• Korean Journal of Food Science and Technology
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• v.14 no.3
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• pp.226-231
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• 1982

In order to define triglyceride compositions in fat and oil triglycerides were separated by thin layer chromatography (TLC) from corn oil, and the separated triglycerides were graduated according to each partition number(PN) by high performance liquid chromatography (HPLC) using column of ${\mu}-Bondapack\;C_{18}$ and each graduation was graduated again according to acylcarbon number by gas liquid chromatography(GLC). Fatty acid compositions were analyzed by GLC after their graduation were methylated in according to PN. The triglyceride compositions were estimated by synthesizing the above three results. The estimated triglycerides consisted of 36 kinds in corn oil. The major triglyceride compositions of sample oil were as follows: 21.5%$(C_{18:2},\;C_{18:2},\;C_{18:1})$, 17.4%$(C_{18:1},\;C_{18:2},\;C_{18:1})$, 15.4%$(C_{18:1},\;C_{18:2},\;C_{16:0})$, 11.1%$(C_{16:0},\;C_{18:2},\;C_{18:2})$, 9.0%$(C_{18:1},\;C_{18:1},\;C_{18:1})$, 8.0%$(C_{18:2},\;C_18:2},\;C_{18:2})$, 5.7%$(C_{18:1},\;C_{18:1},\;C_{16:0})$, 2.2%$(C_{16:0},\;C_{16:0},\;C_{18:2})$, 1.6%$(C_{18:2},\;C_{18:2},\;C_{18:2})$, 1.1%$C_{18:2},\;C_{18:0},\;C_{16:0})$, 1.1%$(C_{16:0},\;C_{16:0},\;C_{18:1})$.

• Korean Journal of Food Science and Technology
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• v.14 no.3
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• pp.219-225
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• 1982

Triglycerides of cottonseed oil were separated by thin layer chromatography (TLC), and fractionated by high-performance liquid chromatography (HPLC) on the basis of partition numbers. From each fraction, it was fractionated again on the basis of acyl carbon numbers using gas liquid chromatography (GLC). The fatty acids of triglyceride for each partition number group were analyzed by GLC. From, these results, triglyceride constituents of cotton seed oil were estimated to be 37 kinds of triglycerides. The major triglycerides and their contents in cotton seed oil were as follows: 25.8%$(C_{16:0},\;C_{18:2},\;C_{18:2})$, 15.5%$(C_{18:2},\;C_{18:2},\;C_{18:2})$, 13.8%$(C_{16:0},\;C_{18:2},\;C_{16:0})$, 8.3%$(C_{18:2},\;C_{18:1},\;C_{18:2})$, 6.2%$(C_{18:2},\;C_{18:1},\;C_{18:1})$, 4.1%$(C_{18:1},\;C_{18:1},\;C_{14:0})$, 3.4%$(C_{16:0},\;C_{18:1},\;C_{16:0})$, 2.3%$(C_{18:1},\;C_{18:2},\;C_{16:0})$, 2.2%$(C_{18:1},\;C_{18:1},\;C_{18:1})$, 1.0%$(C_{14:0},\;C_{18:2},\;C_{18:1})$.

• Journal of Korean Society for Atmospheric Environment
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• v.30 no.6
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• pp.555-568
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• 2014

The construction equipment is one of the major sources for hazardous air pollutants in Korea, and the its management has been of great concern recently. The objective of this study was to estimate each contribution of emission of construction equipments according to their production year, electric power consumption and type. To achieve this goal, we developed pollutant emission factors for the machineries manufactured after 2009, which are excluded from the present framework of Korean air pollutants inventory, CAPSS. More than 800 data obtained from emission investigations were utilized for the estimation. Compared with the previous estimation, the scheme used this study was modified to incorporate new emission factors as well as to include the corresponding activity data. Such improvement allow us to gain more detailed emission informations which are better characterized by specifications of construction equipments. The total amount of pollutants emitted from construction equipments in 2011 were estimated as 126.8, 7.0, 58.3, and 17.0 kton for $NO_x$, PM, CO, and VOC, respectively. The estimation results indicate that the increase in the emission of equipments is significantly related to their age and power consumption. The emissions of the older ones manufactured from 1992~1996 were estimated to be the contribution ranged from 23.7% to 26.8%, whereas the newer ones (2009~2011) showed the attributions of 11.3~21.5%. In addition, the results show that the emission of each equipment was increased with the increase in the electric power consumption of engine, probably due to their average output power. Among the nine types of machinery compared, excavators and forklifts were investigated to contribute relatively higher emissions in the level of 39.8~44.0% and 32.0~34.2%, respectively.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.9
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• pp.3538-3547
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• 2010

As Telepresence has emerged as a key collaboration tool for supporting trade business, the need for using Telepresence has also been increased in the foreign countries. In this context, we has studied an exploratory research to analyze how staffs-in-charges of trade support authority, exhibition & convention center and SME(Small and Medium-Size Enterprise) perceive the general concept of Telepresence, the necessity, feasibility, business values and expected problems of Telepresence's adoption and use. The finding indicated that there seemed to be significant differences between the necessity and the feasibility of Telepresence adoption and use. In addition, they were anticipating some problems when building Telepresence. Major reasons are incompatibility between Telepresence systems, lack of usability and difficulties of fixing a rental fee. The results of the perception analysis also showed that Telepresence would positively influence on creating business value. The analysis revealed that the core factors of the successful adoption and use of Telepresence are stable network environment, awareness and accessability, and education and promotion. Through the perception analysis, I came up with the core factors to implement Telepresence successfully and use it properly. And the fact that I presented the guideline to build Telepresence for SME makes this study meaningful.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• 대한공업교육학회지
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• v.40 no.1
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• pp.23-39
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• 2015

