Nano-sized copolymer를 이용한 생분해성 필름 제조 및 물리적 특성

박미화 전남대학교 대학원 2010 국내석사

최근 들어 합성플라스틱 물질의 환경문제에 대한 관심이 증가함에 따라, 합성고분자 물질의 대체물질인 친환경 생분해성 플라스틱 물질의 연구가 수행되고 있다. 본 연구에서는 옥수수전분, poly(vinyl alcohol) (PVA), nano-sized copolymer [poly (methyl methacrylate-co-acrylamide) (P(MMA-co-AAm)), poly (methyl methacrylate-co-methyl methacrylic acid) (P(MMA-co-MAA)), poly (methyl methacrylate) (PMMA)] 및 가소제를 사용하여 생분해성 필름을 제조하였다. 가소제로는 glycerol (GL), xylitol (XL), tartaric acid (TA), 그리고 citric acid (CA)를 사용 하였으며, nano-sized copolymer는 유화중합으로 제조하였다. Nano-sized copolymer 중합 과정에서 P(MMA-co-AAm)의 MMA와 AAm의 비율을 4:1, 3:1, 2:1로 변화 시켜 중합하였다. 또한, [MMA:AAm=4:1]은 개시제의 양을 변화시켜 입자크기 (60 nm, 100 nm, 150 nm, 200 nm)를 조절 하였다. Nano-sized copolymer의 입자 크기 및 모양은 Scanning electron microscope (SEM)를 이용하여 관찰하였다. 나노입자 함량에 따라 제조된 생분해성 필름의 tensile strength (TS), elongation (%E), degree of swelling (DS), 그리고 solubility (S)를 조사하였다. 그 결과 나노입자 함량이 증가함에 따라 TS와 DS의 값은 증가 하였고, %E와 S의 값은 감소하였다. 이는 nano-sized copolymer 입자가 전분과 PVA, 가소제 사이에서 상호 보완적 가교 결합에 의해 TS와 DS는 증가 되었다. 토양매장 실험은 전분 + PVA필름과 전분 + PVA + nano-sized copolymer [P(MMA-co-AAm), P(MMA-co-MAA) 및 PMMA]필름, 그리고 PVA 필름 (가소제 미첨가)의 생분해 정도를 확인하기 위해 수행하였다. 전체적인 필름의 초기부터 70일 정도까지는 급격한 분해가 이루어 졌으며 약 70일 이후부터 종료 시 (170일)까지는 천천히 분해되었다. 그와 반대로 PVA필름은 토양분해에서 높은 저항성 때문에 20 %이하에서 분해가 되었음을 확인하였다. Recently, with the increasing concern about the environmental pollutionresulting from nondegradable plastic materials, numerous research to develop environment-friendly biodegradable plastic materials as replacements for synthetic polymeric materials was carried out. In this study, biodegradable films were prepared by using corn starch, poly (vinyl alcohol) (PVA), nano-sized copolymer [poly(methyl methacrylate-co-acrylamide (P(MMA-co-AAm)), poly(methyl methacrylate -co-methyl methacrylic acid) (P(MMA-co-MAA)] and poly methylmethacrylate (PMMA), and additives. Glycerol (GL), xylitol (XL) tartaric acid (TA), and citric acid (CA) were used as additives. Nano-sized copolymers were synthesized by emulsion polymerization. Nano-sized copolymers were polymerized as 4:1. 3:1. and 2:1 mole ratios of MMA and AAm monomer, respectively. In addition, particle sizes of P(MMA-co-AAm) (4:1) were controlled by using initiator contents. The size and the shape of nano-sized copolymer were observed by the scanning electron microscope (SEM). The physical properties such as tensile strength (TS), elongation (%E), degree of swelling (DS) and solubility (S) for the biodegradable films were investigated. The results verified that with the increasing nano-size copolymer contents, the TS and DS values of films were increased, whereas %E and S values were decreased. The reason of the improvement of TS and DS values is the inter-intra reaction between nano-sized copolymer, corn starch, PVA and additives. The biodegradability of films without additives, that is, starch + PVA film, starch + PVA + nano-sized copolymer [P(MMA-co-AAm), P(MMA-co-MAA) and PMMA] films, and PVA film was evaluated by soil burial experiments. At the all films, a rapid degradation occurred in the initial 70 days, followed by a slow degradation until the end of the experiment. In contrast, the PVA film exhibited a higher resistance against soil burial biodegradation (20%).

