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육계의 사료내 황토 첨가가 계육의 관능적 특성에 미치는 영향
최옥자,양철주,김정빈,문승태,정현숙,심기훈,채영기,Choi, O.J.,Yang, C.J.,Kim, C.B.,Moon, S.T.,Jung, H.S.,Shim, K.H.,Chae, Y.K. 한국가금학회 2007 韓國家禽學會誌 Vol.34 No.2
육계 사료내 황토의 첨가가 계육의 조리시 관능적 특성에 미치는 영향을 조사한 결과는 다음과 같다. 공시 동물은 Ross Broiler 216수로 6처리 6반복 반복당 6수씩 사양 시험을 실시하였다. 처리구는 1) 대조구, 2) 황토 0.5% 첨가구, 3) 황토 1.0% 첨가구, 4) 황토 2.0% 첨가구, 5) 황토 4.0% 첨가구, 6) 황토 8.0% 첨가구로 총 6처리로 나누어 급여한 후 관능적 특성을 조사하였다. 황토 첨가구는 대조구에 비하여 조리 전에는 L값은 유의적인 차이가 나타나지 않았으나, 조리 후에는 유의적으로 증가하였고(P<0.05), 조리 전보다 조리 후에 L값이 더 높았다. a값은 조리 전의 경우 대조구에 비하여 황토 첨가구는 더 낮게 나타난 반면, 조리 후에는 대조구보다 황토 첨가구가 더 높게 나타났다. b값은 조리 전의 경우 대조구에 비하여 4.0 및 8.0% 첨가구에서 높게 나타났고, 조리 전보다 조리 후 b값은 높게 나타났다. 경도, 점착성 및 씹힘성은 조리 전과 후 모두 대조구에 비하여 황토 첨가량이 증가함에 따라 낮아졌다(P<0.05). 조리 후 육수의 탁도는 사료내 황토 첨가량이 증가할수록 높게 나타났다(P<0.05). 관능 평가에서 육질과 육수의 색, 향미, 맛, 질감 등은 대조구보다 황토 첨가구의 기호도가 높았으며(P<0.05), 전체적인 선호도는 4.0% 황토첨가구가 가장 높게 나타났다(P<0.05). 따라서 육계의 사료 황토를 첨가하여 생산한 계육은 관능 평가 결과 기호성을 향상시킬 수 있는 방법으로 사료된다. This experiment was conducted to research the effects of Yellow Clay(YC) on the sensory evaluation of cooked meat in broiler chicks. A total of 216 one day old broiler chicks were divided into 6 groups at random. The six groups are consisted of one control group, to which no YC was added, and 5 groups to which an amount of YC was differently added. Diets contained 0.5, 1.0, 2.0, 4.0 and 8.0% of YC and fed to the 5 group broilers for 6 weeks. The lightness of meat in the broilers treated with YC was significantly higher than that of the control group in after-cooking(P<0.05). Besides, the lightness of meat was higher after-cooking than before-cooking. The properties of hardness, gumminess and chewiness were significantly lowered in the groups treated with Yellow Clay, as the amount of Yellow Clay increased at before-cooking and after-cooking(P<0.05). The turbidity of stock was higher in the groups treated with Yellow Clay as the percentage level of Yellow Clay increased, compared with the control group(P<0.05). The acceptability of color, flavor, and texture of meat and stock was higher in the groups treated with Yellow Clay, when compared with that of the control group(P<0.05). In total, the group treated with the 4 percentage of Yellow Clay was the highest in the overall preference(P<0.05).
최옥자 順天大學校 1993 論文集 Vol.12 No.1
The physicochemical properties of kidney bean starch were investigated. The results were as follows:Water binding capacity of kidney bean starch was 184.4%; blue value and amylose content were 0.41 and 38.8% respectively. Swelling power and solubility rapidly increased over the temperature range of 70℃-90℃ and their curves showed a single-stage pattern. The granule shape of kidney bean starch was oval. X-ray diffraction pattern was A pattern. Gelatinization temperature by Brabender amylogram kidney bean starch appeared to be an amylogram pattern of C type with no peak in viscosity. As the heating temperature was higher, cold viscosity measured by Brookfield viscosity increased. Optical transmittance of 0.2% starch suspension rapidly increased form 75℃ to 80℃. Gelatinization temperature determined by DSC was 64.0℃-104.2℃ and gelatinization enthalpy (△H) was 2.52cal/g.
山林經濟에 기록된 이조시대 음식과 현대 한국음식의 위생학적 보존법의 比較考察
최옥자 세종대학교 1978 세종대학 논문집 Vol.7 No.-
Food processing and preservation methods have long been neglected by traditional Scientists in Korea, Fortunately, Sanlim Kyungje published by Hong Man-Sun In 17th Century, sheds light on popular food processing and preservation Methods of those days. This is a comparative study of contemporary food processing and preservation methods and that of ancient times. also both merits and shortcomings of ancient food preservation methods were critically analized in light of food hygienics.
초등학교 5 학년 자연과 실험 수업에 대한 문화기술적 연구
최옥자,백성혜,김효남 한국초등과학교육학회 1999 초등과학교육 Vol.18 No.2
The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are strongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes→planning experiments→predicting the results→experimenting→summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the most difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.