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Fate of Bentazon Metabolites in Soils
차인철,이규승,정덕영 한국토양비료학회 2012 한국토양비료학회지 Vol.45 No.6
This review was to elucidate the fate of Bentazon(3-isopropyl- 1H-2,1,3-benzothiadiazin-4(3H)-one-2,2-dioxide)and its metabolites in soil. Bentazon is rapidly degraded to form polar metabolites which are mostly adsorbed to soil components, such as humin or fulvic acid, as non extractable forms and mineralized into CO2 by light or micro-organisms in both aerobic or nonaerobic condition. The degradation of Bentazon is dependent on the rate of organic matters in soil and the use of land for the tillage. The degradation rate is decreased as the amount of organic matters in soil increases and if the land is under use for tillage. Sorption and mobility of Bentazon depends on soil pH and the content of organic matters in soil. Usually, the sorption of the metabolites of Bentazon is decreased with increase in the mobility and pH. Almost all of Bentazon is degraded within rhizosphere or forms conjugate bonds with soil organic matters before it reaches to the ground water.
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손천택,차인철 한국학교체육학회 1999 한국학교 체육학회지 Vol.9 No.1
본 연구의 목적은 수행평가가 초등학생의 체육수업 참여 행동에 미치는 영향을 규명하는 것으로 줄넘기 단원을 전통적인 평가방법과 수행평가 방법의 수업에 적용, 수업간의 비교 검 증하였다. 첫째, 전통적 평가방법과 수행평가 방법을 적용한 수업간의 학습자의 운동과제 참여시 간, 인지적 참여시간을 변인으로 하여 차이를 분석하였다. 둘째, 학습태도는 체육수업, 교우 관계, 교사에 대한 학생의 생각을 알아보는 것으로 하였다. 셋째, 두 평가방법 모두에게 인지적 평가를 실시하였다 운동과제 참여시간 분석은 각 영역별 관찰 빈도에 대한 백분율을, 학습태도 검사는 빈도분석을, 인지적 사고는 평균값을 구하였다. 본 연구문제의 결론은 첫째, 체육학습에서 학생들의 운동과제 참여시간에 관한 것으로 수행평가방법을 적용한 수업에서 보다 높게 나타났다. 둘째, 학습태도 검사에서 체육학습에 관한 학생들 인식의 변화는 수행평가를 적용한 체육수업에서 체육활동이 생활에 도움이 된다는 긍정적인 반응을 나타냈다. 셋째, 수행평가방법을 적용한 수업에서 학생들이 학습해야할 운동기능의 구조를 인지적으로 정확하게 파악하고 있었다. The purpose of this study was to investigate how the performance assessment can improve the quality of physical education in elementary schools. Performance assessment and traditional assessment were compared by such comparative factors as motor engaged time, teaming attitude and the level of cognitive thinking. Both performance assessment and traditional assessment were applied to actual classes. Six classes in the 6th grade were sampled, 3 classes for performance assessment and 3 for traditional assessment. On the basis of the analysis of the collected data the following conclusions were drawn; The classes of performance assessment were better than those of traditional assessment in the motor engaged time. Especially, moving and waiting time were low but active cognitive engaged time was very high in the performance assessment classes. And the students in the performance assessment showed lower neglect-teaming attitude than those of traditional assessment classes. The students in the performance assessment classes had better attitude toward physical education and a more friendly relationship with their pent and teachers. The students in the performance assessment classes showed higher level of cognitive thinking than those in the performance assessment classes. In conclusion, performance assessment classes were known to be more efficient than traditional assessment classes in 40-minutes of elementary schools physical education classes.
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