• Journal of Food Hygiene and Safety
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• v.26 no.3
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• pp.192-197
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• 2011

Rice spent water (RSW) is generated when rice is rinsed before cooking. RSW has been discarded into sewerages due to its low usage in our daily life and become a major domestic wastewater for many years. But RSW can be used as a value-added resource because it contains various beneficial bioactive components. Therefore, fermented rice spent water (FRSW) has been already produced in our previous value-added fermentation process. In this study, proximate compositions and contents of other typical fermentation products were compared between RSW and FRSW. Both RSW and FRSW contain approximately 99.3% moisture and 0.7% total solids. Compared to those of RSW on a dry basis, carbohydrate content of FRSW was decreased by 44.8% and crude protein, lipid, and ash contents of FRSW were increased by 16.4%, 18.8%, and 36.6%, respectively. In addition, starch granules of RSW were intact as those of rice flour were, but those of FRSW were not. RSW did not have lactic acid, but FRSW had 212.13 and 181.25 g/kg D- and L-lactic acid, respectively. Free amino and ammoniacal nitrogen contents of FRSW were 12 and 7 times higher than those of RSW, respectively. Lactic acid, free amino, and ammonical nitrogen contents were considered to be increased in FRSW because carbohydrates could be disintegrated into lactic acids and proteins into free amino or ammoniacal nitrogens during the fermentation process.

• 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.