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Bioglass에서 CaO 대신 MgO의 치환첨가에 따른 유리구조, 물성 및 Hydroxyapatite형성
이호필,김철영 한국세라믹학회 1990 한국세라믹학회지 Vol.27 No.8
The possible use of bioglass as implant materials is due to its biocompatibility to human body. Even if many animal studies for the bioglasses have been performed, their structures and physical properties are not fully understood. In the present work, several investigations such as Raman spectroscopic analysis, density, thermal expansion coefficient, softening temperature, and refractive index measurement were carried out to find the structures and physical properties of bioglasses, where MgO is substituted for CaO in bioglass composition (46.1%SiO2, 24.4%Na2O, 26.9%CaO, 2.6%P2O5 ; mole%). Hydroxyapatite formation on the glass surface reacted in Tris-buffer solution was also examined. When CaO was replaced by MgO, nonbridging oxygen in glass structuer was diminished but the degree of disorder increased. Thermal expansion and softening properties showed the mixed oxide effect. Hydroxyapatite were formed on the surface of 0~11mole% of MgO containing bioglasses, and the thickness of SiO2-rich layer as well as hydroxyapatite layer were unchanged with MgO content. However, the hydroxyapatite was not formed on the surface of the bioglasses containing over 11 mole percent MgO, even if the glasses were reacted for long period.
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Bioglass내의 수식체가 유리의 물성 및 아파타이트 형성에 미치는 영향
길철영,이호필 한국세라믹학회 1992 한국세라믹학회지 Vol.29 No.8
The possible use of bioglass as implant materials is due to its biocompatibility to human body. Even if many animal studies for the bioglasses have been performed, their compositional dependences of structures and physical properties are not fully understood. In the present work, physical property measurements such as density and thermal expansion coefficient were carried out for the bioglasses, with substitution of CaO for Na2O in bioglass composition (46.1%SiO2, 24.4%Na2O, 26.9%CaO, 2.6%P2O5:mol%). Hydroxyapatite formation on the glass surface was also examined after reacted in Tris-buffer solution. As CaO was substituted for Na2O, the bond strength between nonbridging oxygen and modifier became stronger to make glass structure rigid, and resulted in increase in density and decrease in thermal expansion coefficient. When the bioglasses were reacted in Tris-buffer solution, hydroxyapatite was formed on the bioglass surface for all prepared glasses in 2 hours, independently on CaO content, and the thickness of hydroxyapatite layer was decreased a little, while the thickness of SiO2 rich layer was decreased sharply with CaO content.
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조성찬,한충수,전형규,이재석,이호필,장재수,서정헌 충북대학교 한국과학재단 지정 첨단원예기술개발 연구센터 2002 연구보고서 Vol.6 No.-
This study was conducted to develop a multi purpose seeder as an attachment to a small cultivator, and its design criteria has been investigated through the laboratory and field trials. It was also found that our new seeder with small cultivator might control row spacing and hill distance and this new system could be applied for seedling of many kinds of plants.
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유아교사의 행복감과 셀프리더십이 교수몰입에 미치는 영향
최혜진 ( Hye Jin Choi ),이호필 ( Ho Pil Lee ) 한국어린이문학교육학회 2015 어린이문학교육연구 Vol.16 No.2
본 연구는 유아교사의 정서요인으로서의 행복감과 자기관리전략으로서의 셀프리더십이 교수몰입에 미치는 영향에 대해 알아봄으로써, 교사의 교수행동을 향상시킬 수 있는 방안을 모색하는 것을 목적으로 하였다. 이를 위하여 G도에 소재한 유치원과 어린이집 교사 213명을 대상으로 행복감, 셀프리더십, 교수몰입을 측정하였다. 연구결과, 첫째, 유아교사의 행복감과 교수몰입 간에는 정적인 상관이 있는 것으로 나타났으며, 환경에 대한 통제력, 자율성, 자아수용, 긍정적 대인관계가 교수몰입의 36%를 설명해 주는 것으로 나타났다. 둘째, 유아교사의 셀프리더십과 교수몰입 간에는 정적인 상관이 있는 것으로 나타났으며, 자기보상의 분별, 자기관찰, 좋은 면에 초점 맞추기, 환경조성이 교수몰입의 54%를 설명해 주는 것으로 나타났다. 마지막으로 유아교사의 행복감과 셀프리더십은 교수몰입의 51%를 설명하였으며 셀프리더십이 행복감보다 상대적 설명력이 높은 것으로 나타났다. 이러한 결과는 자신의 삶에서 행복감을 느끼고 자기 관리 전략인 셀프리더십이 높은 교사가 수업에 몰입하는 정도가 높다는 것을 의미하며, 교사의 교수몰입을 위한 정서적 요인을 고려하고 셀프리더십 향상을 위한 지원이 필요함을 시사해 준다. The research is to determine the effect of happiness as an affective factor and self-leadership as a self-management strategy of an infant teacher on teaching immersion. And it has a purpose of seeking a measurement to improve teachers’ teaching behavior. For this, 213 teachers working in Kindergartens and daycare centers located in G city participated and their happiness, self-leadership and teaching immersion were estimated. As a result, firstly, it was shown that happiness and teaching immersion of an infant tutor had positive relationship and it was also shown that environmental controlling ability, autonomy, self-acceptance and positive interpersonal relations explain 36% of teaching immersion. Secondly, it was shown that self-leadership and teaching immersion of an infant teacher had positive relationship where differentiation of self-compensation, self-observation, focusing on a good side and environment development explains 54% of teaching immersion. Lastly, happiness and self-leadership explained 51% of teaching immersion where self-leadership relatively had high level of explanation power. Such result signifies that a teacher who feels happiness in life and has high level of self-leadership as a self-management strategy has high level of teaching immersion and it also implies that support is in need to consider affective factors and self-leadership improvement for a teacher’s teaching immersion.
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