In this study, we experimented that how influence chain extension to waterborne urethane-epoxy hybrid resin for leather garment coatings. First of all, We had analyzed datas by FT-IR, SEM and machanical properties. By instruments analysis measurement we confirmed that synthesis of epoxy and hybrid resin. In this experiment we knew that polyurethane-epoxy hybrid resin have 5 grades of solvent resistance. Tensile strength measured in the polyurethane-epoxy resin(EDA 5.37g, 2.386 kgf/mm2) had the most strong strength.. Also polyurethane-epoxy hybrid resin had better result(EDA 5.37g. 37.4 mg. loss) than other hybrid resins. As hight proportion of EDA in hybid resin, we obtained low elongation and low flexibility. In this result, chain extension of waterborne polyurethane-epoxy hybrid resin showed that how effect in leather coating by ratio of EDA.

For the synthesis of water soluble acrylic modified epoxyester resin, fatty acid/epoxy ratio of 50/50 was used, and introduced maleic anhydride. Ratio of styrene/acrylic acid of acrylic monomers was fixed 85/15 and ratio of epoxyester/acrylic monomer was controlled 80/20, 75/25, 70/30, 65/35, and degree of neutralization were changed 65%, 80%, to 100%. As a result, 40% solids acrylic modified epoxyester resins were synthesized. Resins were evaluated water soluble stability, drying time, water resistant, storage stability and physical properties. And the white paints were prepared, and were evaluated viscosity, drying time, water resistance, adhesion, sagging, spray workability, gloss, salt spray resistance, skinning, whiteness and flash rust. As a result, the degree of neutralization of 100% and the ratio of epoxyester/acrylic monomer of 75/25 showed the best properties.

