중부지역 옥수수 파종기에 따른 생육단계 및 수량성 변화

서종호, 문중경, 정건호, 서민정, 구자환, 박장환, 배환희, 신성휴, 권영업 忠北大學校 農業科學硏究所 2014 農業科學硏究 Vol.30 No.2

Maize hybrids were planted on April 1, April 25, May 20 and June 15 in 2012, 2013 at the experimental paddy and upland fields in Suwon city , respectively to know changes of growth stage and yield according to different planting time. Maize planting on April 1 was not recommended because total growing days at planting on April 1 was not different with that at planting on April 25 due to many days from planting to emergence over 20 days at planting on April 1. Total growing days were not much different among three planting time after April 25 because days from silking to maturity was lengthened though days from planting to silking was shortened at later planting time. Stalk weight was decreased as planting time was delayed, particularly at planting times after May 20 at paddy field by excess water injury during early growth stage. But, grain yield was not low as in May and June. It is needed to introduce early maturity maize variety as Yanganok at late planting for higher grain yield and enough time for soil preparation for next winter crops

Sol-Gel 법에 의한 Nanoporous Alumina Membrane용 Alumina Sol 제조

박자룡,김태환,성재석,송기창 한국화학공학회 2004 Korean Chemical Engineering Research(HWAHAK KONGHA Vol.42 No.1

Sol-Gel법에 의해 출발물질로 aluminum isopropoxide(AIP)를 사용하여, 가수분해 및 해교과정을 거쳐 alumina(boehmite)졸을 제조하였다. 또한 이 졸을 건조오븐에서 건조시켜, 분말을 제조한 후 열처리온도에 따른 분말 결정상의 조성과 기공특성을 조사하였다. 100℃에서 열처리하여 제조된 분말은 boehmite상을 나타내었으며, 500℃에서 γ-alumina로 상전이 되었다. HCl/AIP=0.10의 조건으로 해교된 후 600℃로 열처리된 분말은 4nm의 평균기공 크기를 나타내었다. 또한 해교시 첨가된 HCl양이 증가됨에 따라 기공의 크기는 감소한 반면 열처리 온도가 증가됨에 따라 평균기공의 크기는 증가하였다. Alumina(boehmite) sol was prepared by the sol-gel method from aluminum isopropoxide(AIP) through bydrolysis and peptization processes. Powders were obtained by drying the sol in drying oven, and the powder properties, such as crystalline phase composition and pore structure, were studied as a function of heat-treatment temperatures. The powders showed boehmite phase at 100℃, and transformed to γ-alumina at 500℃. The powders, heat-treated at 600℃ after being peptized at HCl/AIP=0.10, 4㎚ in average pore diameter. The average pore diameter of the powders decreased with increasing HCl concentrations added uring peptization process, but increased with increasing heat-treatment temperatures.

부모의 실직이 청소년의 우울과 자아정체감에 미치는 영향

정환구,오경자 연세대학교 교육대학원 2001 연세교육과학 Vol.49 No.-

본 연구는 부모의 실직이 청소년 자녀의 자아정체감과 우울에 미치는 영향을 평가하기 위해서 수행되었다. 서울 및 경기도의 중학교 중 무작위로 추출된 20개 중고등학교에 재학중인 실직 가정의 자녀 219명과 부모가 실직하지 않은 비실직 가정 266명, 총 485명에게 CDI, Ego-Identity Scale, Family Environment Scale, 그리고 Child's Attitude towards Father and Mother Scale를 실시하였다. 그 결과 실직가정의 자녀들은 비실직가정의 자녀들에 비하여 가족의 응집력과 표현력이 낮았으며 부모에 대한 태도가 부정적이었다. 가족환경에서는 두 집단이 가족간 갈등의 수준에서는 차이가 없었으나 실직가정의 자녀들은 우울감이 높았고 자아정체감 수준은 낮았다. 일반적으로 가족의 응집력과 표현력이 증가할수록, 아버지에 대한 태도가 긍정적일수록 자녀의 우울감은 감소하고 자아정체감은 증가하였다. The purpose of this study was to investigate the effects of parents' unemployment on depression and ego-identity of their children. Children's Depression Inventory (CDI), Ego-Identity Scale, Family Environment Scale (FES) and Child's Attitude Towards Father and Mother Scale (CAF & CAM) were administered to 485 middle and hi띤 school students (20 schools were randomly chosen around Seoul and Kyung-gi Province). The tests were administered to two groups, 219 students from unemployed families and 266 students from parents who are employed. The results were as follows: Children whose parents were unemployed showed lower level of family cohesion and expressiveness compared to the children of the employed parents, and their attitudes towards the parents were also more negative. In the family environment, there were no differences in the level of family conflict between the two groups. In the unemployed group, children showed higher level of depression and lower level of ego-identity. In general, as the family cohesion and expressiveness increases, the level of depression decreases and ego-identity increases. As the level of conflict increases, the level of depression increases and ego-identity decreases. Also, when the children's attitudes toward their parents becomes more negative their depression increases and ego-identity decreases. In the unemployed group there were changes in the family environment, more specifically in the level of expressiveness, and the attitudes towards the father, which in turn affects the children's depression and ego-identity. The parents' employment status also directly influenced the level of depression in the child. In summary, children in the unemployed group showed lower level of expressiveness and more negative attitudes towards the father, which in trim increased depression and decreased ego-identity of the children.

