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MgO 완충층을 이용한 Si 기판상 강유전체 $BaTiO_3$ 박막의 제조
김상섭 한국세라믹학회 1997 한국세라믹학회지 Vol.34 No.4
A study on the deposition and characterization of BaTiO3 thin films on MgO-buffered Si(100) substrates by sputtering was conducted. The MgO buffer layers were investigated as a function of deposition temperature. At lower substrate temperature, the MgO layers were not fully crystalline, but a crystallized MgO layer with (001) preferred orientation was obtained at the substrate temperature of $700^{\circ}C$. Partially (00ι) or (h00) textured BaTiO3 films were obtained on Si(100) with the MgO buffer layer grown at 700ι. While, randomly oriented BaTiO3 films with large-scale cracks on the surface were made without the MgO layer. The crystallographic orientation, morphology and electrical properties between the BaTiO3 films on Si with and without the MgO layer were compared using the BaTiO3 film on MgO(100) single crystal substrate as a reference system. Also the favorable role of the MgO layer as a buffer for growing of oriented BaTiO3 films on Si substrates was confirmed.
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김상섭,이온영,이철규,전병세 한국세라믹학회 1994 한국세라믹학회지 Vol.31 No.4
Compacts were prepared using the SHS(Self-propagating High-temperature Synthesis) method and nitrided at temperatures range from 145$0^{\circ}C$ to 175$0^{\circ}C$, and pressed at 180$0^{\circ}C$ under N2 atmosphere. The samples were characterized for bulk density, porosity, pore size and distribution, phase composition, microstructure and fracture toughness. Compacts were composed of whiskers, which showed a good candidate for the composite materials. The major phases of the compacts nitrided at 175$0^{\circ}C$ and pressed at 180$0^{\circ}C$ were 15R-sialon with a large aspect ratio.
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스퍼터링 증착에 의한 $PbTiO_3$ 박막제조시 증착변수의 영향
김상섭,강영민,백성기 한국세라믹학회 1993 한국세라믹학회지 Vol.30 No.7
Highly c-axis oriented ferroelectric PbTiO3 thin films were deposited on MgO single crystal substrates by RF magnetron sputtering. We have studied the effects of substrate temperature, RF input power, gas comosition, gas pressure and deposition rate on the chemical and structural characteristics of PbTiO3 thin films. The epitaxy relationship of c-axis oriented films was found to be PbTiO3{100}//MgO(100) and their microstructures were highly mosaic. It was found that the most important parameter to achieve epitaxial PbTiO3 films was the substrate temperature. The activation energy for the epitaxy formation was about 0.92eV. Lower gas pressure and RF input power were favorable for the formation of epitaxial c-axis orientation. It was also found that the optimum oxygen content in Ar gas was 10% to obtain the stoichiometric PbTiO3 composition.
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도덕교육에 있어서 권위와 권력의 정당화 문제 : 아리스토텔레스와 칸트의 정당화모델을 중심으로
김상섭 한국도덕교육학회 2008 道德敎育硏究 Vol.20 No.1
'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This paper makes it to its main theme, to examine the question "how to make thinkable and justify the authority and the power in moral education". To express the request of moral education in a word, it might be summarized as "be moral!". All may be in agreement at this abstract level of formulation. But many different ways of justifying the authority and power in moral education are enough conceivable especially relating to the question, how the concepts of 'moral' and 'command' are to comprehend. To make it clear, it is here to examine the Aristoteles' model of justifying moral request(II) and Kant's(III). The Aristoteles' model of justifying the moral request is based on the teleological orders of society and soul, so that the educational intervention in young person are to justify according to its appropriateness to the presupposed ends. Owing to the teleological justification Aristoteles has succeeded in establishing the principle of appropriateness of educational methode to the presupposed ends. On the oder hand, Kant's model is based on the concept of autonomy. All educational interventions in young person could be permitted and justified, only if they drive its origin from the autonomy of students and take aim at the autonomous person. This model enables us to overcome the teleological order of the world, but at the enormous expense. 이 논문은 “도덕교육적 권위와 권력이 어떻게 가능하고 또 어떻게 정당화될 수 있는가?”라는 물음을 탐구과제로 삼는다. 도덕교육의 명령은 한마디로 “도덕적으로 되라!”는 것이다. 그러나 ‘도덕적’이라는 개념과 ‘명령’의 근거와 지향점을 어떻게 파악하느냐에 따라서 매우 다양한 교육적 권위와 영향관계 그리고 정당화의 과제가 부과될 수 있다. 이러한 도덕교육론적 논의구조를 보다 명료하게 인식하기 위해서, 이 논문은 특히 아리스토텔레스(II)와 칸트의 정당화모델(III)을 분석의 대상으로 삼는다. 아리스토텔레스의 정당화모델은 공동체 및 영혼이라는 목적론적 지배질서에 근거를 두고 그것에 대한 합목적적인 기여의 정도에 따라서 교육적 영향관계를 정당화하는 길을 선택한다. 그 반면에 근대의 탈-목적론적인 세계관에서 출발하는 칸트의 자율성 중심의 정당화모델은 교육적 영향관계가 정당화될 수 없는 조건을 밝히는 것, 즉 소극적 정당화의 길을 선택한다.
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