집중조명 : 용인시 ; 깨끗한 자연환경과 조화 이룬 미래의 첨단 도시

유병진 한국지방행정연구원 2000 지방포럼 Vol.4 No.-

한국의 환경운동의 역사와 현황

유병진 환경보전협회 1993 환경정보 Vol.15 No.3

計量意思決定論의 本質에 관한 硏究

兪炳辰 관동대학교 기업경영연구소 1988 경영논집 Vol.7 No.-

[P8-14] 꾸지뽕나무(Cudrania tricuspidata) 잎 추출물의 항산화성과 생리기능

유병진,임영선,박영범 한국식품영양과학회 2007 한국식품영양과학회 학술대회발표집 Vol.2007 No.10

현장점검 , 총선 접전지역 : 국민당 , 서울 입성의 교두보를 확보하는가 - 서정화 , 한영애 , 봉두완의 용산

유병진 사회평론 1992 월간 사회평론 Vol.92 No.4

英國 中等敎育의 改革 (1944-1967)

柳炳鎭 건국대학교 1970 學術誌 Vol.11 No.1

This paper attempts to analyze the various reform movements that have taken place around British secondary education since the 1944 Act. In a word, the British reform movement of secondany education has been centered around making secondary education for all youth in order to come to near the ideal of the "equality of education." As the result of the famous education reform the 1944 Act, the tripartite system was introduced into the British secondary education. The 1944 Act demonstrates the willingness of the English people to break down the old class division of secondary schools for the privileged, on the one hand, and elementany and vocational school for the masses, on the other. The new secondary schools are divided into "Modern School" (eleven to sixteen years) for those intend to enter a practical vocation immediately, "Grammar School"(eleven to eighteen nears) for the academically 'superior' students, and "Technical School"(eleven to sixteen years for the technically gifted). The next major move for the secondary education for all was taken in 1959 when the central advisors Council for Education submitted a report after three fears of careful investigation of upper secondary education-the Crowther Report. It is a detailed discussion of fifth and sixth forms of English schools., as well as of the multifarious system of further and technical education in Britain. It's recommendations regarding secondary school may be summarized as follows. The report recommended that the school leaving age should be raised to sixteen by 1969 at the latest. On the subject of examinations, the committee recommended that no external exanimation be imposed on the lower half of the school population, The repont critisized the tendency in grammar schools for the specialized work of the sixth form to influence the curriculum of the fifth and lower forms, and recommended the postponement of a dicision about sixthform subjects until students entered that form. The report endorsed the principle of "education in depth" but condemned excessive and premature specialization, and recommended that certain steps be taken to broaden the curriculum and to make better use of minority time. An important part of the report dealt with the sociological background to education and the extent to which able pupils fail to progress as well as they should for reasons of socio-economic status. A great many of report's recommendations were not adopted, but the Crowther Report exerted influences on the subsequent measures in secondary education reform. Another principal investigation into secondary education was carried out by the Newsom Committee which published the report under the provacative title "Half Our Future" in 1963. The Newsom Report dealt with "the education of pupils aged 13 to 16 of average and less than average ability"; which the education of most of the pupils in the secondary modern schools. The report adopted as its first recommendation the Crowther plea for a longer school life. Besides raising the leaving age to 16, the report reiterated the references in the Crowther Report to the need for a more exacting program in the last years of school life. The report proposed a longer school day, incorporating into the formal curriculum activities now undertaken voluntarily in many schools. The report put emphasis on pragmatic ways of teaching children, for example, "providing experiences", meeting their "felt personal need," and bringing about "Personal development and social competence of the pupil." The Newsom Report also suggests that four criteria be applied to the teaching of the lower half: It should be practical, realistic, and vocational, and should, have a large element of free Choice. The increasing pressure of British society for "the secondary education for all" finally led to the formation of national policy to convert all secondary institutions comprehenssive schools. In November 1964, a few weeks after Labor came to power, Secretary of State for Education and Science michael Stewart proclaimed in the House of Commons the government's policy. Stewart's successor, Antony Crosland, issued a circular to all the LEA's in Britain requiring them to submit plans to him by. the summer of 1966 for converting their secondary schools to comrehensives. This drastic measures by the government created a great deal of severe criticism as well as firm support among the British people. To a degree, all this means a leveling of the school structure, and the conservative side directed full of learnings against the weaknesses inherent in this venture. Isn't the Laborite grovernment perhaps on the way to pulling down the higher rather than to raising the lower levels of talent in order to fulfiil the democratic ideal of "equality of education"? The present struggle on the part of English people for the equalitarian reforms in education by way of comprehensive schools may have significant and valuable effects for the development of democracy in Britain. However, it cannot be assumed that mere abolition of an elite system of education will result in better democracy. In England, at present, varions forms of the comprehensive schools are being initiated and experimented, a number of them giving us the impression of going too radical and progressive at the cost of the fine tradition grammar schools left behind. In the meantime, it is the author's conviction that the British people will eventually achieve in the field of education what they have achieved in their political life, namely, a combination of quality and equality. On the one side, the nation has carefully cultivated her traditions, selecting and preserving the best of them in the interest of continuity and cohesion, On the other, the nation has never hesitated to experiment with cautious change, carefully incorporating into its traditions the achievements of the successive periods of history. Thus, she has earned just reputation for the skillful blending of tradition and change. In developing her secondary education, there, it would be most likely that England would produce a most carefully prepared type of comprehensive schools.

