하루 콩단백질 25g 섭취를 위한 메뉴작성 및 영양성분 분석

한재숙,김정애,서봉순,이연정,서향순,조연숙,한경필,이신정,오옥희,우경자,조은자,구성자,김수진,李承彦,南出隆久 동아시아식생활학회 2002 동아시아식생활학회지 Vol.12 No.2

The purpose of this study was to develop menus for daily intake of 25g soybean protein and to analyse nutrients of these foods. Analytical values were compared to the theoretical one using the food composition table and recommended dietary allowances for Koreans (7th revision). The results are as follows. 1. Soybean curd residue stew, Soybean curd, Kimchi saute, and hard boiled soybean and lotus root were selected for the menu for January, of which the content of soy bean protein(SBP) was 33.1g, soybean stew, soybean curd and soybean sprout saute, and Italian deep fried soybean curd were for February, of which the content of SBP was 35.0g. The content of SBP in soybean paste soup with soybean curd, fried soybean curd and fried soybean curd roll, the menu for March, was 24.9g. That of April were soybean curd gratin with soymilk, soybean curd and ham with garlic dressing and the content of SBP was 26.3g. That of May were soybean porridge, soybean flour cake with honey (Dasik), soybean sprout soup and the content of SBP was 26.7g. That of June were soymilk, pan-fried soybean curd, steamed soybean curd with chicken and the content of SBP was 28.4g. That of July were noodle with soymilk, mapatofu, soybean curd salad and the content of SBP was 24.7g. That of August were soybean sprout with mustard dressing, Tossed green pepper with raw soybean flour, Tofu and Kimchi stew, soybean curd steak and the content of SBP was 26.2g. That of September were Chinese cabbage soup with raw soybean flour, sweet and sour tofu and the content of SBP was 23.2g. That of Oct. were Fermented soybean stew, soybean pan cake and the content of SBP was 24.3g. That of November were not-pressed soybean curd casserole, pan-fried mashed soybean curd with egg, stir frying deep-fried soybean curd with vegetables and the content of SBP was 22.4g. That of December were soybean curd and mushroom casserole, fried soybean curd and vegetables, hard boiled soybean curd and the content of SBP was 28.9g. 2. The ratio of the analytical value over theoretical value (A/B%) of one serving in kcal, carbohydrate, protein, fat, ash and dietary fiber were 57.7~107.7%, 42.9~131.9%, 79.2~118.3%, 54.5~100%, 40.7~80.8% and 42.1~113.2%, respectively. 3. The ratio of A/B% of one serving in Ca, K, Na, P and Fe were 44.1~93.6%, 59.0~153.1%, 53.1~117.7% 64.6%~138.8 and 33.8~77.3%, respectively. That in Fe was the lowest among minerals. 4. The ratio of analytical value over Korean R.D.A(A/C%) in Ca was relatively higher (22.0~85.9%) than that in kcal(18~63%). 5. The ratio of A/C% in Fe was 25.1~64.3% and lower than that in Ca and protein in general.

인지발달에 관한 연구 : COGNET MLE 수업접근을 중심으로

韓恩淑 청주대학교 교육문제연구소 1993 교육과학연구 Vol.7 No.1

學校事故와 損害賠償責任

韓恩淑,延和駿 청주대학교 교육문제연구소 1998 교육과학연구 Vol.12 No.-

In vitro에서 B-glucan성 다당류들에 의해 활성화된 흰쥐 간내 Kupffer 세포에서의 NO, TNF-a 및 TGF-3의 형성

한만덕, 이은숙 김천대학교 1997 김천대학교 논문집 Vol.18 No.-

Various B-glucans were evaluated for its ability to formation of nitric oxide (NO), tumor necrosis factor-a (TNF-a) and transforming growth factor(TGF-B) from rat kupffer cell in vitro. Hepatic macrophages activated by glucan did not significantly elevated concentration of TGF-B in the medium, but significantly elevated NO and TNF-a concentration in culture medium. Comparing the activity using structurally related glucans obtained from microorganisms, highly branched glucans, Ganoderan isolated from G. lucidum IY009 and zymosan from Saccharomyces cerevisiae, significantly increased TNF-a and NO production Ganoderan(GAN), a particulate 8-1.3-polyglucose immunomodulator from fungal mycelium, enhances 4-fold production of NO and 19-fold formation of TNF compared to control. The GAN-activated kupffer cells secrete 14.94M/C(p<0.01) of NO and 2619.5 pg/ml (p<0.01) of TNF-a after 38 hrs. Large molecular weight GAN(approximately 10Kd-20Kd) prepared by NaOH extraction method showed stronger stimulating effect. These facts suggested the glucans showed stimulating effect of TNF-a and NO production from kupffer cell in vitro that this effect was related to the degree of branching and molecular weight. The results suggest that B-glucan related-polysaccharide may be of value in combination with other therapies in the treatment of immunodeficiencies, cancer, infections, autoimmune disease and hepatic disease.

