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이동진료반(移動診療班) 치료(治療)에 의(衣)한 나종양환자(癩腫樣患者)의 균음전(菌陰轉)에 관(關)한 관찰(觀察)
한인수,Han, In-Soo 대한예방의학회 1974 Journal of Preventive Medicine and Public Health Vol.7 No.2
An observation on bacteriological conversion upon 56 bocteriological positives out of 131 cases of lepromatous leprosy treated by antileprosy morbile service was carried out. Those 131 lepromatous cases were a part of 335 total registered from three Guns of Gangjin, Hwa sun, and Goheung, Cheollanamdo, since 1957 to 1973 that has been under the control of antileprosy morbile unit. The results obtained are summalized as follows, 1. Lepromatous type was 36.9% of all cases. The ratio of male to female was 4.9 to 1. Age between 30-44, the most productive ages, occupied 38.0% and age over 60 occupied 18.0% of all. 2. 42.7% of lepromatous type was bacteriological positive. 43.1% was for male and 43.1% was for female. Age between 20 to 24 shown the highest positive at 63.7% and followed by aged over 60 (62.5%) and under 19 (60.0%). The lowest one was seen at age between 40 to 44 at 29.2%. 3. Bacteriological positive rate at registration was different in accordance with duration of treatment received befor registration. It came up to the highest 100.0% at the group treated one year before registration. That of the group not received any treatment was 56.4%, and the group received 4-5 years was the lowest at 26.1% 4. Bacteriological conversion rate was 44.6% and 14.3% of all positive casese regressed in bacterial number. 37.5% of all active cases converted bacteriologically within 5 years. 5. Bacteriological conversion rate in group received 1 year treatment before registattion was 66.6%. That in group not received any treatment was 31.8% and group received 4-5 years was 33.3%. 6. Considering of total duration reaseved treatment together with before and after registration, 33.9% of all active cases resulted bacteriological conversion or regression within 5 years.
한인수,오근엽,이상빈 한국콘텐츠학회 2013 International Journal of Contents Vol.9 No.3
This paper aims at investigating what Regional University E-Learning Centers (RUECs) has done in promoting e-learning in university education in Korea. First, the e-learning situation in university education in Korea is introduced. Secondly, the background of establishment of RUECs and its functions are explained in detail. Thirdly, a case of RUECs is suggested by using the CNU-University E-Learning Center. In particular, the performance of e-learning is evaluated based on the student satisfaction data, and a paired-t test is implemented to see if there was any difference between ‘before’ and ‘after’ e-learning. Lastly, some suggestions are made to promote the e-learning in university education.
Arc-Discharge를 이용한 고순도 MWNTs합성 공정 개발
한인수,홍원해,박동화 한국공업화학회 2002 응용화학 Vol.6 No.2
The Synthetic methods for high yield of multiwalled carbon nanotube (MWNT) with high purity by arc discharge have been investigated. The diameter of synthesized MWNTs was from 10 to 30nm. MWNTs were synthesized in various gases such as Ar, He, H_2 and CH_4. The introduction of H_2 gases during the synthesis of MWNTs was improved the length of the samples. And The introduction of CH_4 was improved the amount of samples. To obtain the high purity MWNTs, the synthesized MWNTs was purified under Air or O_2 gas. The purity of the MWNTs was higher at O_2 ambient gas.
인지갈등 유발 수업에서 오개념에 대한 확신도가 개념변화에 미치는 영향
한인수,권난주,권재술 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1
학생들은 나름대로 자연 현상에 대하여 자신의 인지구조를 가지고 이해하고 있으나 개념에 대한 확신 정도는 학생에 따라 다르다. 자신이 갖고 있는 개념에 대하여 뚜렷한 자신감이 있는 학생이 있는가 하면 자신의 개념에 대하여 확신을 못하는 경우가 있다. 이 연구에서는 오개념에 대한 확신도가 높고 낮음에 따라 갈등 효과는 어떠하며, 사후 개념변화는 어떠한지를 알아보고자 하였다. 대부분의 오개념을 가졌던 학생들은 현상 제시에 많은 호기심을 보였으며, 오개념의 확신도가 클수록 갈등을 더 많이 느껴 자신의 생각과 다른 현상을 보았을 때 심리적 충격이 더 크게 변하는 것으로 나타났다. 그러나 일부 개념에서는 갈등을 많이 겪었다고 응답하였지만 개념변화가 되지 않는 학생들의 비율이 높아 오개념의 견고함을 보여주기도 하였다. 인지 갈등 수업 후 개념의 변화는 선개념에 대한 확신도에 관계없이 잘 일어났으며, 개념변화 지속 효과 또한 확신도에 관계없이 선행 연구자들의 결과와 비슷하게 나왔다. 즉, 현상 제시 직후부터 일주일 후까지는 감소하나 그 뒤로는 개념이 자리잡았다. 개념 변화 후 바른 개념에 대한 확신도는 대체로 높아서 오개념을 가진 학생에게 과학개념을 심어주기 위한 방편으로 인지갈등 수업이 효과 있음을 보여주었다. Students who have correct conception didn't show big changes in a test of cognitive conflict, while students who have misconception made significant changes Most students who had misconception were considerably curious about demonstration of an actual phenomenon. On the other hand, according to their own confidence of preconception, the higher confidence of misconception is, the bigger conflicts are and when they meet some different phenomenon unlike their ideas, their psychological shock was big. After a cognitive conflict lesson, students' conception was significantly changed regardless of students' confidence of preconception and the persistence effect new conceptions showed similar result as preceeding research regardless of confidence of preconception. That is, the change decreased from immediate after demonstration of an conflict situation to a week after. After conceptual change, students' confidence of correct conception was generally increased, so it turned out that cognitive conflict lesson had a positive effect on students who had a misconception.