• 청정기술
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• 제23권3호
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• pp.286-293
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• 2017

본 연구는 악취가스 물질(바이오가스의 불순물)의 하나인 $H_2S$를 제거하기 위한 흡착제의 성능을 향상시키기 위해 수행하였다. 기본 담체로서 4가지 물질($Fe_2O_3$, $Ca(OH)_2$, 분말 활성탄, $Al(OH)_3)$을 혼합 사용하여 pellet 형태의 흡착제를 제조하였다. 또한, 4가지 물질의 $H_2S$ 흡착에 미치는 영향을 평가한 결과, $Fe_2O_3$와 분말활성탄은 $H_2S$ 흡착성능이 각각 1.5, 2배로 증가하는 것으로 나타났으며 $Ca(OH)_2$와 $Al(OH)_2$는 $H_2S$ 흡착성능에는 영향이 없는 것으로 나타났다. 또한 4가지 물질을 기본혼합 담체로 한 후, 활성물질로 KI, KOH, $K_2CO_3$를 선정하여 각각 5 wt% 첨가한 후에 $H_2S$ 흡착성능을 시험한 결과 $K_2CO_3$를 첨가한 흡착제가 가장 성능이 우수한 것으로 나타났다. 또한 $K_2CO_3$를 5 ~ 30 wt%까지 변화시키면서 흡착성능을 확인한 결과, $K_2CO_3$ 함량이 20 wt%까지는 함량과 비례하여 $H_2S$ 흡착성능이 증가하는 것을 확인할 수 있었으나 30 wt%에서는 $H_2S$ 흡착성능 급격히 떨어지는 것을 확인하였다. 또한 $K_2CO_3$ 첨가 함량에 따른 $H_2S$ 흡착성능을 바탕으로 Thomas model을 이용하여 모델링을 실시한 결과에서도 $K_2CO_3$ 함량이 20 wt%까지는 실험값과 모사값이 잘 일치하고 있음을 보여주었다. 이러한 결과들을 바탕으로, 본 연구에서 확인된 활성물질의 종류와 활성물질의 함량을 흡착제 제조에 이용한다면 $H_2S$ 흡착제의 흡착성능 개선뿐만 아니라 흡착제의 사용수명 증대를 기대할 수 있었다.

• 치위생과학회지
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• 제14권1호
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• pp.81-86
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• 2014

이 연구는 2013년 3월부터 6월까지 3개월간 연세대학교 치위생학과 특성화 선택과정 실습기관 현장실무자 12명을 대상으로 실습학생에게 바라는 역량과 실습체계에 대해 심층 면접한 결과로 내용분석을 하였다. 현장실무자들이 치위생학을 전공하는 학생에게 바라는 역량을 종합해보면, 현장실무 수행과정에서 '의욕적 태도와 활발함', '우수한 발표능력과 결과물' 그리고 '창의력과 리더십', '영어 등의 외국어 능력'을 발휘할 때 좋은 역량을 갖춘학생으로 평가하고 있었다. 그에 반해, '현장실무에 대한 준비'와 '직업에 대한 헌신과 소명'이 부족해 보일 경우는 그 학생의 역량을 낮게 평가하게 된다는 의견으로 수렴되었다. 더 나은 특성화 선택과정 실습체계 마련을 위해서는 '학교와 현장이 지속적으로 협력할 수 있는 프로젝트', '현장실무를 위한 기관 간의 원활한 행정교류'와 '학생들이 수행하길 원하는 구체적인 활동사항 리스트'를 구축하고, '실습과 관련된 제반 사항에 대한 과정평가'가 필요하다는 의견으로 모아졌다. 이 연구를 통해 특성화 선택과정 실습 현장실무자들이 학생들의 역량에 대해 긍정적으로 인식하고 있었고, 기대하는 바도 큰 것을 알 수 있었다. 따라서 학교 밖 현장교육을 보다 체계적이고 지속적으로 활성화할 필요가 있다. 특성화 선택과정 실습은 학생에게는 진로모색을 구체화 할 수 있는 좋은 기회를 제공한다. 그리고 현장실무자에게는 학생의 역량을 미리 엿보는 계기가 되고 있음을 알 수 있었다. 따라서 특성화 선택과정 실습이 현장실무자에게 향후 치과위생사 인력선발 과정에 긍정적이고 수월하게 영향을 미칠 수 있을 것으로 기대한다.

