• Proceedings of the Korean Fiber Society Conference
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• 1996.10a
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• pp.563-567
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• 1996

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.1
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• pp.124-131
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• 2001

To find out the effect of burn out print finishing for better quality of fabric, examined processing which could make less damages on the fiber because the biggest problem is remained fibers damage after burn out print finishing. Fiber damage examined to the condition of finishing material NaHSO$_4$and H$_2$SO$_4$, 3~10min., 100~13$0^{\circ}C$, glycerin. The fiber damages evaluated the break strength and the surface condition by SEM. Among satin, pile fabric which remained fiber is silk, warp knitted fabric which remained fiber is polyester, the fibers damage level were warp knitted fabric$0^{\circ}C$, glycerin and for 6 minutes by NaHSO$_4$. When carbonized by 20%. 50% and 70% to express textile design, carbonizing rate was not effect on the fiber damage very much. There was almost no damages with glycerine, and almost no damages during 3~6minutes fixation time, 10$0^{\circ}C$ steaming heat fixation by NaHSO$_4$and H$_2$SO$_4$. Without glycerine, there were damage by hydrolysis on polyesters surface and the fiver was broken by fixation time.

• Journal of Science Education
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• v.34 no.2
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• pp.320-326
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• 2010

This study explored the current status of ecocentric environmental education in alternative schools. We analyzed the aims, curriculum, environmental activities of 42 alternative schools in Korea from their homepages and guidebooks. For more information, additional interviews with teachers were also conducted. As a resuts, the ratio of schools aiming ecologism were relatively low, however, 36 (85.7%) of 42 alternative schools included ecologism in their educational goals directly or indirectly. 39 schools included an environmental education in their curriculum, and 3 environmental class was opened in a week on the average. The most frequently used environmental activity in alternative schools was "recycling of solid wastes", and then "reducing use of disposable products", and "using environment-friendly, and recycled products" were followed. "Using water-purifier tank" and "using alternative energy" were also practiced. Educational implications of results were discussed.