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박희찬,윤민혁,김동출,권준택,권광일 충남대학교 약학대학 의약품개발연구소 2004 藥學論文集 Vol.19 No.-
The purpose of this study was to estimate the pharmacokinetics of quinidine sulfate in healthy Korean The parameters were examined on 16 volunteers who received a oral single dose(200mg quinidine sulfate). After dosing. blood samples were collected for a period of 24 hours. Plasma samples were analyzed for quinidine sulfate and DL-propranolol hydrochloride(internal standard) by HPLC/UV. The pharmacokinetic parameters (AUC_(0-24hr), AUC_(inf). C_(max), T_(max), K_(a), K_(el), t_(1/2), Vd/F and Cl/F) were calculated from the plasma quinidine sulfate concentration-time data of each volunteer. The computer program "WinNonlin" was used for compartmental analysis. One compartment model with first order input, first order output was chosen as the appropriate pharmacokinetic model. The pharmacokinetic parameters(AUC_(0-24hr). AUC_(inf). C_(max), T_(max), K_(a), K_(el), T_(1/2), Vd/F and Cl/F) calculated 9.47±2.24 ㎍·hr·㎖^(-1), 10.95±2.62 ㎍·hr·㎖^(-1), 0.93±0.16 ㎍/㎖, 1.56±0.45 hr, 1.10±0.36 hr^(-1), 5.17+0.90 hr, 162.38±33.36 L and 22.27±5.35 L/hr, respectively.
朴熙讚 부산대학교 공과대학 부설 생산기술연구소 1978 硏究報告 Vol.18 No.-
The present investigation was carried out in order to determine the effect of calcium oxide, barium oxide and zinc oxide, separately and in combination, on manganese stain in a fritted glaze. All glaze ingredients except the kaolin and glaze stain were incorporated in the frits. Throghout the series, the sodium oxide, potassium oxide, aluminum oxide, boric oxide, zirconium oxide and silicon dioxide were kept constant. The amount of pink stain was maintained at 5 percent of the batch weight of each glaze. In all cases the variable of RO element was 0.5 equivalent. Data relating to color variation due to glaze composition are presented.
박희찬,이달엽,김동일 국립특수교육원 2004 특수교육연구 Vol.11 No.1
The purpose of the study was to develop a community integration skills curriculum (CIS-C) and its application methods. The study used literature review and specialist group seminars to develop the curriculum as research methods. The CIS-C was composed of three areas of Basic Life, Social Independence, and Vocational Live, and nine factors of ① basic concept, ② functional signs and symbols, ③ house management, ④ health and security, ⑤ public services, ⑥ time and measurement, ⑦ budgeting, ⑧ career life, ⑨personal relations and leisure life. The numbers of lesson plans for each factor were ranged from 17 to 22 items totaling 172. The three components of the CIS-C were an Overview, a Planning Chart, and Lesson Plans. At the Overview, the system, elements, and general application methods of the CIS-C were presented. A Planning Chart could be utilized to connect the CISAssessment results into a individualized educational program based on CIS-C. The Lesson Plans were listed according to the CIS-Assessment items. The CIS-C application process was mainly three steps: Planning individualized education program, administration the individualized education program, and evaluation the administration results and providing feedbacks. The study listed some tips used during the teaching and learning process of the CIS-C and research tasks should be done in the future. Key Words: Community Integration, Curriculum, Lesson Plan, Mental Retardation, Development Disabilities 이 연구는 지역사회통합에 필수적인 기술 수준을 검사하고 그 결과를 바탕으로 적합한 교육과정을 개발하고 적용하는 방법을 제시하는 데 목적이 있었다. 이를 위하여 지역사회 통합 관련 문헌에 대한 검토와 논의를 통하여 지역사회 통합을 위한 교육과정 총론과 교수자료를 개발하였다. 지역사회통합을 위한 교육과정은 총론과 교수자료, 교육훈련계획서로 구성되었다. 총론에서는 교육과정 체계와 구성, 적용방법에 대하여 제시하였다. 교수자료는 기본생활, 사회자립, 직업생활의 3개영역, 기초개념, 기능적 기호와 상징, 가정관리, 건강과 안전, 공공 서비스, 시간과 측정, 금전관리, 직업기능, 대인관계 및 여가의 9개 요인에서 164항목으로 구성되었으며, 전체 교수자료는 172개였다. 지역사회적응검사 결과를 토대로 프로그램을 계획할 때는 교육훈련계획서를 사용하도록 하였다. 지역사회통합을 위한 교육과정의 적용은 교육훈련계획수립, 교육훈련 실시, 수행결과 평가 및 수정을 통하여 이루어 질 수 있도록 하였다. 이 연구에서는 지역사회통합교육과정을 적용할 때 유의해야 할 점들과 향후 연구과제가 제시되었다.