GC-ECD를 이용한 유기염소계 및 Pyrethroid계 농약 동시 분석법

김우성,이선화,김재이,정지윤,이명자,박영채,이영자,정성욱,이봉헌,박흥재 한국환경과학회 2003 한국환경과학회지 Vol.12 No.4

Pesticides were extracted from samples with 70% acetone and methylene chloride in order, and then cleaned up via open-column chromatography apparatus packed with florisil, and finally analyzed simultaneously the organochlorine and pyrethroid pesticides using GC(ECD). An ultra-2 fused silica capillary column was used to separate and identify the products. The resolution between the last isomeric peak of cypermethrin(59.987min) and the first isomeric peak of flucythrinate(60.043min) was not satisfactory. The last isomeric peak of fenvalerate(62.344min) and the first isomeric peak of fluvalinate(62.397min) were overlapped. Recoveries of soybean sample for the most pesticides were 73.3% to 102.4%. Detection limits were between 0.004 and 0.063 ㎍/㎎ when this method was used.

콩에서 발생하는 강낭콩일반모자이크바이러스(BCMV)와 땅콩위축바이러스(PSV)의 저항성 평가

이영훈, 윤영남, 강범규, 김현영, 최만수, 구성철, 김현태, 윤홍태, 이수헌, 백인열 忠北大學校 農業科學硏究所 2014 農業科學硏究 Vol.30 No.2

It has been reported several viral diseases in soybean. The occurrence of Bean common mosaic virus and Peanut stunt virus are able to induce severe problem because the main breeding target for viral disease was focused on Soybean mosaic virus. BCMV is a spcies of the genus Potyvirus of the family Potyviridae. BCMV reduces yield by as much as 80% and also adversely affects seed quality in common bean. BCMV has a worldwide distribution because of its high rates 35% of transmission via seeds produced by plants systemically infected prior to bloom. PSV is a species of the genus Cucumovirus of the family Bromoviridae. PSV has been reported to be economically damaging on beans worldwide. Although the virus is reportedly seed transmissible at very low rates, infected plants rarely produce pods with normal viable seeds. The most satisfactory management method of viral diseases such as BCMV and PSV is the use of resistant cultivars and healthy seed. For the overcome of genetic resistance by new virus such as BCMV and PSV, virus diseases monitoring and researches need to study deeply and continually. In this study, we conducted the resistance screen on BCMV and PSV for selection of resistance cultivars. We inoculated on 128 cultivars with PSV and BCMV respectively. These cultivars were classified through pathogenic response such as resistance, necrosis and susceptibility. In addition, 99 and 66 resistant cultivars were confirmed against PSV and BCMV respectively.

