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Ethanosolv 전처리에 의한 보릿짚의 리그닌 제거
김영란(Youngran Kim),유안나(Anna Yu),정봉우(Bongwoo Chung),한민희(Min-hee Han),최기욱(Gi-wook Choi) 한국생물공학회 2009 KSBB Journal Vol.24 No.6
본 연구에서는 바이오 에탄올 생산을 위한 보릿짚의 전처리에 ethanosolv 방법을 적용하여 그 타당성을 조사 하였다. 리그닌제거율은 처리 온도와 시간에 따라 증가 하였으며 180℃, 200℃에서 거의 38%정도의 비슷한 제거율을 보였는데 비용절감 등의 부분을 감안할 때 80℃, 120 min가 적정조건이라는 결론을 얻었다. ethanosolv 전처리 효과를 증대시키기 위하여 2단계의 전처리 방법을 적용하였다. 볶은 후 ethanosolv 한 보릿짚의 경우 리그닌 제거율은 35%정도로 그렇지 않은 경우와 거의 유사하여 볶음이 리그닌제거율에 큰 영향을 미치지 않음을 확인 할 수 있었다. XRD분석을 통하여 전처리 시간과 온도가 증가할수록 결정성은 감소하였다. 볶은 후 ethanosolv 한 것과 ethanosolv 단독 처리한 보릿짚 사이의 결정성은 미소 하지만 물리적 변형을 한 단계 더 겪은 볶은 보릿짚이 전체적으로 낮게 나타났다. Lignocellulose represents a key sustainable source of biomass for transformation into biofuels and bio-based products. Unfortunately, lignocellulosic biomass is highly recalcitrant to biotransformation, both microbial and enzymatic, which limits its use and prevents. As a result, effective pretreatment strategies are necessary. The vast majority of pretreatment strategies have focused on achieving a reduction of lignin content. In this work, an ethanosolv pretreatment has been evaluated for extracting lignin from barley straw. 75% ethanol was used as a pretreatment solvent to extract lignin from barley straw. The influence on delignification of three independent variables are temperature, time, catalyst (1 M H₂SO₄) dose. The best pretreatment condition observed was 180℃, 120 min, 0.2% H₂SO₄ and delignification was 38%. A combined roasting and ethanosolv, 2-step pretreatment, was developed in order to improve the delignification. Roasting didn"t increase the delignification but reduced the pretreatment time. X-ray diffraction results indicated that these physical changes enhance the enzymatic digestibility in the ethanosolv treated barley straw. The cellulose in the pretreated barley straw becomes more crystalline without undergoing ethanosolv.
한민희(Han, Min-Hee),이현정(Lee, Hyun-Jung),김성아(Kim, Seong Ah),신지혜(Shin, Ji-Hye) 한국실내디자인학회 2010 한국실내디자인학회 학술대회논문집 Vol.12 No.1
Majority of university’s campus under-ground parking lots are not related to the essence of the university, but only look at functional aspect of a parking lot. However, an under-ground parking lot should be regarded as an element to resonate the identity of the university. Therefore, this research which based on Y University’s S campus" under-ground parking lot suggests color combination palette and images those consider bringing the identity of university. Moreover, the environmental design guides the color palette within the parking lot to provide the drivers and pedestrians to benefit from better movements and to improve the parking lot space. Wall pattern was designed to represent the speciality of each departments during the unification process and each floors were painted with different colors that differentiate each floor. The output of this research applies and set a manual on colors due to make each space to be work as a place to tell different stories under the one university identity. This research would be partly useful when university’s campus integrates the essence within departments and school"s specialized identity and characteristics, which highlights under-ground space with its design plan.