이완술 교육이 방광경 검사 환자의 불완감소에 미치는 영향/sd朴美花

박미화 慶北大學校 大學院 1988 국내석사

Hypoglycemic and anti-glucotoxic effects of Padina arborescens and its bioactive compound

박미화 부산대학교 2014 국내박사

교사가 인식하는 부모-교사 의사소통 어려움이 교사-유아 관계에 미치는 영향 : 만3세를 중심으로

박미화 경기대학교 교육대학원 2018 국내석사

본 연구는 부모와 교사의 의사소통 어려움과 교사와 유아 관계의 변인별 차이와 연관성을 알아보고, 부모와 교사의 의사소통 어려움이 교사와 유아의 관계에 미치는 영향을 알아보는데 목적이 있다. 이와 관련하여 아래와 같은 연구문제를 설정하였다. 1. 부모-교사 의사소통 어려움은 어떠한가? 1-1. 부모-교사 의사소통 어려움은 교사 개인변인(연령, 경력, 학력)에 따라 어떠한가? 1-2. 부모-교사 의사소통 어려움은 기관변인(학급 수, 학급인원 수)에 따라 어떠한가? 2. 교사-유아 관계는 어떠한가? 2-1. 교사-유아 관계는 교사 개인변인(연령, 경력, 학력)에 따라 어떠한가? 2-2. 교사-유아 관계는 기관변인(학급 수, 학급인원 수)에 따라 어떠한가? 3. 부모-교사 의사소통 어려움과 교사-유아 관계는 어떠한가? 4. 부모-교사 의사소통 어려움이 교사-유아 관계에 미치는 영향은 어떠한가? 본 연구는 경기도 수원시에 위치한 사립유치원 13곳에 재원하고 있는 만3세 유아 287명과 교사 18명을 대상으로 하였다. 부모와 교사의 의사소통 어려움을 측정하기 위해서는 손환희(2009)가 제작한 도구를 그대로 사용하였으며, 교사와 유아의 관계를 알아보기 위해 Pianta(2001)의 Student-Teacher Relationship Scale(STRS)을 안선희(2013)가 번안한 도구를 사용하였다. 자료는 SPSS(Statistical Package for the Social Science) WIN 22.0 프로그램을 이용하여 분석하였다. 첫째, 연구대상자의 일반적 특성을 파악하기 위해 빈도와 백분율을 산출하였으며, 교사의 개인변인과 기관변인에 따른 부모와 교사의 의사소통 어려움을 살펴보기 위해 일원변량분석과 t-검증을 실시하였다. 사후검증을 위해서는 Scheffe 검증을 실시하였다. 둘째, 교사의 개인변인과 기관변인에 따른 교사와 유아의 관계를 파악하기 위해 일원변량분석과 t-검증을 실시하였다. 사후검증을 위해서는 Scheffe 검증을 실시하였다. 셋째, 부모와 교사의 의사소통 어려움과 교사와 유아의 관계에 대한 연관성을 파악하기 위해 상관관계분석을 실시하였으며, 사후검증으로는 Scheffe 검증을 실시하였다. 마지막으로, 부모와 교사의 의사소통 어려움이 교사와 유아의 관계에 미치는 영향을 파악하기 위해 단계적 중다회귀분석을 실시하였다. 연구문제에 따른 연구결과는 다음과 같다. 첫째, 교사의 개인변인인 연령, 학력, 경력과 기관변인인 학급 수와 학급인원 수에 따른 부모와 의사소통 어려움을 알아본 결과, 교사의 개인변인과 기관변인 모두에서 교사와 관련된 어려움 요인과 기관과 관련된 어려움 요인에서 유의한 차이가 나타났으나 부모와 관련된 어려움 요인과는 유의한 차이를 나타내지 않았다. 즉, 교사의 연령, 학력, 경력이 낮을수록 교사의 의사소통 기술의 부족으로 인해 부모와의 의사소통에서 만족감을 느끼지 못하고 있었다. 또, 기관의 전체 규모가 클 경우 혹은 학급인원 수가 많은 경우 부모와 의사소통에 몰입하거나 문제해결 방법을 모색할 수 있는 시간이 부족했고 반대로 기관의 규모가 적을 경우 교사 자신의 의사소통 기술 부족으로 어려움을 느끼고 있었다. 둘째, 교사의 개인변인인 연령, 학력, 경력과 기관변인인 학급 수와 학급인원 수에 따른 교사와 유아의 관계를 알아본 결과, 교사의 개인변인과 기관변인 모두에서 유의한 차이가 나타났다. 교사의 연령에 따라 갈등요인에서 유의한 차이를 보이고, 교사의 경력에 따라서는 친밀감 요인과 갈등 요인에서 교사의 학력에 따라서는 친밀감 요인에서 유의한 차이를 보였다. 교사의 기관변인인 학급 수와 학급인원 수에 따라 친밀감 요인과 갈등 요인에서 유의한 차이가 나타났다. 즉, 교사의 연령과 경력이 많거나 학력이 높을 때 유아와 친밀감을 느끼지 않았고 기관의 규모와 학급인원 또한 적정 수준을 유지 했을 때 친밀감이 나타났다. 셋째, 부모와 교사의 의사소통 어려움은 교사와 유아의 관계와 상관관계가 있었다. 교사와 관련된 요인으로 부모와의 의사소통 어려움을 느낄 경우 유아와의 관계에서는 친밀감은 낮아지고 갈등은 높아지는 것으로 나타났다. 부모와 관련된 요인으로 부모와의 의사소통 어려움을 느낄 경우 유아와의 관계에서는 갈등이 높아진 것으로 나타났다. 기관과 관련된 요인으로 부모와 의사소통 어려움을 느낄 경우 유아와의 관계에서는 친밀감은 낮아지고 갈등은 높아지는 것으로 나타났다. 즉, 부모와 교사의 의사소통 어려움이 높을수록 교사와 유아 관계에 친밀감은 낮아지고 갈등은 높아지는 것을 알 수 있다. 넷째, 부모와 교사의 의사소통 어려움이 교사와 유아의 관계에 미치는 영향은 전체적으로는 유의한 차이가 나타나지 않았다. 그러나 하위범주인 친밀감 요인과 갈등요인에 영향을 미치는 것으로 나타났고, 가장 많은 영향을 주는 요인은 교사와 관련된 어려움 요인으로 나타났다. 따라서 교사 스스로 의사소통에 대한 부담을 줄이고 의사소통 기술을 향상시킬 수 있도록 장학 및 연수의 기회 제공이 필요 할 것이다. The study aims to discover the difficulties of communicating with teachers and teacher and child relationships, and the differences between teacher and teacher relationships, and the difficulties of communicating the difficulties of communicating with teachers and toddlers. In this regard, the following research issues have been established : 1. What is the difficulty of communicating with parents? 1-1. How is the difficulty of communicating with the teacher's personal variables (age, careers, and academic background)? 1-2. How is the difficulty of communicating with a teacher in relation to the institutional variables (class number, class number)? 2. What is the relationship between a teacher and a child? 2-1. How does a teacher relationship depend on the teacher's personal variables (age, careers, and academic background)? 2-2. How is the teacher relationship dependent on organ variables (class number, class number)? 3. What is the difficulty of communicating with parents and teacher? 