발달장애학생을 위한 학교중심 통합교육과정의 편성과 운영에 관한 연구

이유훈,김영미,윤광보,홍성두 국립특수교육원 2001 연구보고서 Vol.- No.7

본 연구는 발달장애학생들의 심리적 특성에 적합한 통합교육과정을 특수학교 현장에서 보다 효율적으로 편성·운영할 수 있도록 지원하기 위해서 시도되었다. 이를 위해 본 연구에서는 통합교육과정의 이론적인 배경을 밝히고, 제 7차 특수학교 기본교육과정을 분석하여 통합교육과정과의 관련성을 알아보았다. 그리고 전국의 정신지체 및 정서장애학교를 대상으로 통합교육과정의 편성·운영방안에 대한 현장 교사들의 의견을 수렴하였다. 이러한 자료를 통해 얻어진 요구와 시사점을 토대로 발달장애학생들을 위한 학교중심 통합교육과정의 편성·운영방안을 제시하였다. 본 연구에서 다룬 연구내용별 주요 연구결과를 정리하면 다음과 같다. 통합교육과정의 이론적 고찰 21세기 지식정보화사회에서 요구하는 인간상은 창의력과 비판적 문제해결 능력을 가진 사람이다. 이런 창의적인 사람을 기르기 위해서는 삶의 맥락에서 문제를 해결하고 스스로 의미와 가치를 생성하여 자신의 세계를 열어가도록 하여야 한다. 그래서 교육과정은 이 시대 사회에서 요구하는 창의성과 협동성을 기르기 위해 삶을 중심으로 통합되어야 한다. 그리고 이러한 통합교육과정은 구성주의적인 관점과 다중지능이론의 입장에서 볼 때, 발달장애학생들의 신체적, 지적, 심리적, 인성적인 제 측면에서 교과단위의 분과교육과정에 비해보다 큰 교육적 의의를 가지고 있다는 점에서 그 필요성을 정당화시킬 수 있다. 일반적으로 통합교육과정은 통합의 수준과 방식에 따라 여러 가지 유형이 있을 수 있으나, 우리 나라 교육체제에서 볼 때 단위학교에서의 실효성 있는 운영을 위해 발달장애학생들을 위한 통합교육과정은 교육내용 구조면, 통합의 중심 내용면, 수업 운영면에서 고려되어져야 한다. 즉 주어진 학년 또는 학교급별 등의 전체 교육과정 속체서 통합의 아이디어를어떤 체제로 투입시킬 것인가 하는 교욱내용 구조면과 통합의 핵심 또는 통합을 통해서 강조하고자 하는 목표를 어디에 둘 것인가 하는 통합의 중심 내용면, 그리고 통합교육과정을 어떻게 운영할 것인가 하는 수업 운영면을 고려하여야 한다. 그리고 통합교육과정의 편성준거는 그 통합방식이 어떠하던 간에 교육적으로 의의가 있어야 하고, 또한 학교라는 시간과 공간의 제한된 상황에서 실천 가능성이 있어야 한다. 따라서 통합교육과정의 편성은 지적인 준거와 실제적인 준거가 모두 반영되어야 한다. 제 7차 특수학교 기본교육과정과 통합교육과정 발달장애학생들의 사회적응능력은 종합적이고 통합적인 성격이며, 그들이 적응하며 살아가야 하는 사회 자체가 종합적인 시각에서 파악되어야 할 대상이기 때문에 교과의 내용을 통합적으로 지도해야 한다. 그래서 제 7차 특수학교 기본교육과정에서는 교과군별로 통합시수를 배정하고 필요에 따라 교과를 통합하여 운영할 수 있도록 하고 있으며, 교과용 도서 교과내 및 교과간 내용을 생활영역 중심으로 연결시켜 필요에 따라 언제든지 통합교육과정으로 편성ㆍ운영할 수 있도록 전자도서로 개발하였다. 그러나, 국가수준의 교육과정이 통합되어 있지 않으며 교과서 또한 통합교과서로 개발되어 있지 않기 때문에, 통합교육과정을 학교중심 교육과정으로 문서화하는 방안과 학급에서수업의 필요에 따라 통합단원 지도안을 구안하여 교과통합지도를 하는 방안에 대한 연구가이루어져야 한다. 특히, 제 7차 특수학교 기본교육과정 전자도서에서 연결시키고 있는 관련 과제와 활동을 활용하여 주제별 통합단원을 구성하여 지도하는 방안에 대한 연구가 필요하다. 통합교육과정의 편성 · 운영실태통합교육과정의 편성 ·운영실태 조사에서 특수학교 대부분이 통합교육과정에 대해 높은관심을 보이고 있고, 또한 그 필요성을 느끼고 있음에도 불구하고 통합교육과정을 편성 운영하는 데에는 많은 어려움을 느끼고 있었다. 그 이유로는 교수·학습자료의 부족, 통합교육과정의 편성·운영경험 및 수행능력의 부족, 교과별 시간배당 기준 준수의 어려움, 생활장면으로의 전환 및 학생의 학업성취도 평가에 대한 어려움 등을 원인으로 들고 있었다. 이를'위해서는 통합교육과정에 대한 다양한 정보제공과 전문적인 연수가 제공될 필요가 있고, 아울러 효율적인 통합교육과정 편성·운영을 위해서는 시설·설비 및 교수·학습자료의 확충이 시급한 문제라고 할 수 있다. 한편, 통합교육과정 편성·운영에 대한 요구에서 있어서는 통합교육과정의 편성 운영주체로는 담임교사와 통합교과 팀을 들고 있다. 그리고 통합교육과정의 조직형태는 하나의 주제를 중심으로 여러 교과분야에서 관련 내용을 끌어다 새로운 내용을 구성하는 주제중심 통합과 학습자의 생활경험을 중심으로 하는 통합을 가장 선호하였으며, 통합교육과정의 모형으로는 연간계획에서 생활단원명을 설정하고 단원 내에서 관련 교과를 통합하는 모형과 교과의 선을 넘어서 관련 있는 몇 개의 교과를 묶는 교과간의 통합을 선호하였다. 그리고 통합교육과정을 효율적으로 운영하기 위해서 개선되어야 할 점으로는 교사의 연수기회 확대, 지도교사의 증원 등을 요구하고 있었다. 특히, 학교환경 개선사항으로는 학급당인원수를 줄이고 학습자료와 매체를 보다 많이 구비해야 한다는 .의견을 제시하였다 통합교육과정을 위한 평가방법으로는 지필검사는 기초학습기능에 관련된 내용에 대해서만 실시하고, 나머지는 행동관찰을 포함한 여러 가지 평가방법을 활용하자는 의견이 지배적이었다. 통합교육과정의 편성·운영 방안 통합교육과정 편성·운영방안에서는 단위학교에서 통합교육과정을 편성·운영할 때 도움이 될 수 있도록 통합교육과정 편성의 일반적인 절차와 고려해야 할 점을 제시하였고, 통합교육과정의 여러 모형 가운데에서 특수학교에서의 적용이 용이한 4가지의 통합교육과정 모형을 중심으로 교육과정 개발의 일반적인 절차인 편성, 운영, 평가과정에 대한 실제적인 방안을 제시하였다. 이를 정리하면 다음과 같다. 첫째, 학교에서 통합교육과정을 편성할 때 거쳐야 할 과정으로서 계획, 설계, 소규모 시행, 적용이라는 4단계를 제시하였고, 특히 통합교육과정을 설계할 때 따라야 할 단계를 통합의 주제 결정, 브레인스토밍을 통해 주제와 관련된 아이디어 수집 및 정리, 제시된 아이디어들과 교육과정 목표의 내용영역과 관련 지우기, 제시된 아이디어들의 교과별 관련성 찾기, 제시된 아이디어들의 다른 교과 아이디어와의 관련성 찾기, 아이디어들과 교육과정 목표의행동수준 관련 지우기, 활동계획안 작성 등의 전과정을 구체적으로 제시하였다. 둘째, 통합교육파정을 편성할 때 고려해야 할 사항으로 지원체제, 의사결정 구조, 교사의역할인식 변화, 참여동기 부여, 조직 풍토 등을 세부적으로 제시하였다. 셋째, 통합교육과정에 대한 이론적 배경과 설문조사 결과를 토대로 통합교육과정의 편성 ·운영을 위한 기본지침을 조직형태, 통합방법, 통합유형, 교육활동 계획안 개별화 교육계획안 수업시간표 작성, 평가방법 등의 측면에서 제시하였다. 넷째, 완전 통합교육과정 모형, 교과간 통합교육과정 모형, 주제중심 통합교육과정 모형, 교과내 통합교육과정 모형 등 4가지 모형을 조직형태, 통합방법, 통합유형, 교육활동 계획안, 개별화 교육계획안, 수업시간표 작성, 평가방법에 따라 편성 ·운영 ·평가의 여러 가지 가능한 방안과 예시자료를 제시하였다. 다섯째, 일반학교 통합교육과정 사례와 특수학교 통합교육과정 사례를 정리하여 부록에제시하여 실천자료를 참고할 수 있도록 하였다. This study was designed to help teachers to organize and implement integrated curriculum which is adequate for the psychologitcal characteristics of students with developmental disabilities at special school sites. For this purpose, we presented the theoretical background of integrated curriculum, and by analyzing the 7th Special School Basic Curriculum, examined its relationship with integrated curriculum. We collected opinions about methods for the organization and implementation of integrated curriculum from the teachers of special schools for students with