• 과학교육연구지
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• 제32권2호
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• pp.1-16
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• 2008

이 연구의 목적은 제7차 교육과정에 따라 편찬된 고등학교 과학 교과서와 차세대 과학 교과서를 STS적 교육내용을 중심으로 비교 분석하기 위한 것이다. STS의 내용들은 Yager의 STS 토픽과 Piel의 기준 그리고 학생들의 SATIS 활동 유형 등에 의해 분석 되었다. 연구결과, 차세대 과학 교과서는 Yager의 기준에 의한 STS 포함 비율은 20.9%로 기존 교과서의 평균인 11.3% 보다 증가한 것으로 나타났다. STS 구성요소 분석 결과 차세대 교과서의 경우 '지역사외와의 관련성'(59%), '과학의 응용성'(18.2%), '실제 문제에 대한 협동 작업'(13.6%) 순이었다. 차세대 과학 교과서는 '지역사회와의 관련성'요소가 기존 과학 교과서 보다 증가하였고 '과학과 관련된 직업에 대한 인식' 요소가 감소한 것이 큰 특징이다. '과학의 다차원성에 대한 인식', '정보의 선택 및 이용에 대한 평가' 등의 요소에 대해서는 차세대 과학 교과서는 포함되지 않은 반면에 기존 과학 교과서의 경우 낮은 비율이지만 어느 정도의 내용을 포함하는 것을 알 수 있다. Piel의 기준에 의한 STS 주제 영역에 관한 비교 분석에서 차세대교과서는 '환경의 질' 문제와 '우주개발과 국방' 문제를 다루고 있는 반면 기존 교과서의 경우 '기술발달의 영향', '천연자원' 등을 다루고 있다. SATIS 교수-학습 활동 영역에서 차세대 과학 교과서의 주된 활동은 '조사 연구', '모의실험', '자료 분석'등이며, 기존 교과서에서는 '역할 놀이', '연구고안', '모의실험'등의 활동은 거의 찾아 볼 수 없다. 따라서 차후 개발될 교과서에서는 '역할 놀이', '연구 고안', '모의실험'등의 활동이 포함되어야 할 것으로 생각된다.

• 한국가금학회지
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• 제41권4호
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• pp.241-247
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• 2014

본 실험은 Cu-sulfate와 Cu-soy proteinate(Cu-SP)가 산란계의 생산성과 소장 내 미생물 균총에 미치는 영향에 대하여 조사하기 위해 실시하였다. 사양 시험은 35주령의 산란계(Hy-Line Brown) 1,000수를 선별하여 A형 2단 4열 케이지에 대조구 포함 총 5처리구로 구성하여 처리당 4반복, 반복당 50수씩(2수 수용 케이지 25개) 난괴법으로 임의 배치하였다. 시험 기간 동안 물과 사료는 자유 섭취하게 하였으며, 일반적인 점등관리(자연일조 + 조명; 16 hr)를 실시하였다. 시험구는 대조구, Cu-Sulfate 50(Cu-sulfate로 Cu 50 ppm), Cu-sulfate 100(Cu-sulfate로 Cu 100 ppm), Cu-SP 50(Cu-soy proteinate로 Cu 50 ppm), Cu-SP 100(Cu-soy proteinate로 Cu 100 ppm) 총 5처리였다. 일계 산란율(Hen-day egg production)은 구리 첨가구들이 대조구와 비교하여 유의적(P<0.05)으로 높았으나. 사료 섭취량은 처리 간에 유의적인 차이는 나타나지 않았다. 사료 요구량은 처리구 간에 유의적인 차이는 나타나지 않았지만, 구리 첨가구들이 낮은 경향(P=0.08)을 보여 주었으며, 연파란율은 처리구 간에 유의적인 차이는 나타나지 않았으나, 난각 강도는 구리 첨가구들이 대조구와 비교하여 유의적(P<0.05)으로 증가하였다. 간 내 Cu 함량은 Cu-sulfate 100과 Cu-SP 100 첨가구가 대조구와 Cu-sulfate 50과 Cu-SP 50 첨가구와 비교하여 유의적(P<0.01)으로 높았으며, Cl. perfringens는 구리 첨가구들이 대조구와 비교하여 유의적(P<0.01)으로 감소하였으나, 유익균인 Lactobacillus는 Cu-sulfate, Cu-SP 50 ppm 첨가구들이 대조구와 Cu-sulfate, Cu-SP 100 ppm 첨가구와 비교하여 유의적(P<0.05)으로 높았다. 결론적으로 Cu-sulfate와 Cu-SP는 산란계 산란율 개선에 있어서 비슷한 효과를 나타내었다.

