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Microtox 생물검정법을 이용한 은 이온과 은 나노입자의 수용액과 토양에서의 독성 비교 평가
위민아(Min-A Wie),오세진(Se-Jin Oh),김성철(Sung-Chul Kim),김록영(Rog-Young Kim),이상필(Sang-Phil Lee),김원일(Won-Il Kim),양재의(Jae E. Yang) 한국토양비료학회 2012 한국토양비료학회지 Vol.45 No.6
Ag<sup>+</sup> 이온을 주성분으로 하는 Ag<sup>+</sup>N과 Ag<sup>0</sup> 나노입자를 주성분으로 하는 Ag<sup>0</sup>NP의 미생물학적 독성을 Microtox 생물검정법을 이용하여 수용액과 토양에서 용량-반응관계를 이용하여 비교, 평가하였다. 수용액 실험에서 Vibrio fisheri의 50% 발광 저해율을 보여주는 EC<sub>50</sub> 값은 Ag<sup>+</sup>N이 Ag<sup>0</sup>NP보다 현저히 낮게 나타나, 이온상태의 Ag<sup>+</sup>N이 독성이 훨씬 높음을 알 수 있었다. 노출시간이 15분에서 30분으로 증가하면 독성 또한 증가했다. 반대로 토양 추출액 실험에서는 Ag<sup>+</sup>N의 ED<sub>50</sub> 값이 Ag<sup>0</sup>NP의 값 보다 높아, Ag<sup>+</sup>N의 독성이 더 낮게 나타났다. 이것은 Ag<sup>+</sup>N의 Ag<sup>+</sup>가 토양 입자 또는 부식산에 강하게 흡착 되거나, Microtox 희석제 NaCl과 반응하여 난용해성 AgCl 침전물을 형성하여, 토양 추출액 중의 활성 Ag 농도가 감소한 것에 기인하는 것으로 판단되었다. Microtox 분석에 의한 Ag 나노용액의 생물학적 독성은 Ag의 존재형태 (Ag<sup>+</sup>, Ag<sup>0</sup>), 반응매질 (수용액, 토양), 노출시간에 따라 서로 상이한 결과를 보여 주었다. This study was conducted to assess the microbial toxicity of ionic silver solution (Ag<sup>+</sup>N) and silver nanoparticle suspension (Ag<sup>0</sup>NP) based on the Microtox bioassay. In this test, the light inhibition of luminescent bacteria was measured after 15 and 30 min exposure to aqueous solutions and soils spiked with a dilution series of Ag<sup>+</sup>N and Ag<sup>0</sup>NP. The resulting dose-response curves were used to derive effective concentration (EC<sub>25</sub>, EC<sub>50</sub>, EC<sub>75</sub>) and effective dose (ED<sub>25</sub>, ED<sub>50</sub>, ED<sub>75</sub>) that caused a 25, 50 and 75% inhibition of luminescence. In aqueous solutions, EC<sub>50</sub> value of Ag<sup>+</sup>N after 15 min exposure was determined to be < 2 mg L<sup>-1</sup> and remarkably lower than EC<sub>50</sub> value of Ag<sup>0</sup>NP with 251 mg L<sup>-1</sup>. This revealed that Ag<sup>+</sup>N was more toxic to luminescent bacteria than Ag<sup>0</sup>NP. In soil extracts, however, ED<sub>50</sub> value of Ag<sup>+</sup>N with 196 mg kg<sup>-1</sup> was higher than ED<sub>50</sub> value of Ag<sup>0</sup>NP with 104 mg kg<sup>-1</sup>, indicating less toxicity of Ag<sup>+</sup>N in soils. The reduced toxicity of Ag<sup>+</sup>N in soils can be attributed to a partial adsorption of ionic Ag<sup>+</sup> on soil colloids and humic acid as well as a partial formation of insoluble AgCl with NaCl of Microtox diluent. This resulted in lower concentration of active Ag in soil extracts obtained after 1 hour shaking with Ag<sup>+</sup>N than that spiked with Ag<sup>0</sup>NP. With longer exposure time, EC and ED values of both Ag<sup>+</sup>N and Ag<sup>0</sup>NP decreased, so their toxicity increased. The toxic characteristics of silver nanomaterials were different depending on existing form of Ag (Ag<sup>+</sup>, Ag<sup>0</sup>), reaction medium (aqueous solution, soil), and exposure time.
