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- 저자 : 지성화(SungHwa Ji) (검색결과 2 건)
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고압 균질기를 통해 합성된 이산화망간 나노입자에 의한 일산화탄소의 촉매적 산화
지성화(Sunghwa Ji),김효진(Hyojin Kim) 한국표면공학회 2020 한국표면공학회지 Vol.53 No.1
In this study, manganese dioxide (MnO₂) nanoparticles were synthesized from KMnO₄ and MnCl₂·₄H₂O without any dispersing agents and oxidant via ultra-high pressure homogenization process. We investigated various physicochemical properties and CO oxidation reactions of the MnO₂ nanoparticles as a function of the number of passes at 1,500 bar in a high pressure homogenizer nozzle. The observed X-ray diffraction patterns and scanning electron microscopy images revealed that the synthesized MnO₂ nanoparticles had a hexagonal structure and a uniform spherical shape. It was found from the Brunauer-Emmett-Teller measurements that the pore size of the MnO₂ nanoparticles ranged from 23.6 to 7.2 ㎚ and their specific surface area ranged from 24 to 208 m²g<SUP>-1</SUP>. In particular, it was confirmed from the measurements of CO conversion into CO₂ that CO oxidation reaction over the MnO₂ nanoparticles exhibited excellent catalytic activity at low temperatures below 100oC.
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장애영유아 통합교육에 대한 유치원 및 어린이집 교사 인식 비교 연구
지성화(SungHwa Ji) 한국영유아교육실천학회 2023 영유아교육실천연구 Vol.1 No.1
본 연구는 장애영유아 통합교육 대한 유치원과 어린이집 교사 간 통합교육의 필요성, 운영, 효과성, 교사 전문성 인식을 비교 분석하는 데 그 목적이 있다. 연구 대상은 S지역, K지역에 소재한 유치원과 어린이집에 근무하는 교사 총 198명이었다. 장애영유아 통합교육에 대한 인식을 알아보기 위해 설문지를 구성하고 배부하여 연구 자료를 수집하였고, 수집된 자료는 빈도분석, 독립표본 t-검정을 통해 분석하였다. 연구결과, 장애영유아 통합교육에 대한 인식이 전반적으로 높았고, 하위 영역으로는 장애통합교육 운영과 장애통합교육 교사 전문성 영역에서 차이가 나타났다. 본 연구 결과는 향후 유치원과 어린이집 및 교사 직군에 대한 장애영유아 통합교육 정책적 근거뿐 아니라 인식개선을 위한 교사교육 프로그램 개발 등에 정보를 제공할 것으로 기대한다. A comparative study of kindergarten and childcare center teachers' perceptions of Integrated Education for infants and Young Children with disabilities. The purpose of this study is to compare and analyze the necessity, operation, effectiveness, and teacher professionalism perception of integrated education between kindergarten and childcare center teachers in integrated education for Young Children with disabilities. The subjects of the study were a total of 198 teachers working at kindergartens and childcare centers located in S and K areas. Research data were collected by organizing and distributing questionnaires to find out the perception of integrated education for Young Children with disabilities, and the collected data were analyzed through frequency analysis and independent sample t-test. As a result of the study, the overall awareness of integrated education for Young Children with disabilities was high, and there was a significant difference between the kindergarten teacher group and the childcare center teacher group. As a sub-area, there was a difference in the operation of integrated education for disabilities and the professionalism of teachers of integrated education for disabilities. The results of this study are expected to provide information on the development of teacher education programs to improve awareness as well as the policy basis for integrated education forYoung Children with disabilities for kindergartens, childcare center, and teacher occupations in the future.
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