중등교사 양성제도 개선방안에 관한 연구

한은숙 청주대학교 교육문제연구소 1997 교육과학연구 Vol.11 No.1

1.The purpose of this study A.To identify the systematic problems of current secondary school teacher education B.Te identify the problems in the curriculum of current secondary school teacher education C.Solutions to the problems discovered during this study in the secondary school teacher education 2.Theoretical background of this study A.The goal of teacher education B.The desirable quality for the teacher 3.Current status of secondary school teacher education A.Student selection system of secondary school teacher education B.Components of the curriculum in secondary school teacher education C.Contents and the status of the teacher education procedure 4.Systems of teacher education in the foreign countries A.Germany B.United States C.England D.Japan 5.Surfaced problems and the solutions of secondary school teacher education A.Systematic problems and the solution B.Problems in curriculum and the solution 6.Conclusion First, the education procedure in School of Teacher Education should separate the pre-TE. and the professional teacher education. Second, the credit qualification to graduate in the School of Teacher Education should be raise from 140 to 150. Third, the education for the particular major should be taught within the major curriculum and the qualified professor should be assigned for the class. Fourth, internship for potential teacher should be lengthened to one full year instead of one month during their senior year and should be assigned after their graduation.

敎育施設의 效率性에 關한 硏究

韓恩淑 청주대학교 교육문제연구소 1995 교육과학연구 Vol.9 No.1

The large increase in the number of students and the current rapid social change requires the expansion of educational facilities for the improvement of the educational content and it's method, the usefulness of educational media, and the improvement of teaching and learning activities. The educational facilities have largely served is done efficiently it results in a functional harmony of these two aspects. In order to maximize this harmony, and thus maximize the efficieney of school education we must analyze the human engineering factors of educational facilities by focusing on the main subject of education, humans. Therefore to maximize the efficiency of school education, we must analyze the human engineering factors of educational facilities through human being that is the main subject in learning and living. In conclusion we suggest the following six analying standards on human engineering of educational facilities ; 1. adequacy 2. suitability 3. healthfulness 4. safety 5. beauty 6. modernity

고수의 유리 아미노산, 무기성분 및 정유성분에 관한 연구

한준희,신미경,서은숙 圓光大學校 1995 論文集 Vol.30 No.2

고수의 일반성분, 유리 아미노산, 무기성분 및 정유성분을 분석한 결과는 다음과 같다. 1. 일반성분은 수분 82.1%, 단백질 4.06%, 지방 1.83%, 섬유소 2.52%, 회분 2.27%이었다. 2. 확인된 아미노산은 glutamic acid, leucine, aspartic acid, phenylalanine, glycine, alanine, lysine, isoleucine, threonine, valine, arginine, serine, proline, histidine, tyrosine, methionine 등 총 16종으로 이들중 glutamic acid의 함량이 가장 높고, methionine이 가장 낮은 수준이었으며 필수아미노산인 tryptophan은 검출되지 않았다. 데쳤을 경우 아미노산의 손실율은 총 아미노산 함량의 약 16.7% 이었다. 3. 무기성분 중 Ca함량이 53.7mg으로 가장 많았으며, Cd이 3.6mg으로 가장 적었다. 데쳤을 경우 Na, K, Mg함량은 생것과 큰 차이가 없었으나 Ca과 Cd 함량은 생것의 각각 13%, 44.5%가 감소되었다. 4. 정유성분으로는 linalool, isopulegol, terpinen-4-ol, α-terpineol이 확인되었으며 이중 α-terpineol의 함량이 13,982㎍으로 가장 많았고, terpinen-4-ol 8,285㎍, linalool 5,142㎍, isopulegol 3,579㎍순이었으며 데쳤을 경우 isopulegol은 거의 존재하지 않았다. This study was carried out in order to investigate the content of amino acids, minarals and essential oil in coriander. The contents of moisture, protein, lipid, crude fiber and ash were 82.12%, 4.06%, 1.83%, 2.52% and 2.27%, repectively. 16 Kinds of amino acid were analyzed by amino acid autoanalyzer and total free amino acid content was 15,733mg/100g, after blanching, that was 13,099mg/100g and decreased to 83.3%. glutamic acid(2,004mg/100g) was the richest among amino acids and total amounts of the essential amino acids was 6,612mg/100g and was 40.03% of total amino acids. contents of Na, K, Ca, Mg and Cd in raw coriander were 26.8mg, 24.6mg, 53.7mg, 17.6mg and 3.6mg, respectively and Ca content was the richest. Na, K and Mg contents in banching coriander were similiar to raw coriander, but Ca and Cd content were lower than raw coriander. the essential oil components of coriander were α-terpineol, terpinen-4-ol, linalool and isopulegl, and α-terpineol content was richest and isopulegl content was lowest.