The purposes of this study were to evaluate the effectiveness of teacher training program for specialized school teacher in invention patent field and to explore the program improvement ideas. The study was carried out through on survey method and using program evaluating model developed for this study. The study subjects are 39 specialized high school teacher participated in training program about invention patent field at CNU-IECT(Invention education center for teacher). The data collection was done on August 2, 2014. The 37 questionnaies were analyzed. The educational needs of the training program were calculated by using the Borich(1980)'s needs assessment formula. The evaluating model was developed by the team. Major findings of this study were as follows; First, the training needs of specialized high-school teachers was high. Second, the satisfaction of the training program was high. Third, the overall effectiveness of training programs was high. Fourth, the improvement ideas were divided into four area - 1)The status quo area, 2) the alternatives exploration area, 3) the strategy modifications area, 4) the expected expansion area.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.668-676
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• 2016

This study reviewed the planning characteristics of contemporary Japanese middle school architecture on which related studies are insufficient, aiming to obtain new ideas for planning Korean middle school facilities. Fourteen case schools built after 1990s were selected and analyzed. They were divided into learning-living space and other major spaces. The planning characteristics of the case schools are summarized as follows 1) The case schools were classified into two categories, departmentalized classroom type (D type) and usual with variation type (UV type) by school system. These categories can also be the classification standard for basic architectural characteristics in learning and living space of case schools. 2) D type case schools have departmentalized classrooms, home base, media space and teacher's space for learning-living space. D type case schools are divided into 'attached-to-classroom type' and 'separate type' depending on the adjacency of the home base and departmentalized classroom. 3) UV type case schools have multipurpose space around the classroom for learning-living space and can be divided into two types, i.e., 'directly adjacent' and 'separate', depending on the connectivity to classroom of multipurpose room. 4) Specialized classrooms are designed to have the openness to the public and the own characteristics of school subjects strengthened and show the spatial differentiation with connected ancillary spaces. 5) Libraries are designed as complex zones grouped with computer labs, audio visual rooms and multipurpose halls not as a single room and as open plan not with a closed wall. 6) The gymnasium is the basic sports facility with a martial arts room and outdoor pool, which are for after-school activities as well as physical education class. 7) The terrace, balcony and outdoor stairs are frequently used architectural vocabularies as diverse outdoor spaces with a variety of functions.

• Journal of Music and Human Behavior
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• v.9 no.1
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• pp.37-53
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• 2012

This study is conducted to analyse the process and the pattern of motivation for musical expression in clinical music therapy for the adults in the mental health center. The participant were 8 adults purposive sampling who had more than one year music therapy experience in the mental health center and their age ranged from 27 to 53. A major category derived and analysed from the grounded theory method by Strauss and Corbin. The qualitative analysis indicated that motivation for musical expression in music therapy, which was the central phenomenon in this study, was determined by the music therapist and songs used in the sessions. The central phenomenon was caused by the therapist's friendly attitude, high musical capacity, the familarity of the selected songs and the significancy of the lyrics of selected songs. The levels of reliability about the therapist's personality and musical ability as a professional music therapist and the positive arousal of the songs used in sessions affected as the contextual condition. Spontaneous musical expression in music therapy brought the escape from reality, release of stress and sharing by the intervening condition 'empathy' and this resulted in mood regulation, the instillation of hope and group cohesion. It has been found that there were three types of motivation in music therapy: intrinsic motivation, relationship dependent extrinsic motivation and evasive motivation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.6
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• pp.91-99
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• 2014

The purpose of this study is to analyze the structural relationship among such variables as self-efficacy, entrepreneurial motivation and entrepreneurial intention in the public sector. In order to achieve the purpose, this study had specifically questions as follows: The first was to examine the effect of the self-efficacy on the entrepreneurial motivation in the public sector. The second was to examine the effect of the self-efficacy on the entrepreneurial intention in the public sector. The third was to examine the effect of the self-efficacy on the entrepreneurial intention according to the entrepreneurial motivation in the public sector. The fourth was to examine the effect of entrepreneurial motivation on the entrepreneurial intention in the public sector. A questionnaire was used as the research instrument. A total number of 257 employees in the public sector responded to questionnaire. In order to estimate the hypothesized structural equation model, the collected data were analyzed by AMOS 17.0, a statistical program for structural equation modeling. The major findings of this study were as follows; First, the self-efficacy was found to have a direct effect on the entrepreneurial motivation in the public sector. Second, the self-efficacy was not found to have a direct effect on the entrepreneurial intention in the public sector. Third, the indirect effect of the entrepreneurial motivation between the self-efficacy and the entrepreneurial intention proved positive in the public sector. Fourth, the entrepreneurial motivation was found to have a direct effect on the entrepreneurial intention in the public sector.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.205-224
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• 2010

This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.