http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
신경희,박한희,서혜민,김진웅 한국공업화학회 2020 한국공업화학회 연구논문 초록집 Vol.2020 No.-
This article presents a useful and promising approach for fabricating extremely stable silicone oil nanoemulsions, whose interface is structured with a thin film of amphiphilic triblock copolymers, poly(2-methacryloyloxy ethyl phosphorylcholine)-block-poly(ε-caprolactone)-blockpoly(2-methacryloyloxy ethyl phosphorylcholine) (PMPC-PCL-PMPC) and poly(2-aminoethyl methacrylate)-block-poly(ε-caprolactone)-blockpoly(2-aminoethyl methacrylate) (PAMA-PCL-PAMA). The co-assembly of PAMA-PCL-PAMA with PMPC-PCL-PMPC enabled the patching of positive charges on the surface of the emulsion drops. We show that these charged silicone oil nanoemulsions could be used to form a multilayer emulsion thin film by layer-by-layer deposition. Finally, we experimentally demonstrate that the silicone oil nanoemulsions fabricated in this way were highly stable and had the ability to electrostatically interact with hair, which enabled complete coating of the hair surface with a layer of silicone oil.
Introducing Ancient Asia to the Classroom: a case study of Spring County high schools in the U.S.
신경희 경희대학교(국제캠퍼스) 국제지역연구원 2009 아태연구 Vol.16 No.2
Representing Asian entities as ancient, eternal, and timeless, the West creates an imaginary time gap between the West and Asia. The modern image of the West is complemented by the backwardness of the Orient. I examine whether the two distinct temporal frames are still circulated in the current Western world. In order to answer the question, I examine the history curriculum of U.S. education. I collected the data of what teachers teach as part of world history and how they instruct students in the ancient Asian section which falls into the period before 500 AD. The data on the curriculum was collected through a questionnaire accompanied by a follow‐up interview. Thirteen history teachers from nine high schools in Spring County were participated in the survey. For the theoretical framework, I review the works of postcolonial scholars who unpack a particular set of ideas and practices intersecting with the hegemonic construction of the past. The data is discussed with the opinions of the postcolonialists. In the final section, I discuss how teachers can go beyond reproducing the Western discourses on Asia.