• The Safety technology
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• no.168
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• pp.18-19
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• 2011

1969년 한국 최초의 Chemical Shoes 공장을 설립한 (주}화승인더스트리. 그로부터 20여년 후인 1990년 화승은 또 한 번의 도전을 시작했다. BOPP 필름사업으로 업종을 변경한 것. 업계는 무모한 도전이라며 우려의 시선을 보냈다. 하지만 (주)화승인더스트리는 그간 축적된 경험과 기술을 기반으로 보란 듯이 승승장구를 거듭했다. 1993년 국내 최초로 통기성 필름사업을 시작한 이래 1995년 신규라인 확장, 1997년 BOPET 필름사업 진출 등 거침없는 성장을 이어간 것이다. 그리고 그 결과, 이제는 누구나 인정하는 국내 최고의 종합필름기업으로 우뚝 올라섰다. 이같은 (주)화승인더스트리의 성공 배경은 무엇일까? 그것은 안전과 환경을 중시하는 이곳의 경영방침에서 찾을 수 있다. 이곳은 다양한 안전활동을 지속적으로 펼쳐나가는 가운데 환경경영시스템인 ISO14001 인증을 획득하는 등 우수안전기업, 친환경기업을 향한 노력을 멈추지 않았다. 기업 스스로가 근로자들의 안전 그리고 지역의 환경을 우선시하면서 관련 업계와 소비자들에게 신뢰할 수 있는 기업이라는 인식을 심어줄 수 있었던 것이다. 빈틈없는 안전관리로 (주)화승인더스트리의 지속적인 발전을 이끌고 있는 이곳의 안전관리자 나창식 차장을 만나봤다.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.51-65
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• 2015

The purpose of this study was to investigate the relation among family strength, creative personality, and career maturity. This subjects were the 508 middle school students living in Gwangju. Data was analyzed for frequency, percentage, mean, standard deviation, cronbach's ${\alpha}$, ANOVA, duncan test, and hierarchical regression analysis using SPSS/PC 18.0 program. The major findings were as follows; First, the middle school students' family strengths, creative personality, and career maturity were higher than median(3.00). Second, career maturity showed significant difference according to all of family strength(family respect and affection, role sharing and problem solving, communication and family bonding, financial stability) and part of creative personality(self-conviction, perseverance/tenacity, openness of thinking, curiosity). Third, the middle school students' career maturity was influenced by self-confidence and humor. And the middle school students' career maturity was explained about 26% by these variables. The outcomes indicated that career maturity of middle school students is affected by creative personality.

• Korean journal of food and cookery science
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• v.20 no.3
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• pp.279-286
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• 2004

The physicochemical and sensory qualities of pumpkin jams, in which sucrose was replaced with oligosaccharides, were investigated during storage at 20$^{\circ}C$. pumpkin jam was prepared with steamed grind pumpkin, mixed with either sucrose only(50％), corn syrup(COS, sucrose 30％＋COS 20％), fructooligosaccharide (FTO, sucrose 30％＋FTO 20％), isomaltooligo saccharide (IMO, sucrose 30％＋IMO 20％), or galactooligo-saccharide(GTO, sucrose 30％＋GTO 20％). The final sweetness of each pumpkin jam was 64$^{\circ}$ Brix. During 60days of storage there were no differences in acidity and pH among the treatments. Reducing sugar content was higher in the pumpkin jam containing COS compared to 次e others. During storage Lightness(Hunter L), redness(a value) and yellowness(b value) increased, of which L and b values were the highest in COS, and the a value were higher in sucrose compared to the other sugars. Adhesiveness and hardness of textural properties were the highest in sucrose. Sensory evaluation results showed that the mean scores of over-all acceptability during storage did not significantly decrease until the 30th day of storage, compared to the freshly made jams. Physicochemical and sensory characteristics of pumpkin jams during storage in a PCA plot were comprised of the first principal component (99.44％) and the second principal component (0.54％).

• Applied Biological Chemistry
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• v.34 no.3
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• pp.262-264
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• 1991

In order to establish the optimum storage period of rice, storability of rice for 1, 2. 3 and 4 years was investigated. Fat acidity of stored rice for 1, 2, 3 and 4 years was measured to 12.4, 23.6, 30.8 and 41.1 KOHmg/100g, respectively. Reducing sugar of those was analized to 0.31, 0.41, 0.57 and 0.68%. Germination of the stored rice for 1, 2 and 3 years was 97, 93 and 85%, respectively, but that of stored for four years was very low 32%. The longer storage period the higher, the lower water uptake ratio and expanded volume and much the lower total solid in residual liquid and intensity of starch iodine blue value of residual liquid, and the worse panel scores in color, stickness, taste and smell.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.57 no.1
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• pp.35-40
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• 2012

In this study, the effect of degree of milled wax layer on compositions (protein and total dietary fiber content), Alkali Digestion Value (ADV), and texture (hardness, stickiness, toughness, and adhesiveness) with brown rice was investigated. For all the rice cultivars, $Baegjinju$, $Keunnun$, $Samkwang$, and $Seolgaeng$, protein content decreased significantly as the degree of pericarp milling increased ($p$<0.05). Total dietary fiber (TDF) content for $Keunnun$ (9.56%${\rightarrow}$8.09%) and $Samkwang$ (8.05%${\rightarrow}$7.06%) significantly decreased with the degree of removed wax layer. ADV was not affected by being removed wax layer, but ADV of $Samkwang$ was increased from 3.56 to 6.78. As the degree of removed wax layer increased (0%${\rightarrow}$10%), hardness and toughness of cooked brown rice were decreased but stickiness and adhesiveness was increased. The ratio of adhesiveness to hardness was increased with decreased wax layer of brown rice. Accordingly, It suggests that the regulation of the wax layer with brown rice was effected texture of cooked brown rice. The milling technology in wax layer of brown rice is that might be thought to be very useful in rice processing industry.