• 한국유기농업학회지
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• 제21권1호
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• pp.79-93
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• 2013

본 연구는 허브부식토 급여가 비육우의 증체 및 육질개선 효과를 조사하기 위해 대조구, 허브부식토제제 첨가구(허브초탄, T1), 코팅 비타민 C제제 첨가구(Vit. C, T2) 및 코팅 비타민 C제제와 허브부식토제제 혼합 첨가구(허브초탄+Vit. C, T3)로 나누고 공시동물은 각 시험구당 5두씩 임의 배치하여 수행하였다. 개시체중은 대조구, T1, T2 및 T3구에서 각각 $689{\pm}31$, $661{\pm}24$, $659{\pm}32$ 및 $622{\pm}19kg$이었으며, 종료 체중을 계산한 일당증체량은 T3구에서 대조구와 비교하여 8.3% 높았으며, T1 및 T2구에서도 대조구와 비교하여 약 2.9% 높았다. 실험 경과 후 BUN은 T2구에서 T3구와 비교하여 유의하게 높게 나타났으나(p<0.05), glucose, AST, ALT 및 총 단백질 함량은 차이가 없었다. 도체등급 판정에 의한 도체중, 등지방두께, 근내지방, 등심단면적, 육량지수 및 육질등급을 조사하였으나 처리구간 유의한 차이는 없었다. 그러나 등심의 조지방 함량은 T1, T2, 및 T3에서 각각 9.92, 14.69 및 13.00%로 T2구에서 대조구 및 T1구보다 높게 나타났다. 도체의 지방산 조성은 linoleic acid(C18:2n6) 경우 대조구와 비교하여 T3에서 유의하게 낮은 경향을 보였지만, ${\gamma}$linoleic acid(C18:3n6)은 T3구에서 다른 처리구와 비교하여 가장 높은 함량은 나타냈다. 전반적인 실험의 결과를 종합하여 볼 때 부식토 급여가 육질 등급을 다소 개선하는 경향이 있었으나, 육량 및 육질 향상을 위한 비육 전기간 부식토를 급여하는 연구가 추 후 이루어져야 할 것으로 판단된다.

• 조형예술학연구
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• 제7권
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• pp.5-63
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• 2005