mental retardation and emotional disturbances across the country Based on the needs and suggestions revealed through these data, we proposed strategies for the organization and implementation of school-based integrated curriculum for students with developmental disabilities. The major results according to each topic are as follows: Theoretical Background of Integrated Curriculum The ideal people needed by the 21st knowledge-based society is those who have creativity and critical problem-solving abilities. For rearing this kind of people, we have to require people to solve problems within real-life contexts and open their own world by spontaneously generating new meanings and values. Therefore curriculum should be integrated revolving on real-life concerns to develop creativity and cooperation demanded by this society. Also, in the light of constructivistic perspectives and multiple intelligence theory, integrated curriculum can be justified in that it has more educational meaning in physical. intellectual, psychological, and dispositional aspects than subject-oriented curriculum has. Typically, in integrated curriculum, there can be many forms according to the level and methodology of integration. However, when considering our current educational system, we have to take the structure of contents, core contents of integration, and class management into consideration to efRcientlyimplement integrated curriculum withi.n each school contexts . The structure ofcontents refers to how and with what system the idea of integration will beembedded into the whole curriculum at given grade or school level. Corecontents of integration mean where the core of integration or goals that wewould like to emphasize through integration will be placed, and classmanagement refers to how to rrianage integrated curriculum. ,The criteria for integrated curriculum organifation have to be meaningfuleducationally regardless of the ways of integration. and should be set in orderto be implemented in the settings of schools where time and space arelimited. Hence, the organization of integrated curriculum have to reflect boththe intellectual and practical criteria.7th Special School Basic Curriculum and Integrated CurriculumBecause the social adaptation abilities of students with developmentaldisabilities have comprehensive and synthetic characteristics and because thesociety itself where students with developmental disabilities adapt themselves and live is the object to be understood from the comprehensive perspectives,the subject contents have to be educated synthetically. Therefore according tothe 7th Basic Curriculum, the number of hours for integration is allocated bysubject areas, subjects can be implemented by integrated approach ifnecessary. and textbooks were developed in the form of electronic ones so thatwithin- and between-suhjects contents can be organized based on real-lifeconcerns and implemented by integrated approach whenever it is necessary.However, research on the ways how to transform integrated curriculum intowritten school-based curriculum, and how to design integrated unit teachingplans according to lesson demand in classrooms and implement integratedsubjects should be conducted because both the Basic Curriculum at nationallevel and textbooks were not developed in integrated form. Especially,research on strategies for forming and teaching integrated units by theme,vsing related tasks and activities with which electronic textbooks that areadopted in the 7th Basic Curriculum associate, is necessaryCurrent Status in the Organization and Implementation of IntegratedCurriculumThe results of the study showed that even though most special educationteachers are highly interested in and feel the necessity of integratedcurriculum, they have many difficulties in its organization and implementationon account of the lack in teaching-learning materials ; lack in the teachers'experiences with organizing and implementing integrated curriculum andabilities to carry out it; difficulty in adhering to time allotment standards foreach subject; difficulty in students'transition to daily life settings, andproblems with evaluating students'academic