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토양에서 상추의 생장에 대한 Tetracycline의 독성에 미치는 구리 (II)의 효과
이병주(Byeongjoo Lee),민현기(Hyungi Min),김민석(Min-Suk Kim),김정규(Jeong-Gyu Kim) 응용생태공학회 2017 Ecology and resilient infrastructure Vol.4 No.1
가축용 항생제로 널리 사용되는 Tetracycline (TC)군은 주로 가축 분뇨를 통하여 환경에 퍼지게 된다. TC는 환경 내에서 중금속 양이온과의 리간드 결합을 통해 토양으로의 흡착량과 그 이동성이 변화되리라 예측된다. 그러나 지금까지 수용액 내에서 토양 외 반응을 통해 확인되었고 토양 내에서 식물에 대한 영향 평가는 미비한 실정이다. 본 연구의 목적은 토양 내 구리가 TC와 반응하여 TC에 의한 식물 독성에 미치는 영향을 확인하는데 있다. 본 실험은 토양에 750 mg kg<SUP>-1</SUP>의 TC와 각각 0, 2.5, 7.5, 17.5mg kg<SUP>-1</SUP>의 CuSO₄를 처리한 후, 처리된 토양에 상추를 재배하여 처리 농도에 따른 상추의 성장 정도를 비교하였다. 실험 결과 상추에 유의한 독성이 나타나는 것으로 확인된 750 mg kg<SUP>-1</SUP> 의 TC가 처리된 토양에서 구리의 처리가 상추에 발현되었던 독성을 저감시키는 것을 확인하였다. Tetracycline (TC) groups, widely used veterinary antibiotics, can enter into environment through animal manure application. TC forms a ligand complex with multivalent metal cations via chelation that can affect sorption and mobility of TC in soil. So far, however, it has been confirmed through the reaction of the soil outside in the aqueous solution and the evaluation of the performance in the soil cultivation process is insufficient. The purpose of this study was to examine effects of copper on TC toxicity to lettuce growth. In this research, 750 mg kg<SUP>-1</SUP> of TC and 2.5, 7.5, 17.5 mg kg<SUP>-1</SUP> of Cu are treated in soil and lettuce was cultivated in the treated soil. Growth difference of lettuce by treatment was observed. As a result, 750 mg kg<SUP>-1</SUP> of TC treated soil showed toxic effect to lettuce and the effect is alleviated by copper treatment.
2021년도 공군사관학교 생도의 토론교육 인식과 교육성과의 상관관계 연구
이병주 ( Lee Byeongjoo ),이태원 ( Lee Taewon ) 공군사관학교 2022 군사과학논집 Vol.73 No.2
이 연구는 2021년도에 공군사관학교에서 매주 2시간씩 진행한 성무인토론프로그램의 교육 성과를 측정하기 위해 진행되었다. 이를 측정하기 위해 공군사관생도 총원을 대상으로 설문을 진행하였고, 최종적으로 2021년 1학기 710명, 2021년 2학기 685명의 응답을 수집하였다. 조사 도구는 설문지이며, 결과분석을 위해 SPSS 29.0을 이용하였다. SPSS를 활용하여 빈도분석, 탐색적 요인분석, 신뢰도분석, 상관관계분석, 로지스틱회귀 분석을 실시하였다. 이상의 과정을 통해 도출된 결과는 첫째, 사관생도의 토론교육 인식의 중요도는 향상도에 유의한 영향을 미치는 것으로 나타났다. 둘째, 사관생도의 토론교육 만족도는 향상도에 유의한 영향을 미치는 것으로 나타났다. 셋째, 사관생도의 토론교육 참여도는 향상도에 유의한 영향을 미치는 것으로 나타났다. 넷째, 사관생도의 토론교육 준비시간은 향상도와 영향관계가 없는 것으로 나타났다. 따라서 사관생도의 토론교육의 중요도에 대한 인식은 교육성과에 긍정적인 요소로 판별됐다. 그 결과 사관생도에게 토론교육의 중요도를 인식시키는 것이 주요 과제임이 식별되었다. 이러한 영향요인 외에도, 1학년의 모든 토론교육평가지표가 가장 높게 나타났고, 3학년의 모든 토론교육평가 지표가 가장 낮게 나타났다. 이는 공군사관학교의 교육상황을 고려하여 해석한다면, 토론교육의 강제와 반복시행이 토론교육에 부정적 영향을 주었을 주었을지도 모른다는 추측이 가능하다. 이는 시계열적 통계 결과를 반영할 후속연구를 통해 규명할 수 있을 것이다. This study was conducted to measure the educational performance of the Sung-Mu-Students Debate Program held for 2 hours per week at the Air Force Academy in 2021. To measure this, a survey was conducted for all Air Force cadets, and finally, responses from 710 people in the first semester of 2021 and 685 in the second semester of 2021 were collected. The survey tool is a questionnaire, and SPSS 29.0 was used to analyze the results. Frequency analysis, exploratory factor analysis, validity analysis, reliability analysis, correlation analysis, and logistic regression analysis were performed using SPSS. The results derived through the above process are as follows: First, the importance of the cadets' perception of debate education has a significant effect on the degree of improvement. Second, cadets' satisfaction with debate education was found to have a significant effect on improvement. Third, it was found that the degree of improvement had a significant effect on the participation of cadets in debate education. Fourth, it was found that the preparation time for debate education of cadets had no effect on the level of improvement. Therefore, cadets' perception of the importance of debate education was found to be a positive factor in educational performance. As a result, it was identified that the main task was to make the cadets aware of the importance of debate education. In addition to these influencing factors, all debate education evaluation indicators in the first grade were the highest, and all debate education evaluation indicators in the third grade were the lowest. If this is interpreted in consideration of the educational situation of the Air Force Academy, it can be assumed that the compulsory and repeated implementation of debate education may have negatively affected debate education. This can be identified through time series follow-up studies.
2021년도 공군사관학교 생도의 토론교육 인식과 교육성과의 상관관계 연구
이병주 ( Lee Byeongjoo ),이태원 ( Lee Taewon ) 공군사관학교 2022 空士論文集 Vol.73 No.2
This study was conducted to measure the educational performance of the Sung-Mu-Students Debate Program held for 2 hours per week at the Air Force Academy in 2021. To measure this, a survey was conducted for all Air Force cadets, and finally, responses from 710 people in the first semester of 2021 and 685 in the second semester of 2021 were collected. The survey tool is a questionnaire, and SPSS 29.0 was used to analyze the results. Frequency analysis, exploratory factor analysis, validity analysis, reliability analysis, correlation analysis, and logistic regression analysis were performed using SPSS. The results derived through the above process are as follows: First, the importance of the cadets' perception of debate education has a significant effect on the degree of improvement. Second, cadets' satisfaction with debate education was found to have a significant effect on improvement. Third, it was found that the degree of improvement had a significant effect on the participation of cadets in debate education. Fourth, it was found that the preparation time for debate education of cadets had no effect on the level of improvement. Therefore, cadets' perception of the importance of debate education was found to be a positive factor in educational performance. As a result, it was identified that the main task was to make the cadets aware of the importance of debate education. In addition to these influencing factors, all debate education evaluation indicators in the first grade were the highest, and all debate education evaluation indicators in the third grade were the lowest. If this is interpreted in consideration of the educational situation of the Air Force Academy, it can be assumed that the compulsory and repeated implementation of debate education may have negatively affected debate education. This can be identified through time series follow-up studies.