• Applied Biological Chemistry
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• v.40 no.5
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• pp.422-426
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• 1997

The effect of sucrose fatty acid ester(SE,{\;}$0{\sim}5%,{\;}w/w)$ and oligosaccharide(OS,{\;}$0{\sim}1.0%,{\;}w/w)$ additions on texture properties, hardness(H), stickiness(-H), stickiness/hardness(-H/H) and elastic recovery (b/a) of cooked rice stored at $20^{\circ}C$ were studied. The H of stored cooked rice decreased with increasing storage time. The addtion of SE and OS showed lower H value than control throughout the storage period up to 12hrs and after 8hrs of storage time, respectively. The -H of stored cooked rice increased with increasing storage time. The -H value of SE added cooked rice showed much lower than that of the control in the early stage of the storage and then almost the same value as that of control. The control and SE or OS added cooked rice resulted the value of -H/H between 0.15 and 0.20, which had been found as acceptable textural parameters, after 10hrs of storage at $20^{\circ}C$. The b/a of stored cooked rice decreased with increasing storage time, but was not significantly affected by additives. After 15 days of storage at $4^{\circ}C$, the addition of SE had greater effect on the reduction of hardness of stored cooked rice than that of OS.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1592-1594
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• 2011

국가적 차원에서 저소득 청소년을 위한 교육프로그램이 많은 아동보호센터 및 지역센터를 중심으로 시행되고 있지만 그 취지와 목적에 부합하는 방과 후 교육이 제공되고 있는지 그 효과성에 대해서는 주목하지 않아왔다. 본 연구는 저소득 청소년을 위한 방과 후 교육의 질 관리에 대한 필요성이 대두되고 있는 시점에서 영재교육의 일환으로 여겨져 왔던 창의성 교육을 조명하였다. 저소득층 청소년의 창의력 인성을 양성하기 위한 교육용 게임 프로그래밍 수업의 효과성에 대해 조사하였다. A시 5곳의 아동보호시설에서 운영되고 있는 게임프로그래밍 수업에 참여하고 있는 학생과 참여하지 않는 학생을 대상으로 창의적 인성검사를 실시하여 비교 분석하였다. 창의적 인성검사는 크게 자기확신(Self Confidence), 호기심(Curiosity), 인내(Patience), 개방성(Openess), 모험심(Adventure)으로 구분하여 t검증을 통해 유의한가를 분석하였다. 다섯 가지 영역의 평균은 실험집단이 높았으나, 이 중 '인내' 영역이 두드러진 차이를 보였고, 이로 인해 게임프로그래밍 수업을 받은 학생들이 수업을 받지 않은 학생들에 비해 과제 수행에 있어 인내와 끈기를 가지고 도전하는 경향을 보였다. 그러나 자기 확신, 호기심, 개방성, 모험심 네 가지 영역에 대해서는 두드러지는 차이가 나타나지 않았다. 이에 대한 개선책으로 학생들에게 이 네 가지 영역을 균형적으로 길러주기 위하여 체계적으로 강사진의 교수법 연수, 교육과정의 개선, 학생 동기 유발, 학생 독려 및 관리 등 다양한 방법을 통해 수업의 질을 개선시켜 학생들의 창의적 인성 양성에 도움을 줄 수 있을 것으로 기대된다.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.321-329
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• 2015

The purpose of the present study is to understand the cultural aspects of the games through the logic and methods of phenomenological study for online games and to propose phenomenological research methods to many researchers performing various studies on the characteristics, addiction, culture, nature, features and types of the players. In particular, the way was investigated to study the game culture through the logic and methods of phenomenological study. Phenomenological research methods will help how to understand the game as a way to understand the cultural context of the specific and vivid life of gamers experience and human reality. This study is expected to inspire continuously more interesting and persistent phenomenological studies of many researchers with interests in the new research methods.

• Journal of Science Education
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• v.35 no.2
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• pp.119-126
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• 2011

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students' academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.55-75
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• 2001

The purpose of this paper is to find out the full extent of abilities of elementary students on area of operations and the effects on student's affective domain toward mathematics, after providing 3rd grade students with Skemp's play activities instead of providing activities suggested in the textbook of 7th curriculum. For this study, we will first analyse new elementary mathematics curriculum of 3rd grade and then explore mathematical factors for play activities related to operational sections. The play activities are revised from that of Skemp's for our classroom circumstances, but the ideas included from Skemp's such as thinking aloud were not changed. The experimental group while consists of 39 students were taught Skemp's play activities instead of usual textbook activities for 30 hours for the second term. In all other area, both the experimental group and the comparative group were taught the same contents. Statistical data is as follows 1) In addition and subtraction, the experimental group had 5.6% higher score than the comparative's, but the difference of mean of the both groups is not significant within 5% level. 2) In multiplication and division, the experimental group had 7.8% higher score than the comparative's and also the difference of mean of the beth within 5% level is significant. 3) When measured the effects in affective domain, the interests, attitude, and values for mathematics had about 10% higher score after the experiment than before the experiment. So we conclude that Skemp's activities are more effective than the activities suggested in the textbook on the area of operations, especially in multiplication and division.