범게, Orithyia sinica 유생의 생존과 성장에 미치는 암모니아와 아질산의 영향

구자근,김종만,장차환,지정훈,강주찬 한국어병학회 2004 한국어병학회지 Vol.17 No.1

범게, Orithyia sinica 유생을 대상으로 암모니아와 아질산에 대한 생존 및 성장에 관한 실험을 실시하였다. 암모니아 노출 실험구에서 zoea기 유생은 노출 20일후, 대조구가 80%의 생존율을 나타내었지만 10㎎/L 이상의 실험구에서는 37-45%의 생존율을 나타내었고, megalopa기 유생에서도 유사한 경향을 나타내었다. 암모니아가 범게 유생의 성장에 미치는 영향을 조사한 결과, zoea기 유생은 20㎎/L 이상의 농도에서 megaloparl 유생은 50㎎/L 이상의 농도에서 유의한 차이를 나타내었다. (P<0.05). 아질산 노출 실험에서는 zoea기 유생과 meglaopa기 유생에서 농도와 노출기간에 비례하여 생존율이 감소하였으며, 특히 150㎎/L 이상의 아질산 농도에 노출된 zoea기 유생가 megalopa기 유생은 대조구와 비교하여 유의한 성장 지연을 나타내었다(P<0.05). This study investigates the influence of waterborne ammonia and nitrite on the zoea and megalopa stage larvae of tiger crab, Orithyiu sinicu under laboratory condition, focusing on the effects on survival and growth as deleterious responses of toxicant. Survival rate of zoea stage larvae exposed to control levels, and to 5, 10,20 and 50 ㎎/L total ammonia-N, using a continuous flow system for 20 days was 80, 77, 45, 40 and 37%, respectively. Growth rate of zoea stage larvae exposed to 20 and 50 ㎎/L total ammonia was significantly lower than in controls after 20 days (P< 0.05). Survival rate and growth rate of megalopa stage larvae exposed to ammonia also decreased at greater than 10 and 50 ㎎/L, respectively. In the nitrite exposure experiment with zoea and megalopa stage larvae of tiger crab, survival rate was decreased in a concentration and exposure period-dependent way. The growth rate of zoea and megalopa stage larvae of tiger crab exposed to nitrite decreased at greater than 150 ㎎/L nitrite concentration.

錦江上流一部地域 (沃川郡 東二面)의 人體 寄生吸蟲類의 感染實態에 對한 調査硏究

金鍾煥,具滋永 충남대학교 자연과학연구소 1981 忠南科學硏究誌 Vol.8 No.2

An epidemiological study on the human trematode infections was carried out in the upper basin of Gum River, and the results are summarized as follows: 1. Total 217 stool specimens from the inhabitants were examined by the combination of Cellophane thick smear technique and formalin-ether concentration technique, 188(86.6%) out of 217 inhabitants were infected with the intestinal helminths and the infection rates of male were slightly higher than those of female. 2. Among the trematode infections, the highest rate of Clonorchis sinensis showed 60.4% and the rate of Metagonimus species was 27.6%, as well as common intestinal helminth infections: Trichuris trichiura (50.7%), Ascaris lumbricoids (47.5%) and a few cases of hookworm Trichostrongylus orientalis and Taenia species.