4. What is the impact of technology-accessible communication to teacher - child-child relationships? The study targeted 298 children aged 13 and 18 in Suwon, Gyeonggi Province, located at 13 private kindergartens located in Suwon, Gyeonggi Province. To measure the difficulties of parents and teachers, the tool was used by Sohn (2009), and the Student-Teacher Relationship Scale (STRS) was used to determine the relationship between the teacher and the child. The data was analyzed using the Statistic Package for the Social Science (WISS) WIN 22.0. First, the frequency and percentage of teachers were calculated to determine the general characteristics of the subjects, and a variance analysis and t-value were conducted to evaluate the difficulties of teachers and teachers according to their personal variables and institutional variables. Scheffe verification was performed for post verification. Second, a variance analysis and t analysis was conducted to determine the relationship between teacher and infant variables and teacher variables depending on the variables of the teachers ’ variables. Scheffe verification was performed for post verification. Third, a correlation analysis and a variance analysis were conducted to identify the difficulties of communicating with teachers and teachers and to correlate relationships between teachers and toddlers, and then verified Scheffe verification. Finally, a stepwise regression analysis was conducted to determine the impact of parents and teachers on the relationship between teachers and toddlers. Research findings follow the following studies. First of all, the difficulties reflected difficulties in communicating with teachers regarding difficulties relating to teachers ' personal variables and the difficulties associated with the number of classes related to teachers, educational backgrounds and institutional variables, and the difficulties associated with difficulties relating to teachers ' education and difficulty in teaching, but not significant differences in the difficulties associated with the difficulties relating to teachers ' education and infant educational institutes. In other words, teachers ' age, academic background, and lack of experience have left teachers unable to communicate with their parents because of lack of communication skills. In addition, if the overall size of the organs was large or the number of classes of students was insufficient, there was insufficient time to immerse themselves in communicating with the parent and the teacher, and vice versa, the teacher felt the lack of communication skills. Second, a significant difference was observed in both teachers ' personal variables and institutional variables, depending on the teacher's personal variables, the number of classes and classes of teachers and the number of classes and classes of class variables and classes of class variables. Differences in teachers ' ages showed significant differences in conflict factors, ranging from teacher's experience to teachers ' backgrounds and conflict factors depending on teacher's academic background. Significant differences in the number of classes and conflict factors were noticeable depending on the number of classes of teachers and the number of classes of teachers. Namely When the teacher's age and experience were high, he experienced intimacy with the infant, and the sense of closeness and disparity was also evident when the organization's size and class were maintained. Third, the difficulty of communicating with teachers and teachers was related to the relationship between the teacher and the infant. In relation to the difficulties associated with communicating with teachers, the relationship between childhood and parental relations has deteriorated and conflicts are rising. Conflicts with infants have increased in relation to their relationship with their parents, with their parents having difficulty communicating with their parents. If the relationship with parents is related to communication with the related organs, the relationship with the infant is reduced and conflict is rising. In other words, the higher the communication difficulties of parents and teachers, the closer intimacy is between teachers and child relationships and the rise in conflict. Fourth, there was no significant difference in the overall effect of communicating with teachers and teachers on the relationship between teachers and infants. However, it appears that the impact factors of the subcarriage and the conflict factor are influencing, and the most influential factor is the difficulty associated with the teacher. Therefore, it will be necessary to provide opportunities for scholarships and training to help teachers reduce burden on communication and improve communication skills.

