• 모자간호학회지
• /
• 제2권1호
• /
• pp.21-33
• /
• 1992

This study was done to investigate how importantly midwives thought of Lamaze Method of Childbirth, how satisfactorily they performed their Lamaze Method of Childbirth and what inhibited their activities from being performed if not done satisfactorily. The subjects of this study were 76midwives at midwifery in Pusan, Deagu, Kyungnam and Kyungbok. Data were collected by using questionaire from Sep. 1 to Sep.30, 1991. The measurement tools was maded by the researcher based on Kim's scale for prenatal nursing activities. The statistical analysis was done with based statistical values likes frequencies, means, standard deviations and advanced methods such as Pearson's correlation coefficient, 1-test, F-test, F-test by using SPSS package program. The results of this study can be summarized as follows ; 1. The results of Investigating perception according to importance degree and performance degree of Lamaze Method of Childbring showed that midwives were slightly below both perception according to importance(2.17) and performance(2.16) of Lamaze Method of Childbirth 2. Inhibiting factors of Lamaze Method of Childbirth were abscence of husband(3.08), lack of teaching room(2.71), and lack of books or literature of Lamaze Method (2.58). 3. There appears to be a positive relation between perception according to importance degree and performance degree of Lamaze Method of Childbirth (r=0.69, P<0.01). There appears to be a negative relation between perception according to importance degree and inhibit factors of performance (r=-0.38, P<0.01). There appears to be a negative relation between performance and inhibit factors of performance (r=-0.22. P<0.01). 4. The item of highest perception defree in prenatal education is 1st, Consultation about sexual life (2.53), End, illustration of the importance of a bath and perinal cleanliness and Avoidance of excessive respiration method and also its comfortable application during uterine contractility(2.45). The item of lowest perception degree is about pregnant symptom sign and predicted date of birth (E.D.C.). On the other hand, The item of highest performance degree is education about nurtrition during pregnacy. 2nd, Illustration of the Importance of a bath and perineal cleanness(2.45). The lowest one is leaching the pregnant woman and her family about the role of husband and her family and also teaching the couple to learn exercise and respiration method (1.84). Though importance perception degree and performance degree is low. Midwives who wert subject in this research shoves that they perform general items concerning prenatal education well. 5. In the relationship between perception according to importance degree of Lamaze Method of Childbirth and the general characteristics of subjects, the differences in mean number of visiting pregnacies for 1 month. 6. In the relationship between performance degree of Lamaze Method of Childbirth and the general characteristics of subjects, the differences in age, marriage, and mean number of visiting pregnancies for 1 month. With the above information we see the importance of midwife prenatal care education and high correlation between performance degree and perception degree. When Lamaze prenatal education is well performed the number of pregnant woman who have follow-up, check-ups increase. Therefore in this research we can validity that there is a relation between Lamaze prenatal education and patient follow-up. This research showes in a situation where if one does not maximally perform a prenatal education there is a possibility that the popular use of midwife activities may encounter obstacles so the education to save new knowledge and training for prenatal education is needed as a function of Lamaze prenatal education, when a special Lamaze education is well performed for the pregnant woman, who follows-up at amidwife clinic. With the above conclusion we can suggest : 1. Continued research which minimized obstacles to Lamaze prenatal education is needed. 2. The official method of midwives is necessary.

• 대한간호학회지
• /
• 제2권1호
• /
• pp.3-33
• /
• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 환경영향평가
• /
• 제29권5호
• /
• pp.350-362
• /
• 2020