Our society is changing rapidly to a multicultural society, but if we disrespect migrant workers, married immigrants and multicultural family children, who came from foreign countries and have been incorporated as our society members, only because of their different skin color, appearance and language and treat their culture with prejudice, such racial discrimination will cause cultural conflicts and undermine the stability of Korea society. In order for them to be the true members of our society, we need to give much consideration not only to national policies but also to social consensus and school education for minimizing their social and psychological conflicts with our culture and reduce social consumption resulting from such conflicts. Culture refers to internal ways of thinking, external behaviors, etc. shared by a specific group through a long process of life experience. Traditional culture is formed and developed collectively by a life community, and reflects their production activities and sentiments, so it has unique characteristics distinguished from the culture of other groups. Traditional culture defines the order and sentiment of life in the group members, and gives a sense of belonging to the community so that the members have identity. Multi‐culture originally meant the coexistence of diverse native cultures retained by minority races and people with their originality preserved rather than being integrated into the dominant culture in multi‐racial and multi‐ethnic countries like the U.S. These days, however, it has an expanded meaning, that is, respecting the originality of minority cultures and pursuing the coexistence of such cultures in the native culture of the mainstream society. In the process that a nation develops its culture, it may receive foreign cultures and change its traditional culture. What is important in this process is developing new culture without losing traditional culture. If traditional culture declines and fades away, overwhelmed by powerful foreign culture, it cannot be desirable succession and development of culture. Multicultural education originated from education for understanding the national background and cultural contributions of American immigrants in the late 1920s, and is also related to the term ‘national studies’ for enhancing the self‐identity of minority peoples in the early 1960s. From the late 1960s, the term ‘multiethnic education’ was used to mean that all children should learn various cultures in the U.S., and in the 1970s, the term ‘multicultural education’ began to be used as its meaning today. Banks, a representative scholar in multicultural education, defined multicultural education as “A reform movement for giving peoples from diverse genders, languages, social classes, races and groups equal opportunities for learning,” and Bennett explained it as “an approach to teach and learn based on democratic values and beliefs in order to promote cultural diversity in a culturally diverse society or an independent world.” Moreover, Morrison said that multicultural education is education for preparing students to understand, perceive correctly and respect others from different races, genders, socio‐economic statuses, languages and cultural backgrounds, and ultimately to live, communicate, and act for common goals in multicultural society.In this way, multicultural education is a concept based on diversity and pluralism as well as on democracy, equality, human rights, social justice, etc. Furthermore, targeting not only children from migrant worker, married immigrant and multicultural families with minority culture but also all students from mainstream culture, it aims to help them recognize that our society is now entering into a multiethnic and multicultural society and be able to develop harmonious relations in the multiethnic and multicultural society. In other words, multicultural education is to emphasize and teach that, in the present age of globalization, groups of different culture, race and society should maintain their own native language and culture and, at the same time, coexist with the mainstream culture and make various contributions to the society. Multicultural education can be divided into ‘multicultural education for mutual understanding among cultures,’ ‘education responding culturally,’ ‘cross‐cultural education,’ ‘cultural pluralism of education,’ ‘multicultural education as human experience,’ etc. Moreover, multicultural education has been developed through processes such as multiple culture education, international understanding education, anti‐prejudice education, and globalization education, and may share conceptual denotations with human right education, anti‐war peace education, and ecological environment education. In other words, multicultural education intends to help students understand the diversity of people with various backgrounds in terms of culture, race, gender and social class, have positive attitude and perception toward the diversity, admit cultural differences from the viewpoint of cultural relativism, and acknowledge values in other cultures. It was from the 7th National Curriculum that Korea began to take interest in multicultural education. At that time, people began to recognize the importance of international understanding education and global citizen education and the necessity to understand culture diversity in other countries. In response to these demands, the 7th National Curriculum introduced some contents for international understanding and multicultural understanding mainly in subjects related to foreign languages and social studies. Later the 2007 Revised National Curriculum reflected multicultural education in all the subjects. That is, the Generals of the 2007 Revised National Curriculum suggest multicultural education as one of 35 interdisciplinary themes of learning, and furthermore, direct that it should be reflected in the development of textbooks. The Korean government is executing various multiculturalist policies to cope with transition to multicultural society and resultant problems. That is, as the number of multicultural family children attending elementary and secondary schools is increasing with the expansion of married immigrants and migrant workers and there should be strengthened educational support to them, the Ministry of Education and Human Resources Development made Plans to Provide Educational Support to Multicultural Family Children but most of the contents aim to help foreign workers and married immigrants adjust themselves to racially homogeneous Korean society by learning Korean language and traditional culture. This suggests that while our society is changing rapidly to a multicultural society but multiculturalist policies and multicultural education are still insisting on Koreanization through infusing the myth of homogeneous race and culture and forcing assimilation to Korean national culture. What is more, through its Study on Teaching‐Learning Support for Multicultural Education, Korea Institute of Curriculum and Evaluation suggested the objectives of multicultural education as follows: first, to understand cultural diversity and differences and strengthen cultural identity; second, to develop tolerance of understanding and respective native culture as well as other cultures and the attitude of contributing to the recreation of culture; and third, to promote a sense of community, the qualities of democratic citizen, peaceful settlement of conflicts, cooperative attitude, respect for human rights, and social justice. In order to achieve these goals, in addition, it proposed programs: first, to provide opportunities to experience other cultures; second, to understand the own traditional culture; and third, to promote international understanding. However, these proposals focus on education for multicultural family children, so are not sufficient for giving multicultural education to ordinary students. In multicultural society resulting from globalization, our education should seek mutual understanding and coexistence of different languages and cultures of diverse races and people rather than the transfer of traditional culture based on our homogeneous language and race. Moreover, education in multicultural society should place emphasis more on the majority’s understanding and tolerance of minorities’ race, people, and culture than on assimilation of immigrants from foreign countries to the mainstream society. Accordingly, though already late, Korean people should also admit ‘multiculturalism’ as a basic attribute of the society instead of clinging to the purity of language and people, and receive and respect cultural diversity for the coexistence of multiple cultures in one society or one country. That is, school education should include not only education for multicultural family students to understand our language and culture as the mainstream but also education for the majority of our society to understand and tolerate the cultures of minorities including immigrants from foreign countries, half‐blooded children from them, and North Korean defectors. The fundamental objective of Korean education is “to build up the people’s character under the ideology of Hongikingan (devotion to the benefits of mankind) and to equip individuals with abilities for independent life and qualities as a democratic citizen so that they may be able to lead a noble life and to contribute to the development of democratic state and the realization of the co‐prosperity of mankind.” Co‐prosperity of mankind is impossible without overcoming nationalism, which gives the top priority to the superiority and benefits of my own country. That is,the true co‐prosperity of mankind is possible only when we acknowledge and respect differences in history, culture, religion, language and customs between my people and others. This means that, in order to educate people required in the age of globalization, even the education of traditional culture should concentrate on raising global citizens from the viewpoint of multiculturalism.

