• Clean Technology
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• v.24 no.4
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• pp.293-300
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• 2018

Sulfamethoxazole (SMX) is sulfaamide-based synthetic antibiotics, which are widely prescribed pharmaceutical compound to treat bacterial infections in both human and animals. Most of them are not completely decomposed as refractory substances. The environmental impact of pharmaceuticals as emerging contaminants has generated severe concerns. In this study, catalytic wet peroxide oxidation (CWPO) of SMX was carried out with $Cu/Al_2O_3$ catalyst and investigated the optimum reaction conditions of temperature, dosage of catalyst and concentration of $H_2O_2$ to completely decompose the SMX. It was observed that SMX was completely decomposed within 20 min using 0.79 mM $H_2O_2$ and 6 g $Cu/Al_2O_3$ catalyst at 1 atm and $40^{\circ}C$, but SMX was not fully mineralized and converted to intermediates as hydroylated-SMX, sulfanilic acid, 4-aminobenzenesulfinic acid and nitrobenzene. After that these are completely mineralized through organic acid. We proposed the decomposition reaction path ways of SMX by analyzing the behavior of these intermediates. To investigate the durability of heterogeneous catalyst, decomposition of SMX was observed by continuously recycling catalysts. When the heterogeneous catalyst of 10 wt% $Cu/Al_2O_3$ was continuously reused 5 times, decomposition of SMX was a little lowered, but the activity of catalyst was overall very stable.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.111-133
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• 2020

The purpose of this study is to analyze the contents of global citizenship education in the 2015 revision of Home Economics textbook and examine the relevance of global citizenship education in the subject of Home Economics. To this end, the contents of global citizenship education included in the 2015 revision of middle school Home Economics textbook were extracted and analyzed from the viewpoint of the UNESCO Topics and Learning Objectives (TLO), according to the procedure of the concurrent triangulation design. When the frequencies of inclusion of the 9 topics of TLOs were counted, about 54.6% of global citizenship education(GCED) content covered in the 2015 revision of Home Economics textbooks in total was related to the socio-emotional aspects. In particular, TLO 4 (Different levels of identity) showed the highest ratio, followed by TLO 5(Different communities people belong to and how these are connected) and TLO 1 (Local, national and global systems and structures). As a result of categorizing global citizenship education learning topics extracted from Home Economics textbooks of middle school by Home Economics sub-topic area, the child and family(94) area showed the greatest relevance to all learning topics. Food and nutrition(13), clothing(13), housing(15), and consumption (14) showed similar distributions of learning subjects. Child and family area is related to global citizenship education in the topics of adolescent development and its characteristics, family relations, sexual and domestic violences prevention, change in family structures and healthy families, aging society and work-family balance, and life planning and career exploration. The food and nutrition area is related to global citizenship education in the topics of nutrition and eating behavior, and adolescents' food selection and safe cooking. The topic of clothing management and recycling of clothing area, housing culture, residential space utilization, and residential life and safety of housing area, consumer life in adolescence of consumption area were related to the learning subject of global citizenship education. As such, high relations between GCED learning topics and Home Economics learning content elements were found. It is expected that the data of this study will be used as basic data for program development, class improvement, and textbook development with global citizenship education as a content element in Home Economics education.