밸러스트수 처리를 위한 Plasma Gun의 전기적 특성과 오존 생성에 미치는 주요 운전변수들의 영향에 관해 실험실 규모 연구를 수행하였다. 방전개시전압보다 높은 전압이 인가되면 방전이 시작되고 오존이 생성되었으며 전압이 증가함에 따라 기체로 전달되는 에너지 및 오존 농도가 거의 선형적으로 증가하였다. 오존 생성 측면에서 최적의 에너지 효율성을 얻을 수 있는 전극간 거리가 존재하였으며 실험된 장치에서는 1.95 mm의 전극간 거리에서 최적 효율이 얻어졌다. 전기에너지 특성에 미치는 내부전극 재질의 영향은 무시할만한 수준이었으나 내부전극의 전기전도도와 열전도도 차이가 오존 생성에 큰 영향을 미치는 것으로 나타났다. 일정한 Plasma Gun 구조에서 오존 생성은 기체로 전달되는 에너지밀도에 의해 중요한 영향을 받는 것으로 나타났으며 유입되는 기체의 산소함량이 증가할수록 오존 생성이 증가하는 것으로 나타났다.

We measured ambient concentrations of hazardous air pollutants such as volatile organic compounds (VOCs) and aldehydes in residential areas nearby small and medium scale shipbuilding companies. The VOC concentrations were higher during the normal operation periods than vacation at which almost all operations were shutdown. Concentrations of VOCs was higher, as the sampling site was nearer from shipbuilding companies. The major components of VOCs were m,p-xylene, ethylbenzene, o-xylene, toluene, and 1,3,5-trimethylbenzene which had been found as major VOC compounds emitted from painting processes of shipbuilding in the previous studies. The major components of aldehydes analyzed were benzaldehyde, acrolein, formaldehyde, and acetaldehyde. The concentration of aldehydes was highest at the furthest sampling point from shipbuilding companies because the formation of aldehyde compounds could be occurred by the secondary chemical reactions of VOCs. The results of this study shows a proper counterplan need to be established for the reduction of hazardous air pollutants emitted from small and medium scale shipping companies.

The education effect of environmental impact cognitive instruction on high school students was investigated. Environmental values of students could be classified into egocentric, social-altruistic and biospheric values like those of Schultz's three kinds of categories. The value distribution of students consists 44.7% of egocentric and biospheric value groups and 12.5% of social-altruistic value group, respectively. The environmental function such as knowledge and skill did not show remarkable differences between value groups. The environmental value only affected the attitude function. The biospheric value group had the higher attitude function than other value groups. The environmental impact cognitive instruction enhanced the environmental functions irrespective of the value group or instruction type. However, significant variables were different according to environmental functions. Environmental functions such as knowledge and skill were influenced by the instruction itself. The attitude function was dependent on instruction itself, value type and instruction type. The optimum application of the environmental impact cognitive instruction can be efficiently achieved through class division into egocentric value group and biospheric value group. Alternatively, the proper combination of instruction methods focused biospheric and egocentric impacts in a class can be recommended.