorimetry. Calibration curves for those components were linear for the concentration range of 0.2∼166 ppb PAHs with the correlation factor of 0.9985∼0.9999. The predominant contribution was phenanthrene which was included 36.9∼85.1% to the overall level of the 10 PAHs in some areas, Also benzo[a]pyrene which was known to carcinogenicity was detected from 6.4 to 55.8 ng/㎥, benzo[a]anthracene of some areas was contained from 21.9∼153 ng/㎥,

마이크로센서 응용을 위한 실리콘 미세가공 기술

고희선,김영민,권대혁,도양희,이광만 제주대학교 산업기술연구소 1999 尖端技術硏究所論文集 Vol.10 No.2

Silicon micromachining technology can be used to build microsensors and actuators by using tools derived from standard IC processing. For the silicon micromachining the etching characteristics of tetramethyl ammonium hydroxide (TMAH) by dissolving silicon powder or silicic acid have been studied. The 3, 5 and 10wt.% TMAH solutions, with dissolved silicon powder (6g/l) or with dissolved silicic acid(Si(OH)4, 16g/l) were used. And ammonium peroxydisulfate (APODS, 2g/l) dissolved in the solutions were also used. The etch rates of silicon and the etched surface roughness were observed with various etching conditions. The crystallographical aspect on the crystal orientation of silicon have been studied. With sufficiently fresh solutions, these TMAH concentration and combination of etchants, provide repeatable etch properties, does not attack exposed aluminum or silicon dioxode, and provide smooth (100) silicon surfaces.