Dasan (茶山) Jung, Yak-Yong (丁若鏞, 1762-1836) who compiled the Practical Thought in the latter period of Chosun dynasty had asserted the acceptance of foreign advanced culture for the people's utilization and welfare. He, in Giyeron, asserted that Chosun should introduce the hi-tech culture of Chung dynasty for people's utilization and welfare including all the technical skill and new institutional systems. And he asserted that we should learn the merits of Japan, as it were (1) the strengthening of the national defence (2) the excellent shipbuilding technology (3) the lattice window of the official residences. Dasan criticized that Shin, Yu-Han (申維翰) who had dropped in Japan as a communication man hadn't surveyed on “the elaborateness of their industry and various training exercises" in Valhaesagyunmunrok (跋海槎見聞錄). He, in prefaces for declaration, asserted that the import of diverse hi-tech industry is the second obligation of the ambassador. Dasan who had classified the ambassador into two kinds as like (1) the style of Yi, Ki-Yang (李基讓) had contributed to the people's welfare by introducing their thrashing fan machine for raw cotton <prefaces for declaration>, (2) the style of Shin, Wi (申緯) had purchased oddly shaped stones for individual taste <Jaejaesukdo (題載石圖)> judged the latter more highly. He won the highest praise on Yi, Ki-Yang that his achievement could be stood beside Moon, Yik-Jum (文益漸) who had contributed a lot to the people's welfare by importing the cottonseed first. Dasan's assertion for the acceptance of foreign advanced culture had aimed just to the people's easy utilization and welfare had been derived from his realism and practicalism.

컨버전스는 소비자 니즈의 다양화, 고도화 및 관련 IT기술의 발전을 기반으로 21세기의 문화와 사회를 대표하는 키워드로 부각되었다. 현재 우리 사회는 컨버전스의 진화 단계에 있어 두 번째 단계인 산업간 융합 단계, 즉 IT의 활용 범위가 확대되면서 방송, 통신, 금융, 자동차, 의료 등 다양한 산업 영역이 융합되는 단계에 있으며, 본 연구의 대상인 통신·방송 결합상품은 이런 산업간 융합의 대표적 사례이다. 본 연구는 통신·방송 결합상품의 수용과정에 기술혁신상품의 수용모델인 TAM을 적용하여 결합상품의 서비스특성이 소비자의 해당 상품 수용의도에 미치는 영향을 분석하였다. 연구결과, 통·방 결합상품의 주요 서비스특성인 저렴한 비용(가격할인), 서비스 통합성, 선택가능성이 소비자의 지각된 유용성, 지각된 이용편의성 및 지각된 위험에 영향을 주어 소비자의 수용의도를 높일 수 있다는 것을 확인하였다. 본 연구결과는 통신·방송 결합상품의 수용과 확산을 위해서 가격할인 전략(요금전략)과 더불어 이용요금고지시스템, 납부시스템, 콜서비스시스템, 설치 및 A/S시스템의 통합과 같은 시스템적 통합(서비스전략), 그리고 이용자에게 선택권을 줄 수 있는 결합상품 및 관련 옵션들의 개발(상품전략)이 필요하다는 시사점을 제시하고 있다.

Business models of e-commerce which have been successfully applied in a developed society do not always guarantee success in other environments where the degree of IT availability differs. This is due to the difference of culture, systems and technologica

This paper analyzes the main factors affecting user selection of a small-sum electronic payment system using survey data of 396 users. Several findings emerge. First, users consider three pillars and eight factors in adopting a new system : system feature

살모넬라증은 대표적인 인수공통전염병의 하나로서 세포내 기생하며 질병을 유발하며 장염과 식중독 등을 유발하여 공중보건학적으로 심각한 문제를 야기하고 있다. 본 연구는 삼백초의 수용성 추출물을 (SCWE) 이용하여 숙주세포에 대한 안전성, S. typhimurium 균에 대한 항균효과 및 대식세포 내 균 증 식억제 기능을 규명하였다. 본 실험을 통하여 SCWE 1, 10 및 100 μg/ml 농도로 첨가한 배지에서 RAW 264.7 체포와 24 시간 반응 후 평가해본 결과 세포독성이 인정되지 않았으며, S. typhimurium 균에 대하여 시간 경과에 따라 항균효과가 증가되는 것을 확인하였고, SCWE 처리에 의해 대식세포의 형태적 변화가 증가되는 것으로 나타났으며 (p<0.05), 살모넬라균의 탐식능력 및 대식세포 내 균 증식 억제 능 력이 비 처리군에 비해 현저히 증가되는 것이 확인되었다. 또한 SCWE 처리 한 대식세포에 살모넬라균 감염을 수행하였을 때 대식세포의 nitric oxide (NO) 산생능력이 비 처리 군에 비해 저하되는 것으로 나타나, 살모넬라균에 의한 대식세포의 세포독성을 억제하는 것으로 나타났다. 종합적으로 SCWE의 숙 주세포에 대한 안전성, 살모넬라균에 대한 항균효과 및 대식세포 내 균 증식 억제 효과가 있는 것으로 나타나 SCWE를 이용한 세포내 기생세균의 치료제 개발이 가능할 것으로 판단된다.