본 연구에서는 전정가지 부산물과 one-pot 합성방법을 이용하여 철 나노입자가 담지된 바이오차인 INPBC(Iron Nano-Particles Impregnated BioChar)를 제조하고 비소 오염토양의 안정화제로써의 적용 가능성을 평가하였다. INPBC는 전정가지 부산물과 Fe(III) 용액을 220℃에서 3시간 동안 수열반응하고 이후 N₂ 분위기에서 1시간 동안 소성하여 제조하였으며 FT-IR, XRD, BET, SEM을 이용하여 INPBC의 특성을 분석하였다. INPBC의 안정화 성능평가는 국내 E폐광산과 S폐광산의 인근 농경지에서 채취한 비소로 오염된 토양 Soil-E와 Soil-S를 채취하여 4주 동안의 배양실험을 실시하였다. 배양실험 후 토양중 비소의 안정화 정도를 알아보기 위해 TCLP와 SPLP 용출시험을 실시하였다. TCLP와 SPLP의 용출시험결과, INPBC의 적용 농도의 증가에 따라 토양 중 비소의 용출농도는 감소하여 안정화 효율이 높아지는 것을 확인할 수 있었으며, 특히 Soil-E의 경우 SPLP 용출액 중 비소의 농도는 먹는물 수질기준치 이하의 낮은 값을 나타내었다. 안정화 토양의 연속추출시험에서는 쉽게 용출되는 1단계 및 2단계의 분획비율이 감소되고 그 보다 용출이 어려운 3단계 및 4단계의 분획비율이 증가되는 것을 확인할 수 있었으며, 이러한 결과는 오염토양에 주입한 INPBC의 표면에 존재하는 철 나노입자로 인해 토양에서 용출된 비소가 sorption에 의해 안정화된 것으로 판단된다. 본 연구에서 나타난 INPBC의 비소 오염토양의 안정화 효과는 대규모 비소 오염토양의 위해성 저감을 위한 안정화제로서 높은 적용 가능성을 보여 준다.

• 생물환경조절학회지
• /
• 제20권2호
• /
• pp.93-100
• /
• 2011

본 연구에서는 국내의 시설 내 작물재배에 적합한 자동관수 기술을 개발하기 위한 첫 단계로 전기저항의 변화원리를 이용하는 워터마크 센서를 장착한 소형 컨트롤러를 작물재배에 활용하여 자동관수기술의 효용성을 구명하고자 하였다. 이를 위해 비닐하우스 내에 다른 토성을 갖는 토양을 격리베드에 인공적으로 조성한 후 토마토를 정식하여 수분퍼텐셜을 -20kPa 수준으로 자동으로 조절하면서 재배하였다. 점적관수에 따른 토양 내 깊이별 수분변화는 Sentek 축전형 수분센서를 이용하여 측정하였다. 워터마크센서를 이용한 수분퍼텐셜 제어성능은 (-)20kPa 수준부근에서 유지되지 않고 반복적으로 0~(-)20kPa 대역에서 높은 변화 값을 나타내어 안정적이지 못한 것으로 나타났다. 특히, 물 공급은 관수시마다 약 50~60분 비교적 긴 시간동안 진행되어 수분공급이 과잉되는 문제가 나타났으며 건조시에도 수분퍼텐셜의 변화가 계단응답 반응의 형태로 변하는 불량한 측정해상도를 나타내었다. 이러한 문제는 워터마크센서의 토양과 전극 접촉형태가 다공컵식 수분장력계에 비해 수분값에 연속적으로 반응할 수 없는 구조이기 때문인 것으로 판단하였다. 자동관수에 따른 토양종류별 수분변화는 그 기울기가 토성별로 서로 달랐으며 양질사토의 경우 수분함량의 변화정도가 가장 높았다. 수분함량의 변화속도는 낮과 밤의 경우 시간에 따른 변화율이 달라서 변곡선의 형태를 나타내었다. 이러한 이유는 낮과 밤의 일교차와 태양광 유무에 의하여 수분증발량 차이가 발생하였기 때문인 것으로 판단하였다. 직물에서 20cm 떨어진 지점의 깊이별 수분함량은 작물에 인접한 위치와 비교하였을 때 세가지 토양 모두 관수에 의한 변화정도는 미미하여 직물에 인접한 곳만 수분공급이 효율적으로 이루어지는 것을 확인하였다. 추후 연구에서 양질사토 베드에서 관찰된 토마토 생육 불량 문제 개선과 관수멈춤 시간을 적용하여 물공급의 과잉 문제를 해결하는 보완실험이 요구되었다.

