• 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 the Korean BIBLIA Society for library and Information Science
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• v.12 no.1
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• pp.171-190
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• 2001

The Purpose of this study is to point out some attributes of intrinsic and social background and status attainment process and a life-style of public library directors in KOREA. The data obtained from 188 respondents in 1999 were used for analysis. Some of the main findings are as follows： $\circled1$ The majority of the directors has a career as a teacher or local public administrators rather than a librarian. $\circled2$ The birth places of the directors are scattered all over the country. and those who were born in rural area account for about of all respondents. In rural area. it might be difficult for them to access information on newly developing profession like librarianship. $\circled3$ Although the educational level of directors themselves is higher than general public. $\circled4$ Library schools which give students high grade knowledge and training of library and information science are not so many, and hence directors are primarily local public administrators rather than qualified librarians. $\circled5$ Many directors did not aspire to become librarians. rather they got the post after they had been working as a teachers or lawyer, local public administrators. $\circled6$ If the library services of better quality are provided all over the country, urban or rural, and library schools in higher education are developed and have much more satisfactory substance, and abler library directors. And then we can expect that the qualified librarians's director system in public libraries will become an accomplished fact.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.1
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• pp.151-161
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• 2014

As concerns have been raised about the increasing number of children with food allergies, the management of food allergies through the consideration of school meals is an emerging issue. This study investigated the perception and practices regarding food allergy of elementary and middle school nutrition teachers in the Jeonnam area. A total of 236 nutritionists/nutrition teachers participated in the survey and completed questionnaires. The foods most reported to cause allergic reactions were peach, eggs, peanuts, shrimps, mackerel, and milk. Participants reported that the major tasks to be completed for management of food allergies: the estimated number of students with food allergies, the offering of allergy-free or alternative foods and informing families of foods that may cause an allergic reaction. A majority of the participants (94%) recognized that the nutrition teacher has the primary role in managing students with food allergies in school. To manage these students, nutrition teachers mostly reported informing of allergic foods/ingredients in the school menu and the estimation of students with food allergy. The percentage of participants who experienced education programs on food allergies was 16.9%, whereas 97% of participants answered that a good professional education regarding allergies for nutrition teachers is required. The knowledge level evaluated with objective questions was significantly higher than the self-estimated knowledge level. In conclusion, nutrition teachers understood the tasks regarding food allergy thoroughly and that, the tasks are relatively under-practiced. To improve the management of food allergies in school meals, professional education programs regarding food allergies should be provided for nutrition teachers.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.3
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• pp.420-436
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• 2016

The purpose of this study was to identify the status of task performance and working conditions for nutrition teachers in order to determine new ways to improve the current nutrition system and increase job satisfaction among teachers. From the 14th of July to the 26th of September 2014, email questionnaires were distributed to and collected from 311 nutrition teachers nationwide, including teachers at elementary, middle, and high schools. The results are as follows. First, over 90% of nutrition teachers indicated that their work was demanding. In particular, 63.5% of nutrition teachers at high schools worked more than 40 hours of overtime per month. Second, 73% of nutrition teachers provided nutrition education, but the percentage significantly decreased at upper levels of school. Nutrition teachers had difficulties teaching due to the absence of standard teaching materials and a lack of time due to excessive work. Teachers also wanted 30 hours of job training once per year during their vacation organized by the regional Department of Education. Third, around half of the nutrition teachers considered that promotion and transfer professions are necessary for systematic foodservice and education. An additional allowance was demanded by nutrition teachers at schools that serve two or three meals per day. Considering the results, alleviating the workload of nutrition teachers and more time preparing nutrition classes for student are required. Fair evaluation of job performance that considers work conditions of nutrition teachers should be considered.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.1-15
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• 2023

As the social and economic value of living modified organisms (LMOs) increase, so do the potential risks they pose to humans and the environment. Therefore, all laboratories using LMOs must establish an LMO laboratory in accordance with the standards required by regulations. Recently, in high school, LMO-related experimental programs have been developed for their educational effects. Also, in this case, it is necessary to comply with the regulation for LMO laboratories. However, high schools are still unfamiliar with the LMO laboratory, and it is difficult for teachers to manage an LMO laboratory because its implementation applies the same standards to general research institutes. In this study, we used causal chain analysis to discover the difficulties each teacher faced while setting up an LMO laboratory by examining three cases. The difficulties experienced by teachers are as follows: the first problem is "reluctance to set up an LMO laboratory," because of "administrative tasks for laboratory registration" and "difficulty in persuading colleagues." The second problem is a difficulty for teachers to operate LMO laboratory in blind spots, due to "inflexible installation and closure," "medical waste disposal," and "LMO education that does not fit the school context." Through this study, although the difficulty of running an LMO laboratory is caused by a lack of necessity and insufficient consideration of the school context, the more fundamental cause was a lack of collaborative planning between the educational field and the operating institutions. The teachers who participate in this research suggest that "using shared LAB" and "preparing opportunities for knowledge sharing" can be considered as strategies for operating the school's LMO laboratory. We feel that this study will provide a useful reference for teachers or schools planning to build an LMO laboratory.

