• Journal of the Korea Institute of Building Construction
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• v.24 no.2
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• pp.181-191
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• 2024

In the realm of cement manufacturing, concerted efforts are underway to mitigate the emission of greenhouse gases. A significant portion, approximately 60%, of these emissions during the cement clinker sintering process is attributed to the decarbonation of limestone, which serves as a fundamental ingredient in cement production. Prompted by these environmental concerns, there is an active pursuit of alternative technologies and admixtures for cement that can substitute for limestone. Concurrently, initiatives are being explored to harness technology within the cement industry for the capture of carbon dioxide from industrial emissions, facilitating its conversion into carbonate minerals via chemical processes. Parallel to these technological advances, economic growth has precipitated a surge in construction activities, culminating in a steady escalation of construction waste, notably waste concrete. This study is anchored in the innovative production of calcium silicate cement clinkers, utilizing finely powdered waste concrete, followed by a thorough analysis of their mineral phases. Through X-ray diffraction(XRD) analysis, it was observed that increasing the substitution level of waste concrete powder and the molar ratio of SiO₂ to (CaO+SiO₂) leads to a decrease in Belite and γ-Belite, whereas minerals associated with carbonation, such as wollastonite and rankinite, exhibited an upsurge. Furthermore, the formation of gehlenite in cement clinkers, especially at higher substitution levels of waste concrete powder and the aforementioned molar ratio, is attributed to a synthetic reaction with Al₂O₃ present in the waste concrete powder. Analysis of free-CaO content revealed a decrement with increasing substitution rate of waste concrete powder and the molar ratio of SiO₂/(CaO+SiO₂). The outcomes of this study substantiate the viability of fabricating calcium silicate cement clinkers employing waste concrete powder.

• Journal of Technology Innovation
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• v.31 no.3
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• pp.39-73
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• 2023

The field of Management of Technology(MOT) emerged in response to the need for research management within U.S. public research institutions during the 1960s. Since its inception, it has proliferated significantly, being practiced in more than 809 institutions globally and over 19 institutions in Korea, encompassing both research and educational endeavors. Particularly noteworthy is the substantial investment of government resources, primarily channeled through the Ministry of Industry since 2007, which has expeditiously established a comprehensive framework for cultivating graduate-level MOT expertise, marked by both quantitative and qualitative advancements. The educational curriculum in the realm of Korean MOT deviates from foreign counterparts through distinctive pathways, exemplified by its emphasis on industry practice-oriented educational programs, standardization and isomorphism across different schools, as well as its interconnectedness with proximate academic disciplines. This research systematically undertakes an analysis of the curriculum in Korean MOT graduate schools, thereby ascertaining its intrinsic identity and distinct attributes. In this endeavor, a comprehensive examination of eleven principal MOT textbooks(three in Korean and eight in English) is conducted to delineate the primary content of the curriculum across seven thematic domains. Moreover, the study deliberates on its differentiation from neighboring academic disciplines and the definitional attributes of MOT. Subsequently, this analysis also encompasses nine Korean MOT graduate programs, projecting the seven thematic domains onto their respective curricula. The findings illuminate that within the context of Korean graduate programs, a substantial proportion of the curriculum, amounting to 62.5%, is dedicated to facets encompassing the operational aspects of technology management within corporate contexts, technology management specific to varying industries and technologies, and collaborative endeavors between academia and industry in the form of projects and seminars. Evidently, the Korean approach to technology management education is notably geared towards the cultivation of adept practitioners capable of executing technology management functions at a mid-tier managerial level, aligned with the exigencies of regional industries. Grounded in the analysis of technology management curricula, this study extrapolates implications for the future trajectory of MOT education in Korea, encompassing a consideration of the stages of industrial development. It underscores the necessity to augment the educational curricula pertaining conceptual foundation of technology and innovation, strategic perspectives of technology and innovation, and the socio-economic context of technology management.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.14 no.2
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• pp.102-117
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• 2009