achievement Thus, it is neededto provide various information on and professional in-serfce training inintegrated curriculum. In addition, it is imperative to expand educationalfacilities and equipments, and teaching and learning materials in order to efHciently organize and ,implement integrated curriculum.Meantime, accordini: the results, the special school teachers demand thatthe organization and implementation of integrated curriculum should be madethrough team approach. And among the organizational forms of integratedcurriculum, theme-centered integration ir which teachers select relatedcontents from several subject matters based on a theme and then constructnew contents, and learners'life experience-centered integration are the mostpreferred. As (or integrated curriculum model, models by which teachers setthe titles of life vnits in the really plan and then integrate related subjectmatters within the units. and by which teachers integrate related subjectsbeyond their borders are preferred.The results also showed that increase in opportunity for teacher trainingand the number of teachers is required in order to efnciently implementintegrated curriculum. Especially. for the improvement of school environment,it was proposed to reduce the number of students per class and to beequipped with more learning materials and media. As for the methodology for.evaluating integrated curriculum, it was'predominantly reported thatpaper-and-pencil tests have to be used only for contents related to basiclearning skills , and various ways of evaluation including behaviour observationhave to be utilized for the , other contents.Strategies for the Organization and trnplernentation of IntegratedCurriculumAt flrst, we presented the general procedures of and considerations in theorganiBation of integrated curriculum to help each school to organize andimplement it. And based on four types of integrated curriculum models whichare easy to adopt within special school contexts, we provided practicalstrategies for organizing. implemen?ing. and evaluating integrated curriculumas the general procedures of curriculum development. The details are as follows : First, we present 4 steps, that is, planning, designing, Performing in asmall way, and adapting, as the procedul·e needed to 9o through whenorganizing the integrated curriculum. Furthermore , we also concretely presentthe steps that have to be followed in designing the integrated curriculum. Thesteps are 1) deciding the topic of integration; 2) collecting and arrangingideas related to the topic through brainstorming; 3) establishing therelationship between the su99ested ideas and the corltent areas of thecurriculum goals ; 4) searching the relevance of the su99e~3ted ideas accordingto subject; 5) looking for relation between the suggested ideas and the ideasfrom other suhjects; 6) connecting the ideas to behavior level of thecurriculum goals ; 7) drawing out the activity plan.Second, as the things to be considered when organizing the integratedcurriculum, we Present the support system. the structure of decision making.change in recognition about teacher's role, encouragement for participation,organization climate, and so on.Third, based on survey and theoretical background about the integratedcurriculum, we propose the basic guidelines for the organization andmanagement of the intesrated curriculum from the various aspects such asorganizational form, way and type of integration, plan for educationalactivities , individualized education program, class schedulir19, and methodologyfor evaluation.Fourth, we present the diverse possible plans arid examples aboutorganiBing, managing, and evaluating such models as full integratedcurriculum model, between-subjects integrated curriculum model,topic-centered integrated curriculum model, and within-subject integratedcurriculum model according to organizational form, way and type ofintegration, plan for educational activities , individualized education program,class scheduling. and methodology for evaluationFinally, we arrange the cases of integrated curriculum in both general andspecial schools, and put them in the appendix for later reference.