Amino산-Xylose 갈변반응물질의 항산화성-3

유병진 釜山水産大學 水産食品硏究所 1987 水産食品硏究所報告 Vol.8 No.-

어패류의 가열방법에 따른 소화율의 변화

유병진 강릉대학교동해안지역연구소 1997 東海岸硏究 Vol.8 No.1

한국 근해에서 서식하고 있는 각종 어패류 중 명태, 오징어, 바지락, 가자미를 선택하여 이들 어패류를 가열 방법 (steaming, microwave oven)과 가열 시간에 따른 소화율의 변화와 trypsin 활성 저해 물질의 변화량에 대한 실험결과를 요약하면 다음과 같다. 1) 명태육은 20분간 steaming 하였을 때의 소화율이 91.80%로 가장 높게 나타났으며 microwave oven 으로 가열 하였을 경우는 5분간 가열 하였을 때 86.99% 로 높게 나타났다. 2) 명태육 가열중의 TI 함량의 변화는 steaming 의 경우 5분 및 10분 가열할 경우 각각 0.84,0.83㎎/g 으로 가장 낮게 나타났으나 microwave oven 으로 가열할 경우 가열시간이 증가함에 따라 계속 증가하는 경향을 보였다. 3) 오징어 육에 있어서 30분간 steaming 하였을 때가 소화율 85.27%로 가장 높았으며, microwave로 가열할 경우는 5분 일때가 83.78%로 높았다. TI 함량에 있어서는 가열 방법에 관계 없이 가열 시간이 증가 함에 따라 증가하는 경향을 나타내었다. 4) 바지락의 소화율은 steaming 으로 30분간 가열 하였을 때 84.51% 로 가장 높았으며 microwave 로써는 10분간 가열 했을 때 88.92% 로써 가장 높은 값을 나타내었다. TI함량은 가열 시간의 증가함에 따라 가열 방법에 관계없이 모두 증가하는 경향이었다. 5) 가자미 육에 있어서 TI 함량은 microwave 로 가열 했을 때0.30∼0.42㎎/g, steaming 하였을 때는 0.56∼0.60㎎/g 이었고 소화율은 steaming 하였을 때는 가열 시간이 증가함에 따라 증가하는 경향이 있고 microwave oven 으로 하였을 때는 10분 가열에서 92.25%로 가장 높은 값을 나타내었다. When Alaska pollack, squid, shortneck clam and flownder were cooked by various methods(Steaming and Microwave heating). Changes of digestibility and the contents of trypsin inhibitors (TI) were measured. The results obtained are summarized as follows. 1) Alaska pollack meat was showed the highest value 91.80% of digestibility in steaming for 20min, and high value 86.99% in microwave heating for 5 min. 2) TI contents of Alaska pollack meat heated by steaming for 5 and 20mins were showed 0.84 and 0.83㎎/g respectively, while those treated with microwave heating were increased with increasing heating time. 3) Squid meat heated by steaming for 30min was showed the highest value 85.27% of digestibility and that treated with microwave heating for 5min was 83.78%. TI content of those heated by both methods were increased with increasing heating time. 4) The digestibility of shortneck clam heated by steam for 30mins was most high value 84.51% and that treated by microwave heating for 10min was 89.72%. And TI contents of those increased with the increment of heating time. 5) TI contents of flounder meat cooked by microwave heating were 0.30∼0.42㎎/g and in case of steaming was shown to be 0.56∼0.60㎎/g.