쑨원(孫文)의 혁명교육 고찰: 민족주의 시각을 중심으로
위민성 ( Wie Min-sung ),우버들 ( Woo Beo-dle ),신창호 ( Shin Chang-ho ) 한국교육철학회 2016 교육철학 Vol.60 No.-
In this research we analyze Sun Wen’s revolution education from the perspective of chinese nationalism. Sun Wen instigated the revolution of 1911 and established the first Chinese republican government; his “three people’s principles” played an important role in modern Chinese politics. Sun Wen tried to remind the people and make them conscious of their sovereignty through education. Critical of then-the feudalistic education, Sun Wen incorporated Western-modern education in to his philosophy of education, which then provided theoretical framework of the Chinese revolution. At the core of it was the so-called “advanced education”, based on Chinese nationalism, which encourages people to fight for independence as well as national prosperity and defense. The advanced education consisted of “proclaim education” and “constructive education”. The proclaim education was a means of disseminating revolutionary ideas through an armed struggle against Ching dynasty; the goal was to encourage people to participate actively. Constructive education could be divided into two periods, namely the period of pre-republic of China and post-republic of China; the aim and process of education in the former period was to “wipe out” the Manchu people of the Qing dynasty while in the latter, to build a country predicated on Chinese nationalism, which was hostile towards the Qing dynasty and any other thoughts that do not accord with it. The main purpose of revolution education was to inspire Sinocentrism and to solidify the country of the Chinese people. Ultimately, Sun Wen’s philosophy of revolution education provided foundation for the construction of a country of the Chinese people in which inspirational writing for the welfare of the people, loyalty to country, and public service are realized.
위민호(Wie Min-ho) 새한철학회 2016 哲學論叢 Vol.83 No.1
본 논문은 행정입법이 과밀화 되면서 법률의 구속력으로부터 벗어나는 것을 하버마스의 행정권력의 자립화 개념으로 재구성하고, 국민주권 원리를 훼손한다는 것을 밝히는데 목적이 있다. 이를 위해 하버마스가 자신의 담론이론을 바탕으로 법과 민주주의적 법치국가의 정당성을 밝힌 『사실성과 타당성』의 논의를 끌어온다. 여기에서 하버마스는 법과 권력이 끊임없는 정당성 요구를 받아야 하며, 정당성은 국민주권의 원리와 민주주의적 절차로부터 나온다고 주장한다. 이 때문에 국민의 대의기관인 국회의 구속력으로부터 떨어져 나온 행정권력의 입법행위는 삼권분립의 기능적 측면이 아니라 입법 절차의 정당성 측면에서 심각한 문제에 직면하게 된다. 행정권력의 자립화는 행정부가 자신의 권력을 정치적 성향을 떠나 중립적으로 사용한다는 것을 의미하지 않는다. 오히려 효율성과 신속성, 전문성을 지향한 나머지 주권자로부터 정당화 되어야할 행정권력의 작동원리를 스스로 재생산함으로써 정당성의 요구로부터 벗어난다는 것을 의미한다. 고전적인 삼권분립의 관점에서 행정부는 자신의 권력을 입법부의 법률에 의존하는 만큼 정당성의 요구로부터 자유로울 수 있었다. 그러나 법을 통해 조직되어야 하는 행정권력이 오히려 법을 구성하게 되면서 정당성의 요구를 벗어나고, 법의 수신인이면서 동시에 발신자인 시민을 단순히 법 집행의 대상으로 전락시킨다, 필자는 이러한 논의로부터 우리사회가 지나치게 행정에 유보하면서 행정입법의 과밀화를 가져왔으며, 이것은 대한민국 헌법 1조가 의미하는 법과 권력의 생산원리인 국민주권의 원리를 민주주의의 선전구호로 무기력하게 만든다는 것을 밝힌다.
우버들(Woo, Beo-dle),위민성(Wie, Min-sung),신창호(Shin, Chang-ho) 한국교육철학회 2019 교육철학 Vol.72 No.-
This research aims to reinterpret the ideas of Laozi which contended for embracing all forms of existence instead of differentiating them in an artificial manner. I will explore the features of Inclusion in Laozi and investigate how Inclusive Education can be employed. According to the Xuewenjiezi, Inclusion is the act of accepting and embracing something, just as a mother embraces her baby in love. There are various characteristics of Inclusion such as the Presence-Absence Win-Win, denial of Distinctive Knowledge, Pursuit of Emptiness and Silence, pursuit of Gentleness and Yielding. First, Laozi recognized the world as the Presence-Absence Win-Win. In other words, all things are mutually beneficial on the basis of one s opponent. Through the relationship between Being and Non-being, everything could coexist and be sustainable. This is applicable to unification education. Second, objectifying things through distinctive knowledge, distorts the way the world exists, and conflicts arise. Through denial of Distinctive Knowledge, we respect and preserve the diversity of things and we can make a harmonious society. This is typically important in multicultural education. Finally, we can reach fairness by emptying our minds and keeping them calm. And we are able to have an open mind when we have flexible thinking and a self-deprecating humility. This can be applied to education for the disabled for integration.