Generally, the meanings of destruction are related in the meaning of demolition, breakdown, into fragments ... and so on, and the similar meanings are twist, crush, demolish, split, cut, into pieces , break up ... etc. Further, it has related in the cruelty and destructive heart which are linked with orgy, Sadism, Necrophilia and so on. The meanings are also expressed by the initial , which are deprivation, deface, defame, deform, degrade, delegitimize, denounce , deride, destroy, devalue, as well as debase, debunk, declaim, declassify, decry, delete, denigrate, deprecate, despise or detract ...and so on. Dario Gamboni has discussed the meaning in his book as two categories Iconoclasm and Vandalism. And the similar meanings could be found in the words which has the initial of , like abase, abate, abhor, abjure, abolish, abridge, abuse ...and so on. Even though the distinct meanings of Iconoclasm and Vandalism, it is not easy to distinguish clearly between the differences when the results are accomplished in contemporary paintings because of the similarity of the results. In korean vocabulary there are no similar words to distinguish between the meanings of destruction and deconstruction, and the deconstruction is not recorded in the general dictionaries. However the meaning of is diminishing, separation, contrast and so on. So the unification of the word as do-construction is not construct, minus construction, reverse construction. And Vincent Ditch explained that there are the meaning of destroy the text. From Jacques Derrida, the deconstruction strategy is to criticise the world of traditional metaphysics and logocentrism, and not to reconstruire the philosophical meaning of texts but $d\'{e}construire$ them. And Saussure emphasized that the signifers could have more meaning that there can be more signified in traditional texts in the art. as a result, deconstruction is explained that there are many signified meanings in a signifer. In this thesis , from using the meanings of destruction and deconstruction, to distinguish the expressive skills in contemporary art works are arising. Therefore, special methods which are linked in the destruction styles are selected. As a result, the two different purposes of destruction is arising, one is enmity destruction and the other is self destruction another word, auto destruction or destruction to create The enmity destruction can be distinguished by the two category Iconoclasm and Vandalism. They come from the moment of different historical aspect is arising and want to attack the Icon or masterpiece this concept is from the study of John Philips and especially iconoclasm is linked with religious and artistic heart, but Vandalism is come from the political attack. Sometime, this distinguish is not clearly arising, because the two aspects are co-related in the attack. As a result, firstly, the Iconoclastic controversy had arisen in the methods of Dadaism which has developed by Man Ray, Francis Picabia and Marcel Duchamp. They want to attack the pre-established master-pieces and painting spaces, and they had 'non-artistic attitude' not to be art. Since 1980, the German artist Anselm Kiefer adapted the methods and made them his special skills so he had tried to paint tough brush strokes and draw with hugh pallette image line and fire and water images , they can be the image attack as the Iconoclasm. secondly, the model of vandalism is to be done by hammer, drill, canon and so on. the method is to attack the content of painting. Further, the object of destruction is bound by cords and iron lings to demolish or to declare the authority of pre-statues; it symbolize the pre-authority is gone already. Self-destruction based paintings are clearly different in the purpose of approaching the art work. First of all, they can be auto-destruction, creative destruction and metamorphosis destruction, which is linked with the skill the material aspect and basic stature, and sign destruction or signifier destruction, which is link with the inner meaning destruction that is considered as the Semiotical destruction in post-modern paintings. Since 1960, the auto destruction is based on the method of firing, melting, grinding and similar skills, which is linked with Neo-Dada and reverse-assemblage. Metamorphosis destruction is strongly linked with the basic inner heart price and quality, so it can be resulted in the changedness of expectation and recognition. Tony Cragg has developed the skills to metamorphose the wood as stone or iron as cloth and stone as sponge and rubber and so on. The researcher has developed the same style in the series of since 2003. The other self-destructive methods are found in the skill of sign destruction. In the methods the meaning of the art is not fixed as one or two, but is developed multi-meaning and differ from original starting situation, so Jacques Derrida called the difference meaning in deconstruction. It is the destruction of textes. These methods are accomplished by David Salle, Francesco Clemente, and recently Tracy Emin, who has developed the attacking heart in the spectators' emotion. Sometime in the method of self-destruction, it is based on horror and shock, the method is explored by Demian Hirst and Jakes and Dinos Chapman. Their destructive styles stimulate ambivalent heart and destroy original sign of girl and animals.

• 기본간호학회지
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• 제6권3호
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• pp.532-543
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• 1999

This study was conducted to provide the basic data necessary for the improvement of the teaching method for basic nursing practice as well as the effectiveness of the practice by examining the students' competency in cleansing enema after doing the self study instead of the traditional education. To examine the competency in cleansing enema after the self study, this study is an one group pretest-posttest design that subjects did the enema practice through the self study. The subjects were 89 sophomore students at Y University. College of Nursing. In basic nursing lab practice class, cleansing enema self study module was given to the students which was developed by the researcher based on the literature review and asked them to finish doing the pre study and checking the self study evaluation criteria after reading the goal, learning activities and theoretical guideline. After watching the video tape, students practiced the process in the module by themselves. For the competency in cleansing enema. repeated autonomous practices were done during the open lab other than the regular class. Whenever the practice was done, the frequency and time were measure and documented. When the student felt confident through repeated practices, the competency was evaluated by the researcher and two assistants based on the evaluation criteria. And the process was repeated till the student could perform all the items on evaluation criteria completely. The data were collected for 42 days from Oct. 15 to Nov. 26 in 1996. Collected data were analyzed by frequency, percentage, Pearson correlation coefficient and variance analysis. The results are summarized as follows : 1. 43.2% of the students were favorable to nursing and 63.6% like lecture, but 71.6% like practice. So they were more interested in practice than in lecture. 2. 62.3% of the students scored high in written test, 97.8% scored high in practice. So the practice score was better. 3. The frequency of repeated practice to pass the test ranged from 1 to 4 and the average is 2.2. 4. The average time needed in preparation and the performance was nearly the same regardless of the frequency. It took 5 to 38 minutes for those who passed the test after practicing once and the average was 16 minutes. 5 to 60 minutes were taken for those who practiced twice to pass the test and the average was 21 minutes. Those who passed the test after three practices needed 8 to 30 minutes and the average was 15 minutes, which was similar to the time that the students who passed the test for the first trial. Only one student passed the test after 4 practices and it took 10 minutes. 5. 64% of the students agreed that the context and the content of the module were appropriate for the self study and 68.2% were satisfied. And 71.9% said that the module helped them to practice the enema self study 6. Though only 42% of the students were satisfied with the video. 50.6% said that it was helpful for the self study. 7. 52.3% of the students were satisfied with the self study method, and 86.6% obtained self-confidence when performing the enema. 8. The lower the student's practice score was, the more practices were needed for them to pass the test(r=-.213, P<.05). As a result, for performing the enema practice competently, two or more practice opportunities were needed to be given. And it is possible to obtain the less complex nursing skills through the self study, when enough learning resources and assistance such as learning guidance or video tapes are provided. Based on this study. I want to suggest that. 1. There must be college policy that can support the new method instead of the traditional learning method for the students to attain the proficiency in basic nursing skills. 2. The assistant materials should be developed as soon as possible to promote the self study of basic nursing skills.

