• Journal of Dairy Science and Biotechnology
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• 제30권2호
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• pp.93-109
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• 2012

This study was performed to investigate the effects of added whey protein concentrates (WPC) and whey powder (WP) on the quality and shelf life of Tofu, a traditional food in Korea. Combined whey powder and whey protein concentrates were obtained at drainage after the casein was separated by using rennet enzyme or acidification of milk. We manufactured whey Tofu and evaluated its nutritional quality by testing, the general composition for yield, moisture, pH, crude protein, crude fat, carbohydrate, rheology, sensory properties, and change during storage. 1. The general compositions of WPC and WP were as follows: (a) WPC: moisture, 5.9%; crude protein, 56.2%; crude fat, 0.1%; carbohydrate, 32.6%; ash, 5.2%; and pH 5.93 and (b) WP: moisture, 3.7%; crude protein, 13.2%; crude fat, 1.6%; carbohydrate, 74.4%; ash, 7.1%; and pH, 6.65. 2. The yield of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL=6:4 > $CaCl_2$:GDL=9:1 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=8:2 and (b) in WP, 2% addition was the highest (265%) at $13.3g/cm^2$, but with 4% addition WP was the lowest (184%) at $22.2g/cm^2$. 3. The moisture content of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL = 6:4 > $CaCl_2$:GDL=9:1 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=8:2 and (b) in WP, 2% addition was the highest at 79.82% ($13.3g/cm^2$), but 4% was the lowest at 75.18% ($22.2g/cm^2$). 4. The pH of Tofu was as follows: (a) in WPC, the value was WPC 6% > WPC 4% > WPC 2% > control and $CaCl_2$:GDL=6:4 > $CaCl_2$:GDL=8:2 > $CaCl_2$:GDL=9:1 > $CaCl_2$:GDL=7:3 and (b) in WP, WP 4% > WP 2% > control. 5. The ash content of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL=8:2 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=6:4 > $CaCl_2$:GDL=9:1 and (b) in WP, there was no difference between 2% and 4% addition. 6. The crude protein content of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL=8:2 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=9:1 > $CaCl_2$:GDL=6:4 and (b) in WP, there was no difference between 2% and 4% addition. 7. The crude fat content of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL=8:2 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=9:1 > $CaCl_2$:GDL=6:4 and (b) in WP, values decreased with increasing pressed weight. 8. The carbohydrate content of Tofu was as follows: (a) in WPC, the content was $CaCl_2$:GDL=8:2 > $CaCl_2$:GDL=7:3 > $CaCl_2$:GDL=6:4 > $CaCl_2$:GDL=9:1 and (b) in WP, values increased with increasing pressed weight. 9. The rheology test results of Tofu were as follows: (a) in WPC, hardness and brittleness was highest with $CaCl_2$:GDL=8:2 and 6% added WPC. Cohesiveness was highest with $CaCl_2$:GDL=6:4 and 2% added WPC. Elasticity was the highest with $CaCl_2$:GDL=7:3 and the added WPC control. (b) in WP, hardness was the highest with $22.2g/cm^2$ and added WP control. Cohesiveness was the highest with $17.8g/cm^2$ and added WP 2%. Elasticity was the highest with $17.8g/cm^2$ and added WP 4%. Brittleness was the highest with $17.8g/cm^2$ and added WP control. 10. The sensory test results of Tofu were as follows: (a) in WPC, the texture, flavor, color, and smell were the highest with $CaCl_2$:GDL=6:4 and 6% added WPC. (b) in WP, the texture was the highest in the control with $22.2g/cm^2$. Flavor and smell were the highest in WP 2% and $22.2g/cm^2$. Color was the highest in WP 2% and $17.8g/cm^2$. 11. The quality change of Tofu during storage was as follows: (a) in WPC, after 60 h, all samples began to get spoiled and their color changed, and mold began to germinate. (b) in WP, the result was similar, but the rate of spoilage was more rapid than that in the control.

• 아동학회지
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• 제1권
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• 현장농수산연구지
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• 제18권1호
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• pp.79-91
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• 2016

농가생산 사과장아찌의 품질개선을 위한 기초 자료로 제공하고자 농가생산 사과 장아찌와 시판 장아찌 11종을 대상으로 품질인자에 대한 특성을 조사하였다. 장아찌의 수분함량은 간장 및 식초 절임 장아찌가 각각 74~84%, 81~91%, 된장 절임 장아찌가 89% 그리고 고추장 절임 장아찌가 38~64%였다. 무 고추장 장아찌의 수분함량은 57~64%이었으며, 사과 고추장 장아찌는 48%로 무장아찌에 비해 낮았으나 고추장 절임을 한 감(38%)과 매실(39%)장아찌에 비해 다소 높았다. 장아찌의 적정 숙성기간을 나타내는 지표인 pH 및 적정산도는 각각 pH 3.4~5.6, 0.03~0.14%로 조사되었다. 무장아찌의 pH는 5.2~5.6 이었으며, 오이, 감, 매실, 사과장아찌의 pH는 각각 3.4~4.1, 4.1, 3.5, 4.1로 비슷하였다. 이는 전통장아찌(pH 3.03~5.36)와 비교하여도 적정한 범주에 있는 것으로 판단되었다. 사과장아찌의 당도는 30%로 고추장 무장아찌에 비해 12~18% 높았으나 감장아찌(39%)와 매실장아찌(49%)에 비해서는 다소 낮았다. 장아찌의 염도는 절임원에 따라 간장(6~13%), 된장(7%), 고추장(3~4%) 순으로 낮게 나타났다. 사과장아찌의 염도는 3.28로 간장 및 된장을 절임원으로 사용하여 상업적으로 생산된 제품에 비해 저염인 것을 확인 할 수 있었다. 색도 측정결과 사과장아찌의 명도(54.70)는 오이장아찌(50.86, 56.02)와 비슷하였으며, 적색도 및 황색도는 각각 16.21, 26.78로 무 고추장 장아찌의 적색도(7.27~11.23)와 황색도(10.62~14.69)에 비해 높았다. 관능적 특성은 무, 오이장아찌와 함께 색, 향, 맛 각각 7.00, 7.50, 7.00 점으로 기호도가 높은 것으로 평가되었다. 반면 전체적인 선호도는 6.83점으로 매실이나 무장아찌에 비해 점수가 낮았다. 전체적으로 아삭아삭한 씹힘성이 있는 장아찌를 선호하는 경향에 기인한 것으로 보이며 사과장아찌의 조직감을 개선할 필요가 있다고 판단된다.

• 마케팅과학연구
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• 제18권2호
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• pp.19-45
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• 2008

본 연구는 인터넷쇼핑몰 비주얼 머천다이징의 주요차원을 고객이 쇼핑몰에 진입한 후 정보탐색과 대안평가를 거치는 등의 쇼핑과정을 토대로 AIDA모형 관점에서 점포, 제품, 촉진에 초점을 맞추었다. VMD의 주요차원(primary dimensions)으로는 점포디자인, 머천다이징, 그리고 머천다이징단서로 구분하였다. 선행연구 결과를 토대로 점포다자인의 하위차원으로는 차별성, 간결성, 위치확인성을, 머천다이즈의 하위차원으로는 제품구색, 명성, 정보성을, 그리고 머천다이징단서의 하위차원으로는 제품추천 및 링크를 설정하여 VMD태도와의 관계를 탐색적으로 조사하였다. 연구결과 이들 세 차원은 종속변수에 유의한 정의 영향을 미치는 것으로 나타났다.