• 방사성폐기물학회지
• /
• 제10권1호
• /
• pp.27-36
• /
• 2012

금속염화물계 방사성 폐기물은 전해공정으로 이루어진 파이로프로세싱공정의 주요한 방사성 폐기물이다. 이와 같은 폐기물은 탄산염이나 질산염과 달리 고온에서 분해되지 않고 바로 휘발되며, 기존의 규산계 유리와 상용성이 낮아 처리가 쉽지 않다. 본 연구팀은 금속염화물계 폐기물을 고화처리하는 방법으로 탈염화처리법을 채택하였다. 본 연구에서는 그 후속적인 연구로서, 탈염화물질로 제안된 SAP ($SiO_2-Al_2O_3-P_2O_5$)의 조성을 변화시켜 LiCl-KCl과의 반응성을 향상시키고 고화공정을 단순화시키고자 하였다. 기본물질계에 $Fe_2O_3$를 첨가할 경우 무게반응비 SAP/Salt를 3에서 2.25로 낮출수 있으며, Fe가 Al을 치환하는 몰분율이 0.1이상이 될 경우에는 오히려 반응성이 점진적으로 감소하는 것으로 확인되었다. 또한 M-SAP에 $B_2O_3$를 첨가할 경우에는 유리매질을 사용하지 않고 monolithic form을 제조할 수 있었다. 침출 시험결과 U-SAP 1071이 가장 높은 내구성을 보여주었으며, 1 g의 금속폐기물을 처리시 약 3~4 g의 고화체가 발생되며, 이는 기존의 고화처리법보다 약 $\frac{1}{3}{\sim}\frac{1}{4}$배정도 최종처분부피가 감소되는 효과를 얻을 수 있다. 이상의 실험결과로부터, 기존의 유리고화공정으로 처리가 어려운 휘발성 금속염화물계 폐기물을 단 하나의 물질을 이용하여 처리할 수 있음을 확인하였으며, 이러한 처리방법은 고화처리시 발생되는 부피를 최소화활 수 있는 대안적인 고화처리방법이 될 것으로 판단된다.

• 한국응용과학기술학회지
• /
• 제30권4호
• /
• pp.575-585
• /
• 2013

본 연구는 고상폐기물인 준설토와 혼합물질인 점토 및 유리프리트를 이용하여 기능성을 갖는 건축자재용으로의 재활용 가능성을 검토하고자 실시되었다. D항만 준설토의 중금속 함량은 Zn이 526.0~13,150.1 mg/kg의 범위를 나타내는 등 심한 오염상태이었다. 준설토(30P)의 주요 화학조성은 $SiO_2$(48.30 wt%), $Al_2O_3$(16.60 wt%), CaO(10.10 wt%), $Fe_2O_3$(7.75 wt%)이었으며, 점토는 $SiO_2$가 70.82 wt%, $Al_2O_3$ 18.78 wt%, 유리프리트는 $SiO_2$가 71.75 wt%, CaO 13.99 wt%, $Na_2O$ 8.51 wt% 함유되어 있었다. 준설토를 점토에 10~40 wt% 첨가한 후 $1,000^{\circ}C$와 $1,100^{\circ}C$에서 소성한 시편의 압축강도는 각각 $132.6{\sim}178.5kgf/cm^2$와 $581.2{\sim}793.7kgf/cm^2$이었다. 준설토가 40 wt% 첨가된 경우(SC46) $1,100^{\circ}C$에서 소성한 경우가 $793.7kgf/cm^2$로 $1,000^{\circ}C$에서 소성한 경우의 $153.0kgf/cm^2$ 보다 5배 이상 높게 나타나 $1,100^{\circ}C$ 온도가 소성에 더 적합한 것으로 판단되었으며, KS 1종벽돌 기준을 만족시켰다. 또한, 시편의 용출시험 결과 폐기물관리법상 지정폐기물 판정기준치를 크게 하회하는 것으로 나타났다.