세르게이 프로코피예프 음악 양식의 일관성 : 고전적 측면에 집중한 《플루트 소나타 Op.94》 4악장 분석

박미화 한양대학교 대학원 2019 국내석사

This thesis is a study on how Prokofiev’s music style and his unusual regional transfer were related. Prokofiev returned to his home country, the Soviet Union which was in politically chaotic, unlike other contemporary composers with the same hometown. To find out some of the reasons for Prokofiev’s such reverse direction, I looked into the situation that he had faced abroad and the changes in the situation after his return to his country. I also reviewed whether there was any change in his music reflecting the changes in his region, and tried to grasp the characteristics of Prokofiev’s music style. The result showed that Prokofiev’s priority was not on the region but on his own music style, and that he had transferred the region even that he risked political turmoil for it. Besides, this study drew out the conclusion that he kept some level of consistency from beginning to the later period in music usage. That is clearly revealed in the analysis on the fourth movement of Flute Sonata Op.94, which was one of works in his later period, and was well revealed through its connection with the elements of Prokofiev’s music style which he directly stated. 세르게이 프로코피예프 음악 양식의 일관성 : 고전적 측면에 집중한 《플루트 소나타 Op.94》4악장 분석 본 논문은 세르게이 프로코피예프(Sergei Prokofiev,1891-1953)의 음악 양식과 일반적이지 않은 그의 지역 이동이 어떠한 연관을 가지고 있는지를 다룬 연구이다. 프로코피예프는 동시대, 동향의 타 작곡가들과는 달리 정치적으로 혼란스럽던 고국 소련으로 귀국하는 모습을 보인다. 이러한 프로코피예프의 역방향성이 나타나는 몇 가지 이유를 알아보기 위해 해외에서 프로코피예프가 처했던 상황과 귀국 후 상황의 변화를 살펴보았다. 또한 지역 변화에 따른 음악의 변화 여부를 살펴보며 프로코피예프의 음악 양식의 특성을 파악하고자 하였다. 그 결과 프로코피예프에게 우선시된 것은 지역이 아닌 자신의 음악 양식이었으며 이를 위해 정치적 혼란을 감수하면서까지 지역을 이동한 것임을 알 수 있었고 음악 어법에 있어서는 초기에서부터 후기까지 일정 수준의 일관성을 유지하고 있다는 결론을 도출하였다. 이는 후기 작품인 《플루트 소나타 Op.94》 4악장 분석에서도 잘 나타나며 프로코피예프가 직접 밝힌 그의 음악 어법 요소와의 연결을 통해 이를 드러내었다.