형광유도체화제로 Bansyl-Cl을 이용한 Dopamine, Norepinephrin의 HPLC분석법에 관한 연구

이윤중,이강민,김영도 成均館大學校 科學技術硏究所 1992 論文集 Vol.42 No.2

A rapid and high sensitive HPLC method for the determination of dopamine and norepinephrine is described. 5 -Dibutyl-aminonaphthalene-1-sulfonyl chloride (bans yl-Cl) was used as a pre-column fluorescent derivatizing reagent for HPLC determination of the two compounds. The optimal conditions for the derivatization of dopamine and norepinephrine with bansyl-Cl such as pH, reaction time, reaction temperature, and the amount of bansyl-Cl were described. The structures of bansyl derivatives were identified by Infrared and ^1H-NMR spectroscopy. The bansyl derivatives were separated on Radialpak^TM NH_2 column using the mixture of cyclohexane and ethyl acetate as the mobile phase and monitored by fluorescence detector. Linearity of calibration curve was obtained and the detection limits in a 5 μl injection volume were 2.5ng/ml, respectively.

S.D. Rats를 이용 1, 1-Dichloro-1-fluoroethane의 아민성 흡입독성 연구

김현영,이성배,임철홍,김철우,점용현,한정희,전윤석,최수영,강대봉,이용묵 한국환경독성학회 2002 환경독성보건학회지 Vol.17 No.1

There were no specific effects for test materials on Sprague-Dawley (S.D.) rats in clinical symptoms, amounts of food intakes, weight changes, laboratory findings, and pathology after whole body l, l-Dichloro-1 -fluoroethane (used as coolant, metal cleaner and solvents) exposure(0, 1,500, 3,000, and 6,000 ppm) for 13 weeks (6 hour/day, 5 days/week). However, the loss of capillary vessels in eyeball (pupil) was observed in a female rat among 6,000 ppm group. Though there was a tendency for MCHC (Mean Corpuscular Hemoglobin Concentration) in rat to be decreased (p<0.05), it was not regarded as abnormal because the values were within normal limits. In asthma-stimulation related evaluations, there was also a tendency for inflammatory cell counts in bronchoalveolar lavages to be increased. But it had no statistical significance, and also no dependency on sex and the exposed concentration. Based on this result, the non observed effect level (NOEL) induced by 1, 1-Dichloro-l -fluoroethene inhalation was evaluated in groups with 3,000 ppm below (S .D. Rats, 13 weeks). Finally, it was concluded that the short term exposal of 1, 1-Dichloro-l-fluoroethane is not considered as a asthma stimulant by inhalation despite of some study limitations such as test animals use and short-term exposure .

