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김연두,장원표,유석상 忠南大學校 1971 論文集 Vol.10 No.-
A new separation method of minor amounts of uranium was applied to the determination of uranium contents in monazites occurring in Kongju and Choongju in Korea. The separation method with a liquid anion exchanger such a Amberlite LA-2 diluted with xylene was faster and simpler than that with a solid exchanger resin. The samples of monazite were dissolved in hot and concentrated H_2SO_4. In 10N HCl, Uranium was quantitatively extracted by the organic phase, The stripping of uranium from the organic phase was carried out with 0.3N HNO_3. After reduction of iron, vanadium and molybdenum with H_2SO_3, the complete separation of uranium was possible by the extraction with the organic phase in 0.5N H_2SO_4. Uranium thus separated was determined colorimetrically after the development with H_2O_2. It was found that the cations such as C_e(Ⅲ), T_h(Ⅳ), V(Ⅴ), Z_n(Ⅱ), M_o(Ⅵ), C_u(Ⅱ), T_i(Ⅳ), M_n(Ⅱ) and F_e(Ⅲ), did not make any errors in the procedure (Table 3). Anions such as sulfate. phosphate, carbonate and chloride did not interfere on the separation of uranium (Table 4). The results of the analysis of monazite and graphite were showed at Table 5.
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김연두,장원표,유석상 忠南大學校 1971 論文集 Vol.10 No.-
This experiment was conducted to find out uranium in graphites occurring in Ockchun boundary in Korea. About 200㎞, from Junjoo to Wonjoo, belongs to graphite of Ockchun boundary, we have investigated out resources of uranium, vanadium and molybdenum. The separation of uranium vanadium and molybdenum was carried out with a liquid anion exchanger such as Amberlite LA-1 and Amberlite LA-2 diluted with Xylene. These elements separated in the above method were quantitatively analyzed by colorimetric method after developing with H_2O_2, NaCNS and H_2O_2 in every solution. It was found that the highest contents of uranium was 0.2 percent in the samples of Taejon Geosan, and Keumsan.
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특수학교 보완대체의사소통(AAC) 환경 구축 연구: 정서·행동장애 J 학교를 중심으로
강영모,임영숙,배은지,오혜령,유우승,이서정,주교영,황석상,손승현 국립특수교육원 2023 특수교육연구 Vol.30 No.1
The purpose of this study was to establish an augmentative and alternative communication (AAC) environment that provides visual communication settings for students with developmental disabilities in a special school. The school-wide AAC research team developed picture symbols specific to J school, installed AAC labels for classrooms and special classrooms, developed materials for teaching AAC, and installed floor maps using AAC. The results of this study are as follows: Firstly, according to a survey on parental awareness and needs related to AAC, the survey showed that parents had a strong interest in AAC and considered communication teaching urgent. Secondly, the AAC research team developed and installed 56 picture symbols, 134 AAC labels for classrooms and special classrooms, 14 materials for teaching AAC, and 5 floor maps as part of their efforts to establish an AAC environment. The study results showed that establishing and developing AAC environments in special schools for students with developmental disabilities can improve communication more effectively and efficiently within the school. 본 연구는 특수학교에 재학하고 있는 발달장애 학생들에게 보다 시각적인 의사소통 환경을 제공하기 위해 정서·행동장애 J 특수학교에 보완대체의사소통(augmentative and alternative communication, 이하 AAC) 환경을 구축한 연구이다. J 학교의 AAC 연구팀은 학교 구성원의 의견을 반영하여 J 학교의 그림상징 개발, 학급 및 특별실 AAC 표찰 제작, AAC 교수·학습 자료 개발, AAC 층별 안내 제작 절차를 수행하였다. 연구 결과는 다음과 같다. 첫째, AAC 관련 학부모 인식 및 요구를 살펴본 결과 J 학교의 학부모들은 AAC에 많은 관심을 가지고 있었으며 특히 학교 환경에 의사소통 기술을 가르치는 요소가 필요하다고 응답했다. 둘째, AAC 연구팀은 최종적으로 그림상징 56종, 학급 및 특별실 AAC 표찰 134개, AAC 교수·학습 자료 14개, 층별 안내 5종을 개발 및 설치하여 특수학교에 AAC 환경을 구축하였다. 본 연구의 결과를 바탕으로 특수학교에 AAC 환경을 구축한 사례를 꾸준히 확대해 간다면 발달장애 학생들이 더 효과적이고 효율적으로 의사소통할 수 있는 학교 환경을 구축할 수 있을 것이다.
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