어린이 대상 TV광고의 역기능과 규제에 관한 연구

이의자,최환진 경희대학교 커뮤니케이션연구소 1997 커뮤니케이션硏究 Vol.13 No.-

우리나라 科學敎育의 변천 : 日本 과학교육 변천과 비교

呂煥鎭,朴順子 경북대학교 과학교육연구소 1989 科學敎育硏究誌 Vol.13 No.-

Our country's scientific education was based bringing up technicians. Before the more civilized form of education, in the Silla, Backje, and Kokuryo time period people studied arithrmetic, astronomy and medicine in every government office. After the coming of a modern education the Japanese controlled every part of the education system in Korea, including physics, chemistry, science and natural history. During the Japanese dictatorship, science was taught merely to get a job. All that was taught was the use of machines, which had a little to do with scientific items. In the transitional period science education was based on subject centered curriculum. In elementary school they taught social studies and science. In a secondary school they studied syllabus. In the first curriculum, science education was experience centered curriculum. In elementary school it was nature, middle school it was science, and high school you had a choice between physics, chemistry, biology, and earth science. In the second curriculum they were studied biology Ⅰ, earth science, physics Ⅰ, chemistry Ⅰ in civic science course. There were also biology Ⅰ, earth science, physics Ⅱ, chemistry Ⅱ, and biology Ⅱ in the science course that was absolutely neccesary. The third curriculum was discipline centered curriculum. It was Characterized by a general idea of the structure, widening of inquiry competency, and a widening to the attitude. In civic science course you were to choose between physics, chemistry, biology and earth science, while in the science course all of those had to be required. The fourth curriculum emphasised on an affective field more than the third curriculum. In the first grade of elementary school they taught wise living, in middle school the fields physics, chemistry, biology, and earth science was taught. In civic science course there were physics I, chemistry Ⅰ,biology Ⅰ, and earth science Ⅰ. In science course every part the sciences, Ⅰ and Ⅱ were taught. In the fifth curriculum grades 1 and 2 of elementary school studied wise living in civic science course science Ⅰ and science Ⅱ was taught and in science course science Ⅰ, physics and chemistry were required subjects and between biology and earth science they were taught one. In 1958 American science gradually moved toward Japanese science education. In middle school they divided science into two parts and in high school physics, chemistry, biology, and earth science were required. In 1968 Japan's science education based a lot on fundamental concepts of science. In high school basic science was instituted and you chose two subjects between physics Ⅰ·Ⅱ, chemistry Ⅰ·Ⅱ, biology Ⅰ·Ⅱ, earth science Ⅰ·Ⅱ. In 1977 Japanese science education was to regain humanity. In high school there were science Ⅰ and Ⅱ. But science Ⅰ was absolutely required. In 1988 Japanese Science education was characterized by the education of the respect of individuality. In grades Ⅰ·Ⅱ of elementary school wise living was taught. In the third grades of middle school there was more freedom in what they wanted to study. In high school total science, physics, chemistry, biology, and earth science was studied in every portion and students chose between ⅠA ⅠB and Ⅱ.

이벤트개념에 의한 지역문화관광활성화 방안에 관한 연구

서주환,이경진,최자령 경희대학교 부설 디자인연구원 1999 예술· 디자인학연구 Vol.2 No.1

The event, which vitalizes space, makes cultural inheritance and tourism resource more valuable. The purpose of this study is to provide a solution which vitalizes the regional culture-tourism with the concept of event. For this, the concept of event was defined with a general study. The effect of event was considered for the regional culture-tourism and the problem in this point was also considered. Moreover, as a result, new direction for the regional culture-tourism with the concept of event was provided as creation of event theme, consideration of fine arid space and participation of regional residents and tourism companies.

IMT-2000 기지국 디지털 전력 측정 시스템 구현

김자환,류광렬 목원대학교 멀티미디어신기술연구소 2001 멀티미디어신기술연구소논문집 Vol.1 No.1

This paper is the Realization of digital power measurement system for the IMT-2000 to acquire powers to Tx and Rx channels, and channel characteristics that obtain power spectral, VSWR, and receiving sensitivity, and is digital system to transmit these values to parent station over the traffic and control linking path. This digital system to transmit these values to parent station over the traffic and control linking path. This digital system is made by the high performance DSP processor and interface processor to enhance the operation and maintenance monitoring performance with keeping Tx/Rx power varying tolerance ±0.5dB less.

文章題解決과 讀解力과의 關係에 관한 연구

宋煥龍,申卿子,羅炳昭 春川敎育大學 1987 論文集 Vol.27 No.-