본 연구는 환경관련 텔레비전 뉴스에서 시각적 요소인 영상과 자막이 정부의 4대 강사업에 대한 수용자의 태도에 어떤 영향을 미칠 것인지, 그리고 이슈관여도에 따라 그러한 시각적 요소가 ‘주변단서(peripheral cues)’로써 수용자의 태도에 차별적인 영향을 미칠 것인지, 점화효과 이론과 정교화가능성 모델 이론을 배경으로 살펴보았다. 2009년 MBC 뉴스데스크를 통해 방송된 뉴스 중에서 정치, 경제, 환경 분야의 뉴스, 총 40개를 표본으로 추출하여 4개의 클립을 구성하고, 오디오 클립, 무자막 비디오 클립, 자막 비디오 클립 등 3가지 형태로 모두 12개의 클립을 제작하여, 335명의 대학생들을 노출빈도와 노출형태에 따라 6개 집단으로 구성하여 비디오 클립들을 시청하게 하였다. 사전 설문조사, 4주간의 실험, 사후 설문조사의 순으로 실시된 설문조사 결과를 성별, 미디어 소비량, 관여도 등을 통제한 공변량 분석결과, 환경관련 텔레비전 뉴스가 정부의 4대강 사업에 대한 수용자의 태도에 부적인 영향을 미치며, 그 과정에서 영상과 자막이 4대강사업에 대한 수용자의 태도변화에 영향을 미치는 ‘시각적 점화효과(visual priming)’가 나타남을 검증하였다. 그리고 관여도와 시각적 요소의 상호작용효과 관련 가설들은 통계적으로 유의미하게 지지되지는 못했지만, 영상은 이슈 관여도가 낮은 수용자 집단에게 주변단서로, 그리고 자막은 이슈 관여도가 높은 수용자 집단에게 중심단서로 사고의 정교화에 영향을 미치는 현상을 확인할 수 있었다.

In this study, we experimented that how to synthesis waterborne urethane-epoxy hybrid resin for leather garment coatings. First of all, We had analyzed datas by FT-IR, SEM and TGA for the machanical properties. By instruments analysis measurement we confirmed that synthesis of urethane and epoxy. In this experiment we knew that polyurethane and urethane-epoxy hybrid resin have 4~5 grades of solvent resistance. Tensile strength measured in the urethane-epoxy resin(epoxy 12%, 2.033kgf/mm2) had the most strong strength than polyurethane(1.833 kgf/mm2) emulsion samples. Also urethane-epoxy hybrid resin had better result than polyurethane in acid resistance and abrasion test. As hight proportion of epoxy in hybid resin, we obtained low elongation and low flexibility. In this result, the mechanical properties of waterborne polyurethane-epoxy hybrid resin showed that how effect in leather coating by ratio of epoxy emulsion.

The blending effects of surfactants on the polystyrene emulsion polymerization were studied. The blending of Triton X-100 and SDS affects to the interfacial properties of the styrene monomer and water phases, and finally, the properties of the polystyrene latex particles. As the blending ratio of SDS/Triton X-100 increases, the interfacial tension and CMC of the blended surfactants were decreased and results in a reducing the size of the latex particles. It was found that the interfacial tension was reduced when the surfactant were blended. By increasing the SDS content, the interfacial tension was reduced, and, at a certain condition, the interfacial tension was reached to an extremely low value to form micro-emulsion and the nano-sized latex particles (80~110 nm).

The benefits of information technology cannot be obtained unless potential users utilize it for their work. This led to a lot of research works on computer system acceptance. But most of the works address the early stage of system introduction, leaving th

To search the potent pig pheromonal odorants through receptor-based approach methods, molecular dockings between 680 Flavornets as substrate molecule and pig odorants binding proteins OBP (1HQP) and PBP (1GM6) as receptor, and QSPR (quantitative structure-property relationship) analyses from physico-chemical parameters of Flavornets and their docking scores (DS) were performed and discussed quantitatively. From the basis on the findings, the optimal value (MSA)opt.=407.595 Å2 of MSA (molecular surface area; Å), and RB (number of rotational bond) had the Flavornets will be able to increase DS. Therefore, it is expected that the stearyl alcohol from DS and H-bond type between substrate and receptor would be shows the character as potent pig pheromonal odorant.

