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염색폐수처리에서 유동성 메디아를 사용한 산소활성슬러지법의 평가
김우항,박영규 木浦海洋大學校 2000 論文集 Vol.8 No.1
The dyeing wastewater containing biologically recalcitrant and color producing compounds such as dyes and surfactants, is generally considered to be one the most complex wastewater with regard to treatability. At present, the activated sludge process following the chemical coagulation process is being usually used for the treatment of dyeing wastewater. Thus, it is necessary to develop the more simple treatment process to treat refractory organic pollutants color form the effluent. Oxygen activated sludge process with fluidized midia (OASFM) was tested to evaluate design parameters. In this study, the complex dyeing wastewater containing average COD_(Mn) 660 mg/l and BOD 1730 mg/l were treated by the OASFM process which operated at nearly constant MLSS 5000 mg/l. Hydraulic retention time of this process was changed from 12 to 24 hours. The effluent COD of OASFM process was 124-175 mg/l less than 161-225 mg/l of OAS process. In the OASFM process, the optimum conditions were 20 % of media packing rate and 30℃ of temperature. At that condition, the BOD removal efficiency was 99% and COD removal efficiency was 77%.
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박병량,변영계,한대동,성병창 교육연구소 1994 敎育硏究 Vol.4 No.1
Under the current school system in which secondary schools aim at the preparation for college entrance, the college entrance examination has a crucial impact on high school education. The former college entrance examination has been accused of causing many problems in high school education such as training students, in a recital mode, by giving fragmentary knowledges and skills picked up by teachers largely for the college entrance emanination. Under the examination system students were not recommended either in school or at home to pursue their own interests and concerns which are supposed to enhance higher order thinking including creativity. In order to reform this change-resisting high school education a new type of college entrance examination called College Scholastic Aptitude Test (CSAT, hereafter) replaced the former one in 1990 in the worldwide tide of educational reform toward the quality education. This study is to examine whether and/or to what extent the newly introduced CSAT has brougght changes to high school education. This study began with two concrete research problems. First, to what degree did the CSAT affect high school students particularly in the areas of attitudes toward school, classroom learning and instruction, and study habits? This refers to personal effects separated from school education. Second, to what extent did the CSAT make changes in high school education? This refers to institutional effects. As a survey, this study collected questionnaire data from 1,600 male and female high school third graders from 33 high schools locatedin Pusan City and its surrounding KyungNam-Do province. The CSAT was firstly introduced in 1990 when the survey respondents were then high school freshmen. The sample method is a systematic cluster random sample. After schools had been randomly selected about 60 students(2 classes) were sampled from each school. The questionnaire consisted of questions asking largely whether any changes were made in the areas such as individual student's studying strategies and their perceptions of schooling. The students' responses were analyzed according to concrete research problems using appropriate statistical methods. The research results are summarized as follows. First, according to students' responses they evaluated that CSAT was somewhat successful in measuring higher order thinking and somewhat conducive to lessening social problems cuased by excessively competitive high-cost private lessons. The new exam, however, unexpectedly did not have affirmative effects on such areas as: undesirable operation of high school; measurement of learning ability; selection of college qualifiers; and test item difficulty and discrimination. Second, the effects of CSAT on school-based tests were found to be both slightly positive and negative. For the positive side of the effects, the test content was not confined to textbooks but taken either from other non-text sources or from what was taught in classrooms beside textbooks; in solving the test questions not only correct answers were not required but also the problem-solving processess were also emphasized in schools. In following areas, however, there were almost no changes made: the dominance of multiple-choice test items; anxiety of testers; the utilization of test results for own learning improvement; and the frequent school testing. Third, since the introduction of CSAT there have been almost no improvements in school organizational practices, management, and climates such as; extracurricular activities, communications with teachers, guidance and discipline, teachers' expectations of students, grouping of students according to ability and talent, and friendship among classmates. One exception was that classroom climate has become somewhat open and democratic than before. Fourth, with regard to classroom activities some improvements have been detected. The classroom instruction has been somewhat changed into one emphasizing higher order thinking. It was revealed through teachers' efforts to employ new teaching methods and to carry out curriculum in a regular basis, to try to upgrade expectations of students, and to make classroom learning more explorative. On the other hand, in other areas of classroom activities it was hard to find any noticeable improvements. Finally, it was the area of individual student's studying methods and attitudes that the most noticeable changes were found since the introduction of CSAT. To mention some of them, the dependency on private lessons and private academic institutes was much lessened; the learning materials were varied beside school textbooks; the students' autonomy has been increased in the area of learning need and motivations, studying strategy from memorizing to understanding, and selecting educational or occupational careers based on one's own character and talent. As a result, the introduction of CSAT seems to give student more confidence in studying and learning. Compared to these changes in individual-based studying attitudes, perceptions and learning methods connected to schooling did not change noticeably. This contrasting finding is in a sense a main point of this study. All in all, and in short, the introduction of the new College Scholastic Aptitude Test (CSAT) were somewhat effective in changing individual students' studying or learning attitudes, methods, and strategies in preparation for college entrance, but it was found to be unexpectedly ineffective in improving institutionally school organizational practices, instructional methods, guidance and disciplines, curricular implementation, and other school management and operations. This result reminds us a fact that and educational policy could not be easily rooted in the practical soil.