• 대한공업교육학회지
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• v.42 no.2
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• pp.1-19
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• 2017

The purpose of this study is to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes. This study analyzed the differences in the job performance hours and reasonable hours that have been investigated according to special subject teachers and general subject teachers. Based on Job Specifications of Teachers Working at Secondary Level Technical Vocational Education Institutes, the development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follows. First, the total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be 2,787.8 minutes and 2,934.7 minutes respectively with a difference of 146.9 minutes. In regards to the job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs and administrative duties, and lesson preparation and planning, while the reasonable job performance hours were found to be high in the order of lesson administration, lesson preparation and planning, extracurricular student guidance, and school affairs and administrative duties. As for the job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance, and school affairs and administrative duties. In other job categories, it was found that longer job performance hours are needed. Second, the job performance hours perceived by each subject teacher from other schools, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Applied Biological Chemistry
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• v.27 no.4
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• pp.278-284
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• 1984

The triglyceride compositions of peach kernel and apricot kernel oil have been investigated by a combination of high performance liquid chromatography (HPLC) and gas liquid chromatography(GLC). The triglycerides of peach kernel and apricot kernel oil were first separated by thin layer chromatography(TLC), and fractionated on the basis of their partition number(PN) by HPLC on a C-18 ${\mu}-Bondapak$ column with methanol-chloroform solvent mixture. Each of these fractionated groups was purely collected and analyzed by GLC according to acyl carbon number(CN) of triglyceride. Also the fatty acid compositions of these triglycerides were determined by GLC. From the consecutive analyses of these three chromatography techniques, the possible triglyceride compositions of peach kernel and apricot kernel oil were combinated into fifteen and thirteen kinds of triglycerides, respectively. The major triglycerides of peach ternel oil were those of $(3{\times}C_{18:1}\;30.9%)$, $(2{\times}C_{18:1},\;C_{18:2},\;21.2%)$, $(C_{18:1},\;2{\times}C_{18:2}\;10.6%)$, $(3{\times}C_{18:2}\;3.8%)$, $(C_{18:0},\;2{\times}C_{18:1},\;1.8%)$, $(C_{16:0},\;C_{18:1},\;C_{18:2},\;1.5%)$, $(C_{18:0},\;C_{18:1},\;C_{18:2},\;1.1%)$ and those of apricot kernel oil were $(3{\times}C_{18:1},\;39.5%)$, $(2{\times}C_{18:1},\;C_{18:2},\;24.5%)$, $(C_{18:0},\;2{\times}C_{18:2},\;14.2%)$, $(3{\times}C_{18:2},\;2.0%)$.

• Journal of the Society of Disaster Information
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• v.17 no.2
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• pp.351-364
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• 2021

Purpose: Fire load analysis was conducted to secure basic data for evaluating fire risk of educational facilities. In order to calculate the fire load through a preliminary survey, basic data related to the fire load of school facilities were collected. Method: The basic data were the definition and types of fire loads, combustion heat data for the calculation of fire loads. The fire load was evaluated by multiplying the combustion heat by the weight of the combustibles in the compartment when calculating the fire load. Result: As for the fixed combustible materials of A-elementary school, the floor was mainly made of wood, in consideration of emotion and safety in the classroom, music room, and school office, and the rest of the compartments were made of stone. The ceiling and walls were made of gypsum board and concrete, so they were not combustible. The typical inflammable items in each room were desks, chairs, and lockers in the classroom, and the laboratory equipment box and experimental tool box were the main components in the science room, and books, bookshelves, and reading equipment occupied a large proportion in the library room. Conclusion: 'The fire loads of A-elementary' schools according to the combustibles loaded were in the order of library, computer room, English learning room, teacher's office, general classroom, science hall, and music room.