• 대한간호학회지
• /
• 제4권2호
• /
• pp.93-106
• /
• 1974

The purposes of this study are to identify the necessity of utilization of electric thermometer, to determine the difference of clinical thermometers to reach maximum or optimum temperature, and to determine the length of time necessary for temperature taking, with Fahrenheit thermometer, electric thermometer, Yu Ⅱ centigrade thermometer, and Kuk ll centigrade thermometer. The first and second comparative Experiments were' conducted from August 25 through September 30, 1973. In the first experiment, Fahrenheit thermometer, which had been accurately teated two times, and electric thermometer have been utilized. These two kinds of thermometers were inserted simultaneously under the central area of the tongue and the mouth kept closed while thermometers were in place. All temperature readings were done at one minute interval until leaching-maximum temperature. These procedures were repeated one hundred times and the data were-analyzed statistically by means of the t-test. In the second experiment, Fahrenheit thermometer, which had been accurately tested two. times, Yu Ⅱ centigrade thermometer, and Kuk Ⅱ centigrade thermometer have been utilized. These three kinds of thermometers were inserted simultaneously under the central area of the. tongue and the mouth kept closed while thermometer were in place. All temperature readings were done at one minute interval until reaching maximum temperature. These procedures were. repeated one hundred times and the data were analyzed statistically by means of the F-ratio Under the eight hypotheses designed for this study, the findings obtained are as follows: 1. There were no significant differences in the maximum temperature between Fahrenheit thermometer and electric thermometer. The mean maximum temperature for Fahrenheit thermometers was 37.06℃ and for electric thermometer was 37.09℃. 2. The placement time to reach maximum temperature taken by Fahrenheit thermometer was significantly shorter than that by electric thermometer. The mean placement time for Fahrenheit thermometers was 4.04 minutes, for electric thermometer was 5.52 minutes. In the case of Fahrenheit thermometers, 45 to 77 percent after 3 to 5 minutes, over 90 Percent after 7 minutes, and 100 percent after 10 minutes, had reached optimum temperature. When the electric thermometer was used, 23 to 54 percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 100 percent after 12 minutes, had reached optimum temperature. 5. There ware no significant differences in the maximum temperature among Fahrenheit thermometer, Yu Ⅱ centigrade thermometer, and Kuk Ⅱ centigrade thermometer. The mean maximum temperature for Fahrenheit thermometers was 36.67℃, for Yu Ⅱ centigrade thermometer, was 33.73℃, and for Kuk Ⅱ centigrade thermometers was 37.76℃. 6. There were no significant differences in placement time to reach maximum temperature among Fahrenheit thermometer, Yu Ⅱ centigrade Thermometer, and Kuk Ⅱ centigrade thermometer. The mean placement time (or Fahrenheit thermometers was 7.77 minutes, for Yu Ⅱ centigrade thermometers was 7.25 minutes, and Kuk Ⅱ centigrade thermometers was 7.25 minutes. In the case of Fahrenheit thermometers, 8 to 24 percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent after 13 minutes, had reached maximum temperature. When the Yu Ⅱ centigrade thermometer was used, 10 to 27 percent after 3 to 5 minutes, over 90 percent after 11 minutes, an8 103 percent after 13 minutes, had reached maximum temperature. When the Kuk Ⅱ centigrade thermometer was used, 11 to 27 Percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent after 12 minutes, had reached maximum temperature. 7. There were no significant differences in the optimum temperature(the maximum temperature minus 0.1℃) among fahrenheit thermometer, Yu Ⅱcentigrade thermometer, and Kuk Ⅱ centigrade thermometer. The mean optimum temperature for Fahrenheit thermometers was 36.60℃, for Yu Ⅱ centigrade thermometers was 36.69℃, and Kuk Ⅱ centigrade thermometers was 36.69℃. 8. There were no significant differences in placement time to reach optimum temperature among Fahrenheit thermometer, Yu Ⅱ centigrade thermometer, and Kuk Ⅱ centigrade thermometer The mean placement time for Fahrenheit thermometers was 5.70 minutes, for Yu Ⅱ centigrade thermometers was 5.54 minutes, and for Kuk Ⅱ centigrade thermometers was 5.28 minutes. In the case of Fahrenheit thermometers, 21 to 49 percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 100 percent after 12 minutes, had reached optimum temperature. When the Yu Ⅱ centigrade thermometer was used, 23 to 51 percent after 3 to 5 minutes over 90 percent after 10 minutes, and 100 percent after 12 minutes, had reached optimum temperature. When the Kuk Ⅱ centigrade Thermometer was used, 23 to 57 Percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 100 Precent after 11 minutes, had reached optimum temperature.

