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- 저자 : 전주희 ( Ju Hee Jun ) (검색결과 3 건)
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전주희,최지혁,문경주,이태일,문호준,김형열,명재민,Jeon, Joo-Hee,Choi, Ji-Hyuk,Moon, Kyeong-Ju,Lee, Tae-Il,Moon, Ho-Jun,Kim, Hyung-Yeol,Myoung, Jae-Min 한국재료학회 2010 한국재료학회지 Vol.20 No.2
Transparent conductive films of single wall carbon nanotube (SWCNT) were prepared by spray coating method. The effect of acid treatment on the SWCNT films was investigated. The field emission scanning electron microscope (FESEM) shows that acid treatment can remove dispersing agent. The electrical and optical properties of acid-treated films were enhanced compared with those of as deposited SWCNT films. Nitric acid ($HNO_3$), sulfuric acid ($H_2SO_4$), nitric acid:sulfuric acid (3:1) were used for post treatment. Although all solutions reduced sheet resistance of CNT films, nitric acid can improve electrical characteristics efficiently. During acid treatment, transmittance was increased continuously with time. But the sheet resistance was decreased for the first 20 minutes and then increased again. Post-treated SWCNT films were transparent (85%) in the visible range with sheet resistance of about $162{\Omega}/sq$. In this paper we discuss simple fabrication, which is suitable for different types of large-scale substrates and simple processes to improve properties of SWCNT films.
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전주희(Ju Hee Jun),곽영태(Young Tae Guahk),송재헌(Jae Hun Song),방병열(Byung Ryeul Bang),이은도(Uen Do Lee) 한국연소학회 2009 KOSCOSYMPOSIUM논문집 Vol.- No.39
The IEA CFBC(Circulating Fluidized Bed Combustion) model is designed to describe the overall performance of a CFB combustor. It consists of various sub-models of fluid dynamics, particle fragmentation and attrition, mass and energy balance, coal heterogeneous and gas homogeneous chemical reactions as well as heat transfer to membrane walls and to tube bundles. This model was originally developed for investigating coal combustion in a CFBC boiler and predicting the gas emission after the combustion. We applied this code to biomass, which has different characteristics from coal, with some modifications such as fuel characteristics and combustor geometry. With these modifications we could obtain the reasonable results of biomass combustion which are comparable to coal combustion.
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연극놀이를 활용한 사회성 향상 프로그램이 초등 통합학급 학생들의 자기표현능력과 사회성 기술에 미치는 영향
전주희 ( Ju Hee Jun ),박지연 ( Ji Yeon Park ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2014 정서ㆍ행동장애연구 Vol.30 No.4
본 연구에서는 연극놀이를 활용한 사회성 향상 프로그램이 초등학교 통합학급학생들의 자기표현능력과 사회성 기술에 미치는 영향을 알아보았다. 연구 참여자는 자폐성장애 학생이 1명씩 통합된 학급의 학생들로, 실험집단은 29명, 통제집단은 30명이다. 실험집단은 총 12회기에 걸쳐 연극놀이를 활용한 사회성 향상 프로그램에 참여하였고, 실험집단 장애학생에게는 통합학급 중재 매 회기 이전에 2회기의 특수학급 중재를 추가로 실시하였다. 본 연구는 사전-사후검사 통제집단 설계를 사용하였으며, 자기표현능력과 사회성 기술에서 두 집단의 변화 정도 간에 차이가 있는지 알아보기 위해 비장애학생들의 결과는 두 독립표본 t검정을 실시하였고, 장애학생의 변화는 사전-사후검사 결과의 산술적 추이를 살펴보았다. 연구 결과, 연극놀이를 활용한 사회성 향상 프로그램은 초등 통합학급 비장애학생들의 사회성 기술에는 긍정적인 영향을 미쳤으나 자기표현능력에는 유의한 영향을 미치지 못한 것으로 나타났다. 장애학생의 경우, 특수학급 교사가 평가한 사회성 기술은 실험집단 장애학생이 통제집단 장애학생보다 큰 폭으로 변화했으나 통합학급 교사가 평가한 사회성 기술은 두 학생 간 차이가 미미하였다. 자기표현능력에서는 실험집단과 통제집단 장애학생의 변화 정도가 유사하게 나타났다. 마지막으로, 본 연구 결과에 대한 논의와 연구의 제한점을 제시하였다. The purpose of this study is to examine the effects of a social skills improvement program using creative drama on the self-expression ability and social skills of elementary school students in an inclusive class. The students of two inclusive classes participated in this study. One inclusive class of 29 students(one student with disability and 28 students without disabilities) was assigned to the experimental group, while the other inclusive class of 30 students(one student with disability and 29 students without disabilities) was assigned to the control group. The program was carried out with 12 sessions in the inclusive class and with 24 sessions in the special class. The student with disabilities was provided with 2 sessions in the special class before each inclusive session to facilitate his participation in the program in the inclusive class. With a pretest-posttest control.group experimental design, independent samples t.tests were conducted to examine group differences. The changes in students with disabilities were analyzed using descriptive statistics. The results showed that there was a statistically significant difference in social skills between two groups while no significant difference was found in selfexpression ability. In case of the students with disabilities, the program had positive effects on special education teacher-reported social skills, but there was no clear treatment effect in inclusive education teacher-reported social skills and self-expression ability. Finally, discussions of the results and the limitations of the study were presented.
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