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용액연소합성법을 이용한 LaFeO<sub>3</sub> 분말 합성 및 탄소 연소 특성
강대식,이태근,황연,배광현,조성백,Rang, Da-Sik,Lee, Tae-Kun,Hwang, Yeon,Bae, Kwang-Hyun,Cho, Sung-Baek 한국재료학회 2007 한국재료학회지 Vol.17 No.7
[ $LaFeO_3$ ] powders were prepared as the oxidation catalyst materials to reduce the emission of particulate matters from diesel engine and their catalytic effects on the oxidation of carbon were investigated. Solution combustion method was employed for the powder synthesis, which uses highly exothermic and selfsustaining reactions. In this study $LaFeO_3$ powders were synthesized at $400^{\circ}C$ as varying the ratio ($\Phi$) of fuel (citric acid) and oxidizer (metal nitrate), and their phase and carbon ignition property were examined. As $\Phi$ decreases, the crystallinity of synthesized $LaFeO_3$ powders enhanced. By calcining at $700^{\circ}C$, all the powders synthesized at various $\Phi$ fully crystallized. The calcined $LaFeO_3$ powders showed carbon ignition temperature as low as $501{\sim}530^{\circ}C$, which implied the decrease of the ignition temperature by $120{\sim}150^{\circ}C$.
대학 CTL 교수지원프로그램 맞춤형 교수역량진단도구 개발
강대식 한국실천공학교육학회 2022 실천공학교육논문지 Vol.14 No.1
본 연구는 A대학 교수학습센터(Center for Teaching & Learning)의 교수지원 프로그램 특성에 부합하는 교수역량 진단도구를개발하고자 수행되었다. 이러한 연구목적을 달성하기 위해 선행연구 검토를 통해 3개 역량군(기본역량, 실천역량, 혁신역량)과 13개 교수역량, 26개 하위역량 요인으로 구성된 잠정적 교수역량 진단도구를 설정하였다. 잠정적 교수역량 진단도구의 신뢰도 및 타당도 검증을 위해 2020년 11월에 A대학교 교수자를 대상으로 온라인 설문조사를 실시하였으며, 설문 데이터를 정리하여 탐색적 요인분석과 확인적 요인분석을 수행하였다. 탐색적 요인분석 결과, 기본역량, 실천역량, 혁신역량 3개 역량군에 포함되는 26개 하위역량이 17개로 축소되었다. 확인적 요인분석을 실시한 결과, 모형의 적합도가 양호한 것으로 나타나 CTL 맞춤형 교수역량(하위역량) 17개 영역, 79개 문항을 최종 확정하였다. 또한 확정된 교수역량 요인의 개념신뢰도와 분산추출지수, 판별타당도를 분석한 결과 양호한 수준을 보였다. 본 연구를 통해 개발된 교수역량 진단도구는 CTL 교수지원 프로그램의 효과성평가와 신규 프로그램 개발의 근거자료로 활용될 수 있다. This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center forTeaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competencygroups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review ofprevious studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey wasconducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factoranalysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency wasreduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing theconstruct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. Theteaching competency scales developed through this study can be used as basic data for performance evaluation and development ofnew programs of CTL teaching program.