敎師敎育에 있어서 바람직한 敎職觀 形成을 위한 豫備的 硏究

韓恩淑 청주대학교 학생생활연구소 1983 學生生活硏究 Vol.5 No.-

1. Purpose of the Study The purpose of this paper is to analyze the attitude of the student taking teaching profession courses, and to provide additional information selecting them. Achieving this purpose, present study has been devoted to the analysis of the following problems; (1) compare the attitudes of the student taking educational courses in the college of education with these of other colleges. (2) analyzed the attitudes toward teaching profession in terms of sex and grade. 2. Research Method (1) sampling object: 1092 university students taking teaching profession courses were randomly sampled, they are divided into eight groups according to sex, grade and division. (2) instrument: Likert type attitude scale with 30 items (each item has six points) constructed by the researcher. (3) data analysis: Z test and MANOVA were used. 3. Result (1) The students taking teaching profession course have favorable attitudes toward teaching profession, on the other hand, their attitude toward teacher were some what unfavorable. (2) Students of the college of education have more favorable attitude toward teaching profession than the student of other colleges. (3) Male students have more favorable attitude toward teaching profession than female students. (4) To build up desirable attitude toward teaching profession, to introduce attitude or affective education into the teacher education curriculum.

대학생 집단의 사회적 지지도가 삶의 만족도에 미치는 영향

한은숙 청주대학교 학술연구소 2007 淸大學術論集 Vol.10 No.-

1. Purposes of the Study. First, find out what affects a social approvalsupport that is one of college students’ personal psychological factor have on college students’ degree of life satisfaction. Second, uncover the differences of each variable’s affect on college students’ social approvalsupport and degree of life satisfaction. Third, provide reference data for colleges to improve their environment and education program for the betterment of their students’ degree of life satisfaction. 2. Contents of the Study. First, how much affect do selected independent variables (social supporter and degree of support) have on dependent variable (degree of life satisfaction)? Second, to what degree selected independent variables have an affect to the dependent variable in terms of relative importance and correlated effect. Third, how is the effect of interrelated influences between selected independent variables and dependent variable? 3. Methods of the Study. 1) Subjects of the Study: questionnaires were distributed to male and female college students of Chungbuk province. Among collected questionnaires, discarding insincerely answered questionnaires 398 out of 420 questionnaires were statistically processed. 2) Research Measurements (1) Social ApprovalSupport measurement: 25 questions developed by Ji Won Park and reorganized by Yeon Soo Kim were used. (2) Degree of Life Satisfaction measurement: selected 15 questions from a questionnaire consisting 90 questions developed for college students by Jae Eun Kim and 2 other individuals were used. (3) Data Processing ① Collected data was statistically processed using SPSS Version 11.0 program. ② Before analyzing the results, reliability of measurements were verified using Cronbach Alpha Coefficient. ③ Comparison between groups were done using Scheffe verification. ④ Interrelation between social approvalsupport and degree of life satisfaction were analyzed by using Pearson Correlation Coefficient. 4. Conclusion. On the matter of differences between variables of social support, it did not show significant differences on social support regarding subject’s gender and major but it showed increasing degree of social support as the subject become upper classman. Also, in the area on degree of social satisfaction, female students showed slightly higher degree of life satisfaction than male students. Furthermore, regarding their major, college of education students showed higher degree of life satisfaction than other majors. Moreover, degree of life satisfaction showed meaningful increase in junior year of students’ college life compare to students in their freshman and sophomore year. Key Words : social support, degree of life satisfaction, social approvalsupport

開化期 義務敎育에 關한 硏究

韓恩淑 淸州大學校 1985 論文集 Vol.18 No.1

A systematic study, based on a historical approach, on the changing processes of compulsory education should be of great help for the purpose of working out the current problem facing us and also reorienting our compulsory education toward a desirable direction. Compulsory education is enormously important since it can be the foundation for cultural improvement as well as for the development and preservation of society and the nation. The debate about our compulsory education began during the Enlightenment Period when we came in contact with western civilization. First The changing processes of compulsory education systems from 1876 to 1910 have been studied with the intention of understanding what lies behind the formation of compulsory education. Second The transitional processes of compulsory education during the Enlightenment Period have been studied, based on the historical background, by dividing the peroid into the 'Foetal movement' peroid (1876~1889), the 'Formative' period (1890~1904), and the 'Settlement' period (1905~1910). The initial 'Foetal movement' period was the time during which compulsory educaion, for the first time, 'flowed' in through foreigners. The second 'Formative' period was characterized by the fact that the cornerstone for compulsory education was laid. The third 'Settlement' period was the one during which the campaign for putting compulsory education into action produced a system of education which was financially supported by the people themselves.