計量意思決定論의 本質에 관한 硏究

兪炳辰 명지대학교 1978 明大論文集 Vol.11 No.-

전분의 종류와 첨가량 및 setting 시간이 연어 어묵의 texture에 미치는 영향

유병진 강릉대학교동해안지역연구소 1996 東海岸硏究 Vol.6 No.2

우리나라 사람들의 기호에 알맞은 연어 제품을 가공하기 위하여 연어 연제품을 가공할 때 전분의 종류와 첨가량 및 setting 시간이 연어 어묵의 texture에 미치는 영향을 조사한 결과 다음과 같다. setting 시간이 증가할수록 시료의 경도, 전단응력 및 탄성은 약간 감소하는 경향을 나타내었고 응집성은 setting 5시간에서 가장 높았으며 부착성은 18시간 setting할 경우 가장 높은 값을 나타내었다. 관능검사 결과 5시간 setting한 시료가 "약간 좋다"로써 가장 texture 가 좋은 것으로 나타났다. 찹쌀가루, 밀가루, 감자전분 및 고구마 전분을 각각 10 %첨가한 어묵의 texture 에 있어서 경도, 전단응력 및 탄성 가장 높게 나타난 어묵은 밀가루 첨가한 시료이었고 가장 낮은 값을 나타낸 것은 찹쌀가루 첨가 시료이었다. 응집성이 가장 높게 나타난 시료는 찹쌀가루 첨가 시료였고 부착성이 가장 높게 나타난 것은 감자전분 첨가 시료였다. 관능검사에서 찹쌀전분 첨가 시료가 "좋다"라고 평가되어 가장 나은 texture를 보였으며 절곡시험에서는 찹쌀가루, 밀가루 및 감자전분을 각각 첨가한 시료가 AA를 나타내었다. 감자전분을 각각 0, 10, 20 및 30%를 첨가한 어묵의 texture 변화에 있어서는 첨가량이 증가할수록 경도, 전단응력 및 탄성은 증가하였다. 관능검사 결과에서는 10% 첨가 사료가 가장 좋은 것으로 나타났다. 관능검사에 유의적으로 영향을 미치는 rheometer texture 측정 인자에 있어서 setting 시간에 따른 조건에서는 경도 및 탄성이었고 첨가된 전분 종류에 따른 조건에서는 경도 , 탄성 및 부착성이었고 감자전분 첨가량에 따른 조건에서는 응집성, 전단응력, 탄성 및 부착성이었다. To assess the effects of subsidiary ingredients on the texture of steamed kamaboko of salmon meat, the textural properties of various kamabokoes made according to changes of setting time and some concentrations of starch and kinds of starch were experimented. As the setting time was longer, the hardness and the shear stress and springness were decreased. But the cohesiveness showed the highest value at the setting for 5 hours and the adhesiveness was at 18 hours respectively, In orgarnoleptic test, the kamaboko setted for 5 hours was evaluated the best as "slightly good". Among the kinds of starch added, the kamaboko of wheat flour gave the highest value in the hardness, the shear stress and the springness but the rice flour gave the lowest value. The cohesiveness had hightest value by addition of rice flour but adhesiveness did by potato starch. In organoleptic tests, the kamaboko added rice flour was evaluated "good". And most of all starches gave "AA" value in folding test. In the effects of potato starch concentrations on texture of the kamaboko, the more amount of potato starch added, the higher value of the hardness, the shear stress and the springness gained. The best was evaluated 30% addition of potato starch in organoleptic test. The textural properties, especially the hardness and the springness of the salmon kamaboko measured with rheometer was more correlated with the organoleptic scores. The effects of kinds of starch on the organoleptic scores was more explained by the hardness and the springness, and the cohesiveness. In the influence of starch concentrations, the cohesiveness and the shear stress, springyness and the adhesiveness were related more significantly with the organoliptic scores.