• 아시안잔디학회지
• /
• 제23권2호
• /
• pp.219-228
• /
• 2009

골프장은 인공적으로 건설되어 지고 관리되므로 당연히 환경의 변화가 생성된 곳이므로 건설방식이나 관리 방법에 따라 코스 내 토양 미생물 군집 구조의 특이성이 있을 것이다. 현재 제주도에서는 농약 용탈 저감방안으로 골프코스 그린지반구조에 농약 흡착층을 설치하고 그 재료로 흡착성능이 우수한 입상 활성탄 1등급을 사용할 것을 환경 영향평가서에 명시하고 있다. 본 실험은 활성탄이 처리된 제주도 A, B 골프장을 대상으로 토양에서의 화학적 특성변화와 미생물 군락변화를 분석하였다. 2007년 4월, 6월, 8월 10월에 걸쳐서 총 박테리아 수, 총 곰팡이 수, 수분함량 및 토양 이화학성(pH, EC, NO3-,NH4+ 및 P2O5)의 변화를 그린과 페어웨이에서 깊이별(표토:0-15cm, 심토: 15-30cm)로 조사되었다. 그 결과, 활성탄의 시용이 수분 보유 능력, 토양산도, 전기전도도에 긍정적인 영향을 보였으나, GAC의 물질의 수착 능력에 의하여 유효 양분들을 많이 보유하는 데 도움이 될 것이라 예상하였으나, 본 실험에서는 가용성 질산과 암모늄, 및 인산의 농도를 높이는 효과는 없었다. 토양 미생물 실험에 있어서는 총 박테리아 및 총 곰팡이의 시기적 변화가 다양성을 보였다. 이러한 현상은 농약의 시용에 따라 직접적인 관련이 있을 것으로 예상되었으나, 총 곰팡이/총 박테리아 비(F/B ration) 는 활성탄을 혼합한 토양 심토(15-30cm)에서 일정한 수치를 유지하였다. 따라서, GAC 토양층의 설치 방법이나 시비와 시약 등이 미생물군집의 변화에 영향을 주며 이는 농약의 시용이 잔디관리에 큰 변수로 작용한다는 것을 시사한다.

• 한국토양비료학회지
• /
• 제44권5호
• /
• pp.734-744
• /
• 2011

본 연구에서는 안정화공법을 이용하여 폐금속 광산 주변 비소 및 중금속 성분이 복합적으로 오염된 농경지를 효과적으로 복원하기 위해 안정화제로써 석회석과 제강슬래그의 처리효과와 적용성을 실내컬럼실험을 통해서 검토하였다. 대상토양 내 중금속의 존재형태 중 이동성이 높은 형태인 교환성 및 탄산염 형태의 분포비율은 여러 문헌들의 결과들과 유사하게 카드뮴 > 아연 > 납 순으로 높게 분포하는 것으로 나타나 광해로 인한 농경지의 오염성분들 중 카드뮴은 주변 환경에 미치는 영향이 가장 크며 상당한 주위가 필요한 성분인 것으로 판단되었다. 본 대상토양과 같이 pH가 매우 높은 토양도 갑작스럽게 변화하는 산성환경에 의해 일시적으로 토양의 pH 완충력이 감소하여 다량의 중금속 성분들이 용출될 가능성이 높은 것으로 나타났다. 반면 석회석과 제강슬래그로 처리한 처리구는 수질기준을 초과한 침출수 가 관찰되었던 대조구에 비해 모두 수질기준 이하로 중금속의 농도가 매우 낮게 나타났다. 비소의 경우는 비소 저감의 목적으로 적용한 제강슬래그의 혼합비가 증가할수록 오히려 농도가 증가하는 것으로 나타났다. 이는 제강슬래그가 함유하고 있는 인 성분과 관계가 있는 것으로 판단되었으며, 비소와인의 경쟁적인 흡착 관계에서 그 우세함이 토양의 특성에 따라 상이할 수 있을 것으로 예상되었다. 석회석은 카드뮴, 납 그리고 아연 등의 중금속 성분에 대해서 모두 좋은 처리효과를 나타내어 토양의 중금속 처리에 있어서 효과적인 안정화제로 판단되었다. 제강슬래그의 경우는 비소를 효과적으로 저감하는 물질인 철 산화물을 많이 함유하고 있기 때문에 비소 처리에 있어서 활용 가능성이 높은 재료로 판단되나 복원 대상토양 내에서 철 산화물과 서로 강하게 흡착하려고 하는 비소와 인의 흡착선호도를 먼저 평가한 후에 적용여부를 검토해야 하며, 이와 관련된 연구가 필요할 것으로 판단되었다.