본 연구는 기존 기술수용모형에서 제시한 인지된 유용성과 인지된 용이성뿐만 아니라 개인의 특성과 성향이 새로운 기술수용에 매우 중요한 요인으로 작용할 것으로 예측하였다. 이에 인지된 유용성, 인지된 용이성과 함께 개인의 성격적 차원에서 외향적 성격, 내향적 성격, 개혁성향을 개인의 특성적 차원에서 자기효능감, 자아존중감을 IPTV나 디지털 전환 수용에 영향을 미치는 요인으로 설정하여 설문조사 후 분석하였다. 분석결과 인지된 유용성, 내향적 성격, 자아존중감이 IPTV 수용 태도에 영향을 미치는 것으로 나타났으며, IPTV 수용태도는 IPTV 수용의도에 유의미한 영향을 미치는 것으로 나타났다. 또한 디지털 전환 수용에 영향을 미치는 요인으로는 인지된 유용성, 인지된 용이성, 외향적 성격, 내향적 성격 그리고 개혁성향으로 나타났다. 디지털 전환 수용태도 역시 의도에 유의미한 영향을 미치는 것으로 나타났다.

In this study, we experimented that how to synthesis waterborne urethane-acrylic hybrid resin for leather coatings. First of all, We had analyzed data by FT-IR, SEM and TGA for the machanical properties. By TGA analysis polymers showed heat distortion temperature. and by FT-IR measurement we confirmed that synthesis of urethane and acrylic. In the experiment, solvent resistance, polyurethane and acrylic grades 4-5 showed both a high. Tensile strength measured in the waterborne polyurethane 〉 Acrylic emulsion showed strength in the order. Films were obtained by coating the water born resin on leveled surfaces and allowing them to dry at room temperature for 72hrs. After demolding, the films were kept in a desiccator to avoid moisture contant at 25℃ for 45hrs before the measurements. In this result, the mechanical propersies of waterborne polyurethane-acrylic hybrid resin showed that how effect to resin in leather coating between polyurethane content and acrylic content. Therefore, acrylic emulsion had most high solvent resistance glade and waterborne polyurethane had good result in abrasion test and tensile strength.

이 연구는 소년원생의 인식 조사연구를 통해 소년보호기관의 문제점을 도출하고 이에 대한 효율적 운영방안을 제시 하고자하는 목적에서 진행되었다. 조사 결과 소년원생들은 소년원에 대한 인식이 입소당시에는 좋지 않았으나 시간이 지날수록 긍정적으로 변화하고 있었다. 하지만 소년원도 교정시설이기 때문에 느끼는 ‘구속된 생활’이 가장 어려운 점으로 밝혀졌다. 소년원생들은 전체적으로 소년원 입소 후 이전보다 인격적으로나 정서적으로 나아졌다고 스스로를 평가 하고 있었고, 특히 부모님에 대한 죄송스러움이 크게 나타나 과거에 대한 후회가 많은 것으로 분석되었다. 한편 소년보호기관에서 이루어지는 교육과정에 대한 평가에서는 직업관련 교육을 학과교육보다 중요하게 여기고 있었고, 소년보 호기관의 교육과정이 실제적으로 크고 작은 도움이 되는 것으로 나타났다. 특히 교육과정 중 ‘인성교육’, ‘직업능력 개발훈련’, ‘성공적인 사회복귀 지원’등의 프로그램을 매우 좋게 평가하고 있었다. 이러한 실증분석 결과를 통해, 소년원생 의 입소별 구체적인 분류와 이를 통한 체계적인 교육, 선호교육에 대한 개발과 효과적인 적용 등을 정책적 제언으로 제시하였다.

In this research, an effective method for reducing the fibrillation of lyocell fibers, which are spun from a solution of cellulose in N-methyl morpholine-N-oxide(NMMO), through consecutive chemical treatments. Undried solution-spun cellulosic fiber was firstly treated with 10 to 30 wt% of multifunctional crosslinking agents, such as ethylene glycol poly(3-chloro-2-hydroxypropyl) ether, and then dipped into alkaline solution to introduce epoxy functions. Finally steam condition was applied to occur a chemical crosslinking in order to reduce the fibrillation on the surface of fibers. Fibrillation was also reduced significantly by adding extra Na2SO4 in NaOH solution. In addition, Antifibrilllated lyocell fibers show the slightly higher dyeability(4 %) to Cibacron Blue without serious reduction of mechanical properties.