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An Improvement on Robust H<SUB>∞</SUB> Control for Uncertain Continuous-Time Descriptor Systems
Hung-Jen Lee,Shih-Wei Kau,Yung-Sheng Liu,Chun-Hsiung Fang,Jian-Liung Chen,Ming-Hung Tsai,Li Lee 대한전기학회 2006 International Journal of Control, Automation, and Vol.4 No.3
This paper proposes a new approach to solve robust H∞ control problems for uncertain continuous-time descriptor systems. Necessary and sufficient conditions for robust H∞ control analysis and design are derived and expressed in terms of a set of LMIs. In the proposed approach, the uncertainties are allowed to appear in all system matrices. Furthermore, a couple of assumptions that are required in earlier design methods are not needed anymore in the present one. The derived conditions also include several interesting results existing in the literature as special cases.
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Karyotype Studies on Three Species of the Family Muridae (Mammalia; Rodentia) in Korea
Kang, Yung-Sun,Koh, Hung-Sun The Korean Society for Integrative Biology 1976 동물학회지 Vol.19 No.3
등줄쥐(Striped field mouse, Apodemus agrarius coreae Thoma)의 염색체수는 2n=48이다. 핵형은 상염색체가 형태적으로 명백히 3군으로 나누어 지는데, 1쌍의 가장 큰 제 1번차단부가 염색체군, 4쌍의 작은 중부 내지 차중부 염색체군과 18쌍의 아크로 센트릭 염색체군이다. 제 1번 염색체군을 제외한 다른 염색체군들에서의 상동염색체 구별은 크기가 점차적인 차이를 보이기 때문에 쉽지 않다. X염색체는 제 3번 염색체와 크기의 것이며 Y염색체는 작은 아크로센트릭 염색체와 차이를 나타내어서 새로운 형임이 밝혀졌다. 본 종의 집단내 또는 집단간 염색체 多形現象은 없었다. 갈밭쥐(Manchurian red vole, Microtus fortis pelliceus Thomas)의 염색체수는 2n=52이다. 핵형은 상염색체가 역시 3군으로 나누어 지는데, 5쌍의 중부내지 차중부 염색체군, 2쌍의 차단부 염색체군과 18쌍의 아크로센트릭 염색군이다. 아크로센트릭 염색체군에서의 상동염색체 구별은 점차적인 차이를 보이기 때문에 역시 어렵다. X염색체는 가장 큰 중부 염색체임으로 쉽게 구별이 되나 Y는 작은 아크로센트릭 염색체중 하나가 아닌가 생각된다. 또한 본 종은 아크로센트릭 염색체군중에 서로 다른 크기의 2차 응축현상을 보이는 상동염색체들이 2쌍 있음이 밝혀졌다. 본 연구를 통해서 본 종의 핵형은 쏘련산 M. fortis 아종의 핵형과 같지 않음이 밝혀졌는데, 쏘련산 M. fortis의 핵형은 상염색체가 5쌍의 중부 염색체군, 1쌍의 차중부염색체군과 19쌍의 아크로센트릭 염색체군으로 되어있으며, X는 비교적 큰 아크로센트릭이고, Y는 보다 작은 아크로센트릭 염색체이다. 본 종의 한국내에서의 염색체 다형현상 및 성염색체의 대형화현상은 없었다. 비단털쥐(Korean giant hamster, Cricetulus trition nestor Thomas)의 염색체수는 2n=28이며, 염색체의 크기는 위의 2종 보다 커서 $7.5\\mu - 1.5\\mu$이다. 핵형은 상염색체가 아주 뚜렷한 2군으로 나뉘어 지는데, 11쌍의 큰 아크로센트릭 염색체군과 2쌍의 아주 작은 중부 염색체군이다. X염색체는 비교적 큰 차단부 염색체로서 쉽게 구별이 된다. 본 실험에서 숫컷을 재료로 상요하지 못했기 때문에 Y염색체는 판정할 수가 없었다. 또한 본 종의 핵형은 쏘련산 Tscherskia triton 의 핵형과 동일하다. 따라서 Cricetulus 속과 Tscherskia속과의 분류에 있어서 동일함이 핵형으로도 증명된 셈이다. 본 종의 염색체수는 다른 햄스터류보다 많으나, 아주 작은 2쌍의 중부 염색체군이 있음이 특이하며, 한국산 햄스터로서의 세포유전학적 실험동물로서 이용가치가 있다고 사료된다. 1. It has been found in the karyotype of Apodemus agrarius coreae that No. 1 chromosome pair is subtelocentric and this is the new chromosome type in comparison with acro-telocentric No. 1 pair of the other subpecies. 2. It was reported in the Karyotype of Microtus fortis from USSR that the autosome consisted of 2 submetacentric, 10 metacentric and 38 acrocentric chromosomes, and that X is acrocentric and Y is small acrocentric one. In the present study, however, the autosome of M. fortis pelliceus in Korea is composed of three groups; 4 subtelocentric, 10 meta-submetacenric, and 36 acrocentric one. And X is the largest metacentric chromosome of the complement. Y is smaller acrocentric one. Thus, it has been found that the karyotype of M. fortis in Korea differs from that of the same species in USSR. In the karyotype of this red vole, two pairs of heteromorohic chromosome with respect to the size of their secondary constrictions have been shown in the acrocentric group. 3. The diploid number of Cricetulus triton nestor was found to be 28, and its chromosome size ranges from 7.5 $\\mu$ to 1.5 $\\mu$. Autosomes contains 11 large acrocentric pairs and two pairs of very small metacentric ones. This feature is simillar to that of Tscherskia triton found USSR.
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