• 한국식품영양과학회지
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• 제39권8호
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• pp.1206-1212
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• 2010

송이버섯의 최적 추출조건 예측을 위해 추출온도(60, 70, 80, 90, $100^{\circ}C$), 추출시간(1, 2, 3, 4, 5 hr) 및 시료에 대한 용매비(10, 20, 30, 40, 50 mL/g)를 독립변수로 하여 중심합성계획에 따라 16구간의 열수추출조건을 설정하였다. 각 추출물에 대한 이화학적 특성으로 가용성 고형분 함량, 총 페놀성 화합물 함량, 전자공여능, 아질산염 소거능 및 환원당함량을 조사하였다. 각 특성에 대하여 SAS program을 이용하여 회귀분석 후 최적 추출조건의 예측과 반응표면에 의한 추출특성을 모니터링하였다. 가용성 고형분 함량, 전자공여능 및 아질산염 소거능은 시료에 대한 용매비에 영향을 많이 받고 있는 것으로 나타났으며, 총 페놀성 화합물 및 환원당함량은 추출온도 및 시료에 대한 용매비의 영향을 모두 많이 받고 있는 것으로 나타났다. 송이버섯의 효율적인 추출을 위하여 열수에서 추출특성을 분석한 결과 가용성 고형분 함량의 최적 추출조건은 추출온도 $83.48^{\circ}C$, 추출시간 3.44 hr 및 시료에 대한 용매비는 42.83 mL/g이었으며, 총 페놀성 화합물 함량에 대한 최적추출조건은 추출온도 $78.85^{\circ}C$, 추출시간 3.33 hr 및 시료에 대한 용매비는 34.84 mL/g이었다. 전자공여능에 대한 최적조건은 추출온도 $91.00^{\circ}C$, 추출시간 1.62 hr 및 시료에 대한 용매비는 39.42 mL/g 등으로 각각 나타났다. 각 변수에 대한 회귀식을 도출하여 송이버섯의 이 화학적 특성에 대한 최적추출조건을 중첩(superimposing) 한 결과 추출조건의 범위는 추출온도 $70{\sim}90^{\circ}C$, 추출시간 2~4 hr, 시료에 대한 용매비 30~50 mL/g으로 각각 예측되었다.

• Asian-Australasian Journal of Animal Sciences
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• 제26권9호
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• pp.1320-1328
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• 2013

