• Magazine of the Korean Society of Agricultural Engineers
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• v.11 no.1
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• pp.1604-1615
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• 1969

This experiment was carried out as one of the basic studies to improve the acid resistance of concrete and it was conducted to investigate some relations among physical properties such as basorption, ratio of water to cement, compressive strength, density and ratio of mix to weight losses of mortar when exposed to 0.1 N solution of hydrochrolic acid. The results obtained from the limited data secured so far in this experiment are summarized as follows: 1. The specimens used in the experiment were made of 5 cubic centimeters of mortar having such various ratios of mix by weight as 1 : 1, 1 : 3, 1 : 5, 1 : 7, 1 : 10. 2. Physical tests included compressive strengths at 7 days, 28 days, 3 months, and 6 month, and 5 hour boiling absorption test. 3. In acid test, every specimen was immersed into 0.1 N solution of hydrochrolic acid. The specimens exposed to the acid solution were weighed to determine the weight losses of the acid-corroded at one week interval for 7 weeks exposure, and the old acid solutions were also changed to fresh one when weighed the weight losses by acid attack at one week interval. 4. The correlative relations were found among physical properties and they are expressed by certain formulas as follows; i) Relation between ratio of mix and absorption Y = 1.036x + 13.53 where Y: absorption(%) X: ratio of mix ii) Relation between ratio of mix and ratio of water-cement Y = 0.204x + 0.214 where Y: ratio of water-cement. X: ratio of mix iii) Relation between ratio of water-cement and absorption Y = 5.01x + 12.53 where Y: absorption(%). X: ratio of water-cement iv) Relation between density and absorption Y = 50.6 - 0.0176X where Y: absorption(%). X: density($kg/m^3$) v) Relation between density and ratio of water cement Y = 7.2183 - 0.0033X where Y: ratio of water-cement . X: density($kg/m^3$) 5. After completing the acid exposure test the specimens were corroded and , the per cent ranges of weight losses varies from a minimum of 20.4 per cent at a 1 : 1 mix to a maximum of 92.0 per cent at a 1:10 mix 6. The correlative relations of physical properties of mortar to weight losses by acid attak were found and they are also expressed by certain formulas as follows: i) Relation between weight losses and ratio of mix Y = 8.59X + 8.63 where Y: weight losses(%), X: ratio of mix ii) Relation between wieght losses and absorption Y = 0.121x + 12.43 where Y: absorption(%). X: weight losses(%) iii) Relation between weight losses and ratio of w/c Y = 0.0226X + 0.07 where Y: ratio of w/c X: weight losses(%) iv) Relation between weight losses and compressive strength LogY = 3.6097 - 0.05058X + 0.00022$X^2$ where Y: compressive strength ($kg/cm^3$) X: weight losses(%) v) Relation between weight losses and density Y = 2153.1 - 6.62X where Y: density($kg/m^3$) X: weigh losses(%) 7. In order to make better acid resistant mortar, it could be concluded that a 1 : 3 mix or richer mixes, adequate mixing water to minnimize the ratio of water-cement considering the workability, 16 per cent or less absorption by 5 hour boiling water, 1,800 kilogram per cubic meter or denser density by absolute weight base and 200 kilogram per square meter or compressive strength at 20 day, etc are required so as to obtain acid-resistant mortar. In addition to the above, it might be recommonded to select the fine aggregate and to use better equipments such as a mechanical vibrator, a mechanical mixer etc. in concrete manufacturing works.

• Journal of Agricultural Extension & Community Development
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• v.21 no.1
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• pp.35-82
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• 2014

It was main objectives to find the learners characteristics and educational effects of cyber agricultural technology courses in RDA. For the research, it was followed by literature reviews and internet based survey methods. In internet based survey, two staged stratified sampling method was adopted from cyber training members database in RDA along with some key word as open course or certificate course, and enrollment years. Instrument was composed through literature reviews about cyber education effects and educational effect factors. And learner characteristics items were added in survey documents. It was sent to sampled persons by e-mail and 316 data was returned via google survey systems. Through the data cleaning, 303 data were analysed by chi-square, t-test and F-test. It's significance level was .05. The results of the research were as followed; First, the respondent was composed of mainly man(77.9%), and monthly income group was mainly 2,000,000 or 3,000,000 won(24%), bachelor degree(48%), fifty or forty age group was shared to 75%, and their job was changed after learning(12.2%). So major respondents' job was not changed. Their major was not mainly agriculture. Learners' learning style were composed of two or more types as concrete-sequential, mixing, abstract-random, so e-learning course should be developed for the students' type. Second, it was attended at 3.2 days a week, 53.53 minutes a class, totally 172.63 minutes a week. They were very eager or generally eager to study, and attended two or more subjects. The cyber education motives was for farming knowledge, personal competency development, job performance enlarging. They selected subjects along with their interest. A subject person couldn't choose more subjects for little time, others, non interesting subject, but more subject persons were for job performance benefits and previous subjects effectiveness. Most learner was finished their subject, but a fourth was not finished for busy (26.7%). And their entrying behavior was not enough to learn e-course and computer or internet using ability was middle level as software using. And they thought RDA cyber course was comfort in non time or space limit, knowledge acquisition, and personal competency development. Cyber learning group was composed of open course only (12.5%), certificate only(25.7%), both(36.3%). Third, satisfaction and academic achievement of e-learning learners were good, and educational service offering for doing job in learning application category was good, but effect of cyber education was not good, especially, agricultural income increasing was not good because major learner group was not farmer, so they couldn't apply their knowledge to farming. And content structure and design, content comprehension, content amount were good. The more learning subject group responded to good in effects, and both open course and certificate course group satisfied more than open course only group. Based on the results, recommendation was offered as cyber course specialization before main course in RDA training system, support staff and faculty enlargement, building blended learning system with local RDA office, introducing cyber tutor system.