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알루미늄 폐드로스로부터 수처리응집제용 염화알루미늄 제조
박형규,최영윤,엄형춘,배동수,Park, Hyung-Kyu,Choi, Young-Yoon,Eom, Hyoung-Choon,Bae, Dong-Su 한국자원리싸이클링학회 2006 資源 리싸이클링 Vol.15 No.5
국내 알루미늄 재생업체에서 알루미늄 용해시 발생되는 알루미늄 폐드로스를 사용하여 수처리응집제로 사용되는 폴리염화알루미늄(PAC: Poly Aluminium Chloride)를 제조하였다. 알루미늄 폐드로스를 염산과 반응시켜 폐드로스 중에 잔류하는 금속알루미늄을 PAC용액으로 제조함으로써 수산화알루미늄과 염산을 원료로 사용하여 PAC를 제조하는 종래의 방법에 비해 제품의 원료비를 줄일 수 있고, 알루미늄 폐드로스를 재활용함으로써 매립 등으로 폐기시켜야 할 폐드로스의 양을 줄이는 효과가 있다. Waste aluminum dross was leached with hydrochloric acid to prepare PAC, poly aluminium chloride, used as water treatment chemicals. Metallic aluminum remained in the waste aluminum dross was dissolved into the hydrochloric acid solution. The solution could be used as PAC after adjusting the required alumina concentration and the basicity. Comparing to the conventional method far preparation of PAC using aluminum hydroxide, material cost could be saved in this method. Also, there is an additional merit in view of recycling of the waste aluminum dross by reducing the amount of waste dross to be landfilled.
박형규,Ki-Hong Kim,Ji-Hyun Kim,Min-Keun Song,In-Sung Choi,Jae-Young Han 대한재활의학회 2019 Annals of Rehabilitation Medicine Vol.43 No.3
Objective To compare a center-based cardiac rehabilitation (CR) program with a home-based CR program in terms of improving obesity related index and cardiopulmonary exercise capacity after the completing a phase II CR program. Methods In this study, there were seventy-four patients with acute myocardial infarction after percutaneous coronary intervention who were analyzed. Patients with mild to moderate risk (ejection fraction >40%) were included in the group. The patients underwent an exercise tolerance test by measurement of the modified Bruce protocol at three assessment points. Those in the center-based CR group participated in a 4-week training program with electrocardiography monitoring of the patient’s progress and results, while those patients who were in the home-based CR group underwent self-exercise training. We measured the obesity related indices such as body mass index, fat free mass index (FFMI), and cardiopulmonary exercise capacity including peak oxygen consumption (VO2max), metabolic equivalents (METs), heart rate, resting systolic blood pressure and the diastolic blood pressure of the participants and noted the results. Results Of the 74 patients, 25 and 49 participated in the center-based and home-based CR programs, respectively. Both groups showed significant improvement in VO2max and METs at 1-month and 6-month follow-up. However, FFMI was significantly improved only in the center-based CR group after 1 month of the phase II CR. Conclusion Both groups identified in the study showed significant improvement of VO2max and METs at 1-month and 6-month follow-up. However, there was no significant difference in the intergroup analysis. A significant improvement of FFMI was seen only in the center-based CR group after phase II CR.
학교책임 경영제에서의 자율성과 책무성에 관한 연구 : focused on the School Governing Council and School Based Evaluation
박형규,김화자 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-
Both systems of the School Governing Council and School Based Evaluation are contributing to enhance the autonomy and accountability in the School Based Management leading to improve the quality of our school education in each unit of the school. Two systems are just like a coin. Sometimes and in some cases it appears that they have different functions in different situations. But, in fact, they have substantially the same functions in our school education as well as in the school management. In the process of all the tasks of the school management to achieve the personality growth and the social growth of each person we should keep in mind the "useful value" and "credible value" in both systems of School Governing Council and school Based Evaluation. The "useful value" includes our thinking and practice for questions as follows: 1. Is it possible for all the persons to achieve self-realization through school education? 2. What are the real meanings of purpose of our school education? 3. What are the essential outcomes(rather than the superficial outcomes through our school education? 4. Only through the institution named a school, can we achieve our purposes in education? 5. Is a school really so useful institution to which we can invest all our time and effort in our school age? 6. Comparing with other educational institutions is a school such an institution as we can get so more effect that we invest to? The "credible value" includes our thinking and practice for questions as follows: 1. Is a school really a credible institution to which we can refer the education of our children? 2. Are the school programs really effective and systematic? 3. Are the teachers really equipped with so much professional knowledge and culture that they can be in charge of our school education? 4. Are their educational methods and activities really professional and educational? 5. Are the facilities and equipments really so proper and enough for our education? 6. Are the school environments really so desirable for the real education? 7. Is a school really and obviously a interesting and pleasant place for our children? In addition, we should keep in mind both positive and negative strategies to make a successful conditions for both systems. The positive strategies implies such strategies as we put so much emphasis on "making necessary situations to make two systems successful". The main strategy is centering on making the sub-structure(infra) to make two systems successful. The negative strategies implies such strategies as we put so much emphasis on "preventing the two systems from such conditions as hinder the success of two systems. The main negative strategy is centering on rooting out the possible, unexpected and unpredicted problems for two systems. After all, both systems of the School Governing Council and the School Based Evaluation goes together toward the autonomy and accountability of the school based management to lead and improve the quality of the school based education.