원피스의 着用感에 關한 硏究(Ⅰ)

南潤子,黃春燮,李映淑 慶熙大學校 1990 論文集 Vol.19 No.-

The purpose of this study was to investigate subjective wearing sensation and change of temperature by fabrics 100% Polyester, 100% cotton, 100% rayon, 100% wool. One-Piece dress having long dolman sleeve and round neckline was used for the experiment of presents study. The results of the study and fabrics were summerized as follows. 1. By fabrics, differences was found in skin temperature except forehead and Buttock. 2. The mean skin temperature and oral temperature was the highest when subject wears polyester. The second from the highest was wool, the third was rayon, and the lowest was cotton. 3. The temperature inside clothing was higher polyester and rayon than wool and cotton. Relative humidity inside clothing was the highest rayon, and it was high order of the size such as Polyester > wool > cotton. 4. Blood Pressure was higher cotton and polyester than rayon and wool. Pulse rate shows no different by kinds of fabrics. 5. Coefficient of person's correlation shows that the comfortable has the most relation to thermal and weight sensation.

인터널마케팅요인이 호텔종사원의 조직몰입, 이직의사에 미치는 영향에 관한 연구

양정영,이윤섭 문화관광연구학회 2003 문화관광연구 Vol.5 No.2

The purpose of this study is to identify the impacts of internal marketing efforts on hotel employee organizational commitment and turnover intention. and finding more effective methods for the hotel industry in managing its human resources. This research tests the hypothesis that the hotel internal marketing has an influence on organizational commitment and turnover intention. The study samples are 330 hotel employee in Seoul, Korea. Collected data were analyzed with frequency analysis, factor analysis and multiple regression analysis after data coding and cleaning by SAS for window program. Regression analysis results show that the internal marketing efforts on organizational commitment and turnover intention.

무기 이소시안화 및 티오시안화 전이금속 화합물의 구조에 관한 연구

박윤창,지광용,이미녕,이영희 성균관대학교 기초과학연구소 1989 論文集 Vol.40 No.1

IR, UV 그리고 EPR 분석을 통해 〔R_4N〕_2 〔M(NCX)_4〕 (이 때, R=CH_3^+, C_2H_5^+; M=Cd Cu, Zn, X=O, S) 화합물의 착이온에서 중심 금속이 N과 결합하고 있는지 아니면 O, S와 결합하고 있는지를 연구했다. 위의 모든 화합물은 금속이 N과 결합된 것으로 규명되었다. Cd(Ⅱ)과 Cu(Ⅱ) 화합물은 일그러진 정사면체 구조에 의해 C-N, C-S 신축진동수의 분리를 보였다. IR 스펙트럼에서 〔(C_2H_5)_4N〕_2 〔Cu(NCS)_4〕는 단일선의 C-N 신축진동수를 보인 반면, 〔(CH_3)_4N〕_2 〔Cu(NCS)_4〕는 일그러진 정사면체 구조에 기인한 이중선을 보였다. 〔(C_2H_5)_4N〕_2 〔(Cu(NCS)_4〕는 d-d 전이로 판단되는 넓은 전자흡수띠가 438nm 근처에서 관찰된 반면, 〔(CH_3)_4N〕_2 〔Cu(NCS)_4〕는 d-d전이에 의한 흡수띠가 관찰되지 않았다. 5% Cu(Ⅱ)이 혼입된 〔(C_2H_5)_4N〕_2 〔Cd(NCS)_4〕의 EPR 스펙트럼은 비등방성 구조를 지녔으나, 〔(CH_3)_4N〕_2 〔Cd(NCS)_4〕는 비등방성 뿐만 아니라 정규적인 정사면체 구조의 증거인 등방성을 상온에까지 지녔다. IR, UV and EPR spectra of the compounds whose formulas are 〔R_4N〕_2 〔M(NCX)_4〕, where R=CH_3^+, C_2H_5^+ and M=Cd, Cu, Zn;X=O, S have been studied in order to investigate whether the isocyanato, thiocyanato group is bonded to the central metal through the nitrogen atop or through the sulfur, oxygen atom in those complex ions. All above complexes showed that the metal is linked through the nitrogen atom. It was turned out to be that. the splitting in C-N and C-S stretching frequencies of Cd(Ⅱ) and Cu(Ⅱ) compounds is due to the distorted tetrahedral structure of those compounds. While IR spectrum of 〔(C_2H_5)_4N〕_2 〔Cu(NCS)_4〕 showed singlet C-N stretching frequency, 〔(CH_3)_4N〕_2 〔Cu(NCS)_4〕 showed doublet which indicates that the compound has a distorted tetrahedral structure. 〔(C_2H_5)_4N〕_2 〔Cu(NCS)_4〕 was observed to have a broad electronic absorption band near 438 nm which originates from d-d transition. On the other hand, 〔(CH_3)_4N〕_2 〔Cu(NCS)_4〕 did not show an absorption band due to d-d transition. EPR. spectrum of Cu(Ⅱ) doped 〔(C_2H_5)_4N〕_2 〔Cd(NCS)_4〕 showed anisotropic structure and 〔(CH_3)_4N〕_2 〔Cd(NCS)_4〕 showed both anisotropic and isotropic structure even at room temperature which is an evidence of regular tetrahedral structure.

