The development of the electronics industry has led to an increased demand for the manufacture of MLCC (Multilayer Ceramic Capacitors), which in turn is expected to result in a rise in MLCC waste. The MLCC contains various metals, notably barium, titanium, and nickel, whose disposal is anticipated to increase correspondingly. Recently, recycling technologies for electronic waste have garnered attention as they address waste management and raw material supply challenges. This paper investigates the recovery of barium, nickel, and titanium from the MLCC by a hydrometallurgical process. Using citric acid, which is an organic acid, the metal inside the MLCC was leached. Additionally, metal materials were recovered through precipitation and complexing processes. As a result, barium and titanium were recovered from the leachate of the waste MLCC, and 93% of the nickel-based powder was recovered. Furthermore, the optimal recovery process conditions for recycling these metal elements were investigated.

본 연구는 존 던의 사랑시를 통해 큐피디타스와 카리타스 사이의 전통적인 이원론이 재고되는 방식을 고찰한다. 던의 시가 서로 다른 종류의 사랑을 다루는 두 가지 범주로 대별될 수 있는 것은 사실이지만, 세속적 사랑과 종교적 사랑에 대한 그의 접근 방식은 서로 중첩되는 경향을 보인다. 던이 인생 경로에서의 변화 과정이나 회개 등의 개인사적 경험과 관련하여 성 어거스틴과 유사하다는 평을 받음에도 불구하고, 던의 초기/세속적 시와 후기/종교적 시 사이의 대조는 상대적이며 문제적인 측면을 보여 준다. 던의 시에 나타난 이런 경향은 이질적인 생각들을 독창적인 방식으로 결합시키고 통합하는 그의 형이상학적 상상력과 깊은 관계를 지니고 있다. 본 연구는 던의 사랑시를 변증법적 논리의 관점에서 이해하고자 시도하면서, 신체와 영혼 사이의 분리를 전제하는 어거스틴 의 ‘부정의 신학’과 던의 형이상학적 시학이 빚는 차이에 대해 논의한다. 던의 변증법적인 사랑의 철학은 큐피디타스와 카리타스의 융합이 이루어지는 과정을 보여 주며, 감각적이고 육체적인 경험을 통해 영적인 쾌락을 맛볼 수 있다는 논리를 궁극적으로 전달해 준다.

Purpose: This study examines the effects of clinical nursing simulation education program based on problem-based learning (S-PBL) on clinical reasoning, confidence in handover reports, confidence in nursing performance, and simulation effectiveness in nursing students. Method: We used a one-group pretest-posttest design. The participants were 4th-year university nursing students who had taken a core clinical nursing practice, and 90 students participated in the S-PBL program. Data were collected before and after the S-PBL program and analyzed using descriptive statistics and paired t-tests. Results: The S-PBL program significantly increased clinical reasoning, confidence in handover reports, and confidence in nursing performance. More than 90% of students were satisfied with the education program and the simulation education effectiveness was 2.54 on a 3-point Likert scale. Conclusion: The S-PBL program could be useful in clinical nursing education for nursing students seeking to become clinical nurses. It is necessary to develop various S-PBL programs and apply them to the curriculum.