朴亨圭 전주교육대학교 1995 論文集 Vol.31 No.-
Types of schools can be classified into 3 type-bureaucratic, communal, political types. But, in reality, the 3 thpes of schools are usually mixed in a school. People concerned in education can be classified into 3 kinds-people planning and managing the education in general(ministry of education, provincial office of education), people teaching students in each level of schools(teachers), people benefited by the edcation (students, parents, inhabitants). Generally speaking, the first group has so called the formal views on it, and the third group has the popular views on it. The current situation of our education in Korea is a confused, unstable situation in which the two educational views (mechanical view, organic view) confronting and conflicting each other and the two educational functions (essential function, instrumental function) confronting and conflicing each other are flowing together in a mixed state. Such situation is influencing each school in which the three kinds of people concerned in our school education insist so strongly their opinions and rights on their own respectively. Such situation requires a multi-dimensional approach in our school management, Such multi-dimensional approach comprises the essential dimension and the instrumental dimensions, and the intrinsic and extrinsic dimensions. Such approach expects in our school educaion l) the cultural relevance 2) the political correspondence 3) the economic efficiency and 4) the educational effectiveness. A school managar in such situation requires l) to establish the self-identity of his own, 2) to exersise the autonomy and control in a reasonable way in his school and 3) to put into practice the essential social behavior norms in the school life. 1) The self-identity can be constructed as such total, comprehensive answers from the following questions. a) Who am I? What am I? b) What am I to do? What am I to be? c) What do they expect me to do? What do they expect me to be? 2) In a school organization, the internal order is the order which the autonomy of its members pursue and the external order is the order which the control of its members pursue. The order which both autonomy and control produce in a school organization is productive in that both contribute to achieving the objectives which the school organization pursue. 3) Whether the situation of a school is bureaucratic, communal or political, the people concerned in the school education have to keep up with such social behavior norms as the following. a) Law-abiding Our democracy is a system based on the "law-abiding." It is the first essential step we all have to take. If we had some unsatisfaction with the current law, first of all, we should try to amend the law, not to violate it. b) Accountability Each of us should discharge one's accountability in a school to which he belongs. First of all, each teacher have to teach his students so sincerely, and each student is required to study as well as he can. c) Dialogue Dialogue means a talking-with each other who has an opponent opinion about a problem. If two persons (groups) have an opponent opinion, they should keep on talking with each other leading to a compromise, harmony and a mutual agreement. Our democracy is based on the mutual agreement. Dialogue makes away with the self-righteousness. d) Open-heartednenss In our democracy we protect one's privacy of an individual from being known. But we hope to make everything public in a public organization. As the proverb goes, "The outside of an absolutism is clean but its inside is unclean. The outside of the democracy is unclean, but its inside is clean." In a public organization, its business including monetary and personnel affairs, has to be open to the public at any time, in any case, if necessary. e) Mutual restraint and cooperation Our democracy never admits one's self-righteousness. The theologian Nieber said, "Democracy is possible because we have the ability to go to the righteousness, and it is necessary because we have the desposition to go to the unrighteousness." Our democracu provides us with the cooperation as well as the check and balance. As we see in the above paragraph, the "law-abiding and accountability" will be more emphatic in a bureaucratic situation of a school, the "dialogue and open-heartedness will be more necessary in a communal situation of a school, and the "mutual restraint and cooperation" will be more requisite in a political situation of a school.
박형규,손호상,Park, Hyungkyu,Sohn, Hosang 한국자원리싸이클링학회 2015 資源 리싸이클링 Vol.24 No.5
Since there are many kinds of non-ferrous metal, it is difficult to investigate the current status on the recycling of all the non-ferrous metals. Therefore, the survey is confined to some commercially important non-ferrous metals such as copper, aluminum, zinc, lead, nickel and magnesium in this article. Domestic demand and production of these non-ferrous metals in recent years (2010-2014) and recycling ratio of the scraps are estimated briefly here. 비철금속은 종류가 많아서 비철금속 전반에 걸친 리싸이클링 현황을 파악하기에는 분량이 너무 방대하기 때문에 개별 금속에 대해서는 리싸이클링 현황이 조사 보고되었지만 비철금속 스크랩 전반에 대해서는 통계자료가 아직 공식적으로 발표되지 않고 있다. 본 고에서는 상용 비철금속인 동, 알루미늄, 아연, 연, 니켈 및 마그네슘에 대하여 최근 몇년(2010 - 2014년) 간의 국내 수요, 생산량과 스크랩에 대한 리싸이클링 현황을 조사하고 이를 토대로 리싸이클링율을 추정하였다.