원피스의 着用感에 關한 硏究(2)

南潤子,李暎淑 慶熙大學校 1993 論文集 Vol.22 No.-

The purpose of this study was to investigate subjective wearing sensation and change of temperature by fabrics 100% polyester, 100% cotton, 100% rayon, 100% wool in environment(early fall: temp. 25.5±2℃, R.H. 59±8%, Air velocity 0.5±0.4m/sec0). One-piece dress having long dolman sleeve and round neckline was used for the experiment of the presents study. The results of the study area and fabrics were summarized as follows. 1. By fabrics, differences was found in skin temperature. (P<0.01) On general tendency, the temperature gradually went up when subjects take rest, it suddenly descended after five minutes´ exercise, it went up after taking ten minutes´ exercise, it suddenly went up on resting. 2. The mean skin temperature was highest when subject wears polyester. The second from the highest was wool, the third was rayon, and the lowest was cotton. 3. Regardless of exercise, there was no change in oral temperature. There was no oral temperature difference between and among kinds of fabrics. 4. The temperature inside clothing was highest when the subjects had polyester dress. The second from the highest was wool, the third was rayon, and the lowest was cotton. Relative humidity inside clothing was higher cotton, rayon than wool, polyester. 5. Blood pressure didn´t acknowledge difference of fabrics. 6. Pulse rate shows no difference by kind of fabrics. 7. In subjective sensations, the thermal comfort has relate with the temperature inside clothing, and the humidity has relate with the humidity inside clothing. Especially, the most changeable sensation was the humidity and comfort, the weight has a little changeable sensation.

갈륨합금과 아말감의 전기화학적 부식거동 비교

고영무,최한철,강성남,강희영,이승윤 대한치과기재학회 1998 대한치과재료학회지 Vol.25 No.3

A gallium based alloy(GA) that was developed as a substitute for dental amalgam was investigated for electrochemical corrosion behavior in 4 kinds of electrolytes(1% lactic acid, 0.05% HCI, Modified Fusayama's artificial saliva, and 0.9% NaCl). The related corroded microstructure were examined and microanalyses were conducted using ICPES. Polarization tests were conducted by scanning from -1,500㎷ to 1,000㎷(vs.SCE) at 75㎷/min. The obtained results were as follows: 1. GA showed wide passivation area next to SYB in artificial saliva, suggesting good stability. 2. The amounts of Sn, Cu released from GA were similiar to those of CAV, and decreased in the order of KAT, SYB. 3. All of specimens were observed pits at the area of pores in electrolytes containing chloride ions, and forming much corrosion products in 1% lactic acid and artificial saliva after corrosion test. 4. From the surface analyses of XRD, GA showed much corosion products containing gallium at the surface after corrosion test. In conclusion, the corrosion resistance of GA was lower than that of SYB and similiar to that of CAV and KAT.