농촌과 도시지역 고교생의 자아정체감과 진로성숙도의 관계

박미화 충북대학교 교육대학원 2006 국내석사

교사들의 운동 수행 관련 요인에 관한 연구 : 계획적 행위 이론을 근간으로

박미화 江原大學校 2004 국내석사

노인요양병원의 억제대 프로토콜 수용개작 및 적용효과

박미화 가톨릭대학교 대학원 2012 국내박사

학생인권조례에서 본 학교생활규정의 문제와 개선방안

박미화 전북대학교 교육대학원 2019 국내석사

In this study, we want to find problems and ways to improve Students’Human Rights by analyzing school life regulations that define student life from a view of the Students’Human Rights Ordinance. The following are research problems. First, what is the system and contents of school life regulations for each school? Second, what is the problem with the school life regulations from the Students’Human Rights Ordinance view? Third, what is improvement of the school life regulations from the Students’Human Rights Ordinance view? To solve the problems of research, 15 elementary, middle and high schools were respectively selected from among the public schools in Jeollabuk-do through stratified and random sampling to collect school life regulations through the website. Based on the contents of the manual of the Jeollabuk-do Students’Human Rights Ordinance, the collected school life regulations were looked at whether to be specified the contents of Students’Human Rights in terms of the school's life regulations system and contents, and we presented problems and improvement measures. According to the analysis results, in the system no school borrowed the form of Jeollabuk-do school life regulations manual. Only three schools had independent chapter in the term “Human Rights” or “Right”, and only 16 schools specified written based Jeollabuk-do Students’Human Rights Ordinance. In terms of contents, we checked whether the contents contained in the ordinance on the human rights of Jeollabuk-do are stated based on their rights and freedoms. 24% of schools stated rights on the education, 20% of schools stated rights on the right not to be discriminated against, 91% of schools stated rights on the free from the violence, 30% of schools stated rights on freedom of privacy, 9% of schools stated rights on the right to freedom of conscience and religion and freedom and expression, 22% of schools stated rights on the right to self-governance and participation, 20% of schools stated rights on the rights to welfare and 55% of schools stated rights on the rights to be saved from violation of Human Rights. The problem with the school's life regulations from the view of the Jeollabuk-do Students’Human Rights ordinance is that in terms of the system the composition of the school's life regulations is complicated and similar contents are distributed, that there is no coherent system in each school. School's life regulations does not have specified on the basis of Jeollabuk-do Students’Human Rights Ordinance. And school's life regulations were not revised according to due procedures, and in terms of contents that the regulations cannot prevent effectively from the violations of Students’Human Rights by not specifically specifying the Students' Rights as rights and freedom, that the contents does not meet the purpose of the school's life regulations, that the contents were emphasized about controlling students. As an improvement measure, the school life regulations should be amended in according to Jeollabuk-do school life regulations manual, so that independent chapters can systematically include the contents of Students’Human Rights. And we need to prepare a framework in which students participate actively by becoming the main players in the school's living regulations revision committee. On the content side, efforts should be made at the education office level to continuously propose and consult with each school on the need to revise regulations. In addition, by reviewing the regulations after frequent consultation between teachers, students, and parents, the provisions of student rights should be stipulated with actual legal priority. In addition, secondary schools should make regulations in order to continue the autonomy of students raised in elementary schools, and elementary schools should make rules in preparation for the practical aspects that students will face in secondary schools. It has become clear that the school life regulations have failed to faithfully follow the ordinance and school life regulations manual set proposed by the education office. We hope that active and in-depth communication and practice of the educational bodies will follow in order to overhaul the living rules for which Students' Human Rights are guaranteed.

노인전문병원에 입원한 뇌졸중환자의 낙상위험요인

박미화 가톨릭대학교 대학원 2005 국내석사