Three experiments were conducted to evaluate the ME value, standardized ileal digestibility (SID) of amino acids (AA) of fish meal, and the effects of single cell protein (Prosin and Protide) replacing fish meal in diet on growth performance, nutrient digestibility and intestinal morphology in weaned piglets. In Exp. 1, twenty-four barrows with initial BW of $30.8{\times}2.6kg$ were allotted to one of four dietary treatments. Diet 1 contained corn as the only energy source. The other three diets replaced 20% of the corn in diet 1 with one of the three protein feeds (fish meal, Prosin and Protide), and the DE and ME contents were determined by difference. In Exp. 2, eight barrows (initial BW of $25.6{\pm}3.2kg$) were fitted with ileal T-cannulas and allotted to a replicated $4{\times}4$ Latin square design. Three cornstarch-based diets were formulated using each of the protein feeds as the sole source of AA. A nitrogen-free diet was also formulated to measure endogenous losses of AA. In Exp. 3, one hundred and eighty piglets (initial BW of $7.95{\pm}1.59kg$) weaned at $28{\times}2d$ were blocked by weight and assigned to one of five treatments for a 28-d growth performance study, each treatment was fed to six pens with six pigs (three barrows and three gilts) per pen. The five treatments consisted of the control group (CON), which was a corn-soybean meal diet containing 5% fish meal, and the other four treatments, which replaced a set amount of fish meal with either Prosin (2.5% or 5%) or Protide (2.5% or 5%). The diets were formulated to provide same nutrient levels. The results showed that on a DM basis, both of the DE and ME contents were lower in Prosin and Protide than that of fish meal (p<0.05). The SID of CP and all essential AA were greater in fish meal than in Prosin and Protide (p<0.05). The pigs fed CON diet had greater weight gain and lower feed conversion rate (FCR) than pigs fed 5% Prosin and 5% Protide diets (p<0.05). The digestibility of CP was greater in pigs fed CON, 2.5% Prosin and 2.5% Protide diets than the pigs fed 5% Prosin and 5% Protide diets (p<0.05). Villus height in jejunum and ileum, and villus height to crypt depth ratio in the jejunum were higher (p<0.05) in pigs fed CON, 2.5% Prosin and 2.5% Protide diets compared with the 5% Prosin and 5% Protide diets. Pigs fed CON diet had greater villus height to crypt depth ratio in the ileum than the pigs fed 5% Prosin and 5% Protide diets (p<0.05). In conclusion, although Prosin and Protide contained lower ME content and SID of AA than fish meal, Prosin and Protide replacing 50% of fish meal in diet with identical nutrient levels could obtain similar performance, nutrient digestibility and intestinal morphology in weaned pigs.

• 한국재료학회지
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• 제23권4호
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• pp.219-226
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• 2013

Activated magnetite ($Fe_3O_{4-{\delta}}$) has the capability of decomposing $CO_2$ proportional to the ${\delta}$-value at comparatively low temperature of $300^{\circ}C$. To enhance the $CO_2$ decomposition capability of $Fe_3O_{4-{\delta}}$, $(Fe_{1-x}Co_x)_3O_{4-{\delta}}$ and $(Fe_{1-x}Mn_x)_3O_{4-{\delta}}$ were synthesized and then reacted with $CO_2$. $Fe_{1-x}Co_xC_2O_4{\cdot}2H_2O$ powders having Fe to Co mixing ratios of 9:1, 8:2, 7:3, 6:4, and 5:5 were synthesized by co-precipitation of $FeSO_4{\cdot}7H_2O$ and $CoSO_4{\cdot}7H_2O$ solutions with a $(NH_4)_2C_2O_4{\cdot}H_2O$ solution. The same method was used to synthesize $Fe_{1-x}Mn_xC_2O_4{\cdot}2H_2O$ powders having Fe to Mn mixing ratios of 9:1, 8:2, 7:3, 6:4, 5:5 with a $MnSO_4{\cdot}4H_2O$ solution. The thermal decomposition of synthesized $Fe_{1-x}Co_xC_2O_4{\cdot}2H_2O$ and $Fe_{1-x}Mn_xC_2O_4{\cdot}2H_2O$ was analyzed in an Ar atmosphere with TG/DTA. The synthesized powders were heat-treated for 3 hours in an Ar atmosphere at $450^{\circ}C$ to produce activated powders of $(Fe_{1-x}Co_x)_3O_{4-{\delta}}$ and $(Fe_{1-x}Mn_x)_3O_{4-{\delta}}$. The activated powders were reacted with a mixed gas (Ar : 85 %, $CO_2$ : 15 %) at $300^{\circ}C$ for 12 hours. The exhaust gas was analyzed for $CO_2$ with a $CO_2$ gas analyzer. The decomposition of $CO_2$ was estimated by measuring $CO_2$ content in the exhaust gas after the reaction with $CO_2$. For $(Fe_{1-x}Mn_x)_3O_{4-{\delta}}$, the amount of $Mn^{2+}$ oxidized to $Mn^{3+}$ increased as x increased. The ${\delta}$ value and $CO_2$ decomposition efficiency decreased as x increased. When the ${\delta}$ value was below 0.641, $CO_2$ was not decomposed. For $(Fe_{1-x}Co_x)_3O_{4-{\delta}}$, the ${\delta}$ value and $CO_2$ decomposition efficiency increased as x increased. At a ${\delta}$ value of 0.857, an active state was maintained even after 12 hours of reaction and the amount of decomposed $CO_2$ was $52.844cm^3$ per 1 g of $(Fe_{0.5}Co_{0.5})_3O_{4-{\delta}}$.