한민희(Han, Min-hee) 한국어문교육학회 2012 어문학교육 Vol.44 No.-
이 논문의 목적은 자기표현력을 신장시키기 위한 교육연극의 활용방안을 연구하는 데 있다. 즉, 교육연극을 활용한 학습자 중심의 국어과 교수 · 학습방법을 제시하여 자기표현력을 신장시키고 교육 현장에서 실제로 활용할 수 있게 하는 데 목적을 두고 있다. Ⅱ장에서는 교육연극의 본질과 자기표현력의 상관성에 대해 살펴보았다. 교육연극의 개념과 교육연극의 유형, 그리고 교육연극과 관련된 학습이론들을 제시하였다. Ⅲ장에서는 표현력 신장을 위한 교수 · 학습모형과 교육연극 활용 방법을 제시하였다. 교육연극의 일반원리를 토대로 연극활동의 절차를 상황파악단계, 연극활동 단계, 정리활동 단계로 구분하여 교육연극 모형을 구안하였다. 또한 다양한 연극놀이와 교육연극 방법을 제시하였다. Ⅳ장에서는 앞에서 제시한 교수 · 학습 모형과 연극방법을 토대로 학습지도안을 작성하였다. 본 논문에서는 다양한 상황의 연극적 경험을 통한 언어활동 중에서 즉흥극과 토론연극, 시의 극화를 활용한 교수 · 학습지도안을 작성하여 제시하였다. Ⅴ장에서는 교육연극을 활용한 국어수업이 자기표현력에 미치는 효과를 검증하기 위해 사전, 사후 검사를 비교 분석하여 정리하였다. Ⅵ장에서는 본 연구를 통해 얻은 결론과 제언을 중심으로 기술하였다. 이상의 연구결과를 종합해보면 교육연극을 활용한 국어교육은 자기표현력 신장에 모두 긍정적인 효과를 나타내었다. 따라서 교육연극을 국어 교수 · 학습에 적절하게 사용하는 것은 궁극적으로 아동들의 자기표현력 향상에 긍정적인 변화를 가져오리라 생각된다. This study aims at investigating methods of using Educational Drama for improving of expression capability. Educational Drama is a method to maximize teaching effects by taking advantages of theatrical performance in curriculum as a medium. Above all, Educational Drama provides a practical and meaningful situation in which language is directly used, respects individuality, and regards cooperation and interaction between students as important. Skills to use language can be developed when learners perform integrated meaningful activities in a practical situation where they can interplay. In this respect, Educational Drama can be an effective plan to develop 'ability to use the national language creativity', which is pursued in the national language education. This is to present what Educational Drama is and to apply the method in class. In chapter Ⅱ, I had reviewed the essence of Educational Drama, interrelationship of expression capability and Educational Drama. I presented the concept of Educational Drama, the type of Educational Drama and Educational Drama related learning theories. Expression capability is the ability which shows one’s emotion and opinion with verbal, non-verbal. As a medium of korean education I have been discussed methods using Educational Drama. In chapter Ⅲ, Teaching and learning model and method using Educational Drama was shown. Based on the general principles of Educational Drama, A phase of Educational Drama was divided into 3 steps such as A step of understanding the situation, A step of theatrical activities, A step of finishing activities and I presented a variety of theatrical play and how to play. In chapter Ⅳ, Based on teaching-learning model and the method of drama mentioned above, procedure of learning was proposed with in a subject of korean education. This thesis use Extempore drama, Discussion drama and Dramatized poems to attract students actively and to share their feeling and idea regarding the way to integrate activities in each area. This thesis has implication to propose the method using educational drama to improve creative abilities to express as the teaching-learning model. In chapter Ⅴ showed a comparative analysis for an outcome of this study. Based on the teaching-learning results, Conclusions and suggestions were stated in chapter Ⅵ. The results of data an analysis are following, Educational Drama was effective on improving of expression capability. In conclusion, Educational Drama in korean education is the effective method to improving expression capability.
토요 방과 후 원예활동 프로그램이 초등학생의 정서지능과 사회적 능력 및 학교적응력에 미치는 영향
한민희(Min Hee Han),유용권(Yong Kweon Yoo) 인간식물환경학회 2014 인간식물환경학회지 Vol.17 No.4
This study was conducted to examine the effects of horticultural activity on the emotional intelligence, social competency, and school adjustment in saturday after-school program for elementary school students. The fifteen students using the B Children’s Library in Mokpo city were participated in this horticultural activity program(HAP). The program were performed 1 time per week from September 22 to December 22. The HAP were composed of making pressed flower works, making and caring the vegetable garden, planting and harvesting the sprout vegetable, making the christmas card. The emotional intelligence, social competency, and school adjustment scale were evaluated to examine the effects of HAP between before and after program. In the emotional intelligence, mean value of 15 subjects showed high score of 115.0 after HAP compared to 97.0 before HAP. In social competency, mean value of subjects was higher by score of 132.6 after HAP than score of 114.9 before HAP, and social competency of all subjects was significantly improved. In school adjustment, mean value of 15 subjects was higher by score of 122.1 after HAP than score of 109.8 before HAP, and school adjustment of all subjects was significantly improved. Therefore, HAP as saturday after-school program was effective in improvement of emotional intelligence, social competency and school adjustment in elementary school students.