This study was carried out to investigate the extent to which benthic environment of Ulsan Bay was disturbed by organic materials and trace metals from the megacity and industrial complex. Field survey for benthic environment and macroinvertebrate community was seasonally conducted from February to November 2006 at nine stations covering the inside and outside of the bay. TOC was on average 1.7% while four (As, Cu, Pb, Zn) out of seven trace metals measured exceeded the Effects Range Low (ERL) in most of the stations. Total number of species sampled was 199 and mean density was 4,578 ind./$m^2$, both of which were greatly dominated by the polychaetes. Dominant species were Aphelochaeta monilaris (22.6%), Ruditapes philippinarum (17.1%), Magelona japonica (12.2%), Lumbrineris longifolia (9.9%) and their distribution was ruled by the difference in the benthic environmental condition of each station. From the multivariate analyses, four stational groups were identified: northern part of the bay, middle and lower part of the bay, the intersection of Taewha River and Gosa stream and outside of the bay. As a result, the community heterogeneity of inner bay was much more greater than that of outer bay. SIMPER analysis showed that four groups were represented by R. philippinarum-Capitella capitata, A. monilaris-Balanoglossus carnosus, Sinocorophium sinensis-Cyathura higoensis and M. japonica-Ampharete arctica, respectively. Spatio-temporal changes of macroinvertebrate communities in Ulsan Bay were closely related to those of depth, mean grain size and organic content, and Zn was also a meaningful factor in that context.

• Journal of Intelligence and Information Systems
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• v.19 no.2
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• pp.177-189
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• 2013

In Smart Education, the roles of digital textbook is very important as face-to-face media to learners. The standardization of digital textbook will promote the industrialization of digital textbook for contents providers and distributers as well as learner and instructors. In this study, the following three objectives-oriented digital textbooks are looking for ways to standardize. (1) digital textbooks should undertake the role of the media for blended learning which supports on-off classes, should be operating on common EPUB viewer without special dedicated viewer, should utilize the existing framework of the e-learning learning contents and learning management. The reason to consider the EPUB as the standard for digital textbooks is that digital textbooks don't need to specify antoher standard for the form of books, and can take advantage od industrial base with EPUB standards-rich content and distribution structure (2) digital textbooks should provide a low-cost open market service that are currently available as the standard open software (3) To provide appropriate learning feedback information to students, digital textbooks should provide a foundation which accumulates and manages all the learning activity information according to standard infrastructure for educational Big Data processing. In this study, the digital textbook in a smart education environment was referred to open digital textbook. The components of open digital textbooks service framework are (1) digital textbook terminals such as smart pad, smart TVs, smart phones, PC, etc., (2) digital textbooks platform to show and perform digital contents on digital textbook terminals, (3) learning contents repository, which exist on the cloud, maintains accredited learning, (4) App Store providing and distributing secondary learning contents and learning tools by learning contents developing companies, and (5) LMS as a learning support/management tool which on-site class teacher use for creating classroom instruction materials. In addition, locating all of the hardware and software implement a smart education service within the cloud must have take advantage of the cloud computing for efficient management and reducing expense. The open digital textbooks of smart education is consdered as providing e-book style interface of LMS to learners. In open digital textbooks, the representation of text, image, audio, video, equations, etc. is basic function. But painting, writing, problem solving, etc are beyond the capabilities of a simple e-book. The Communication of teacher-to-student, learner-to-learnert, tems-to-team is required by using the open digital textbook. To represent student demographics, portfolio information, and class information, the standard used in e-learning is desirable. To process learner tracking information about the activities of the learner for LMS(Learning Management System), open digital textbook must have the recording function and the commnincating function with LMS. DRM is a function for protecting various copyright. Currently DRMs of e-boook are controlled by the corresponding book viewer. If open digital textbook admitt DRM that is used in a variety of different DRM standards of various e-book viewer, the implementation of redundant features can be avoided. Security/privacy functions are required to protect information about the study or instruction from a third party UDL (Universal Design for Learning) is learning support function for those with disabilities have difficulty in learning courses. The open digital textbook, which is based on E-book standard EPUB 3.0, must (1) record the learning activity log information, and (2) communicate with the server to support the learning activity. While the recording function and the communication function, which is not determined on current standards, is implemented as a JavaScript and is utilized in the current EPUB 3.0 viewer, ths strategy of proposing such recording and communication functions as the next generation of e-book standard, or special standard (EPUB 3.0 for education) is needed. Future research in this study will implement open source program with the proposed open digital textbook standard and present a new educational services including Big Data analysis.