• Journal of Animal Science and Technology
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• v.48 no.2
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• pp.293-306
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• 2006

We characterized physicochemical properties and examined the organoleptic and textural evaluations of Feta cheese made from goat's milk. Nutritional compositions of goat Feta cheese were fat 23.50%, protein 11.03% with moisture content of 59.54%. Cell numbers of lactic starter cultures in Feta cheese maintained from log 8.46 CFU/g and pH 5.76 during storage at 4℃ for 14 day's aging. The color of Feta cheese was whitish (L. 93.19) at after finishing brine salting, but became a little yellowish(b. 3.52) (a. -0.71). For texture profile analysis of goat Feta cheese, hardness, fracturability springness, and cohesiveness seemed to be week, but adhesiveness gumminess, chewiness, and resilience were enhanced as aging times extended to 14days, resulted in the overall textural properties was to be superior to control cheese(commercial Mozzarella cheese). Organoleptic evaluations were examined based on the intensities and the preferences for flavour, tastes, texture and mouth feeling. saltiness, bitterness and acidity were stronger in the intensities than control cheese, but the preferences were enhanced by aging to be better than control cheese at 14 days and later on, however, the texture changed to be weaker in hardness and unpleasant in mouthfeel. The fatty acid compositions of Feta cheese analysed by Gas chromatography were saturated fatty acid 42.06%, monoenoic acids 29.67%, di-enoic acids 24.24%, tri-enoic acids 1.21%.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.60 no.4
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• pp.484-490
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• 2015

Thirty-eight Pea (Pisum sativum L.) genotypes were screened to identify varieties to be suitable for sprout. Based on seed yield and sprout qualities such as whole length and sprout yield, five genotypes (PI269803, PI343278, PI343283, PI343300 and PI 343307) were primarily selected as candidates for pea sprouts. In order to determine optimal cultivation condition for pea sprouting, growth characteristics were investigated according to the change of germination temperature and days for sprouting. Whole length and hypocotyl length were observed to increase as a time dependent manner at each tested temperature (20, 23, and $25^{\circ}C$). However, whole length, hypocotyl length, and sprout yield were highly increased at $23^{\circ}C$ compared to 20 and $25^{\circ}C$. Especially, PI269803 and PI343300 showed higher sprout yield than the others. In addition, the effect of the change of germination temperature on antioxidant properties was estimated by measuring total phenolic content (TPC) and free radical scavenging activity (DPPH and ABST activity). TPC and DPPH/ABST activities of PI269803 and PI343300 were higher at $23^{\circ}C$ than at 20 and $25^{\circ}C$, while antioxidant properties of PI343278 and PI343283 were decreased in a temperature-dependent manner. The results show a high degree of correlation between TPC and antioxidant activities and suggest that the temperature change for pea sprouting could be responsible for antioxidant properties. Taken together, these results provide optimal cultivation conditions for pea sprouting and suggest that PI269803 and PI343300 with high sprout yield and antioxidant properties could be used for pea sprouts.

• Journal of Science Education
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• v.42 no.2
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• pp.106-119
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• 2018

The purposes of this study were to develop a learner activity-centered science class program, apply it to the fourth-grade elementary students, and analyze its effects on their attitude towards science, academic achievement, and concept sustainability. To this end, the content of the fourth-grade elementary subject related to 'volcanoes and earthquakes' was reorganized through 12 periods, and the class was divided into two groups. Then, general science class was applied to the comparative group, and the learner activity-centered science class program including writing, making, and expressing was applied to the experimental group. In order to compare the two groups regarding attitude towards science, academic achievement, and concept sustainability before and after the application, mind map data was collected and analyzed based on mind map grading criteria. As a result of the post-test, the two groups showed statistically significant differences in all the sub-factors of attitude towards science, that is, recognition, ability, value, and interest sustainability, especially in interest sustainability. As for academic achievement, as a result of the post-achievement test, the experimental group had higher average scores than the comparative group, and it also showed improved scores compared to the pre-achievement test results. In addition, as a result of the post-achievement test, both the two groups showed statistically significant results. In the concept sustainability test after the post-achievement test, the experimental group had higher average scores than the comparative group in the areas of center circle, branches, and expression, which were the evaluation criteria for the mind map analysis, and the two groups showed statistically significant differences in the areas of center circle and expression, except for branches. In conclusion, learner activity-centered science class turned out to be effective on students' attitude towards science, academic achievement, and concept sustainability. If the learner activity-centered science class program is actively introduced and used in actual educational sites, it is expected to contribute to improving related classes.

• Korean Journal of Food Science and Technology
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• v.49 no.5
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• pp.524-531
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• 2017

The study aimed to investigate the antioxidant activity and neuroprotective effect of the ethyl acetate fraction from Orostachys japonicus A. Berger extract (EFOJ) and its main constituent compounds. Among all fractions, the highest content of total phenolics was found in EFOJ. The antioxidant activity of EFOJ was confirmed through the 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid (ABTS), 1-1-diphenyl-2-picryl-hydrazyl (DPPH), ferric reducing antioxidant power (FRAP) assays and the inhibitory effect of malondialdehyde (MDA). In addition, we ascertained that EFOJ not only decreased the intracellular ROS level, but also protected the neuronal cells against $H_2O_2$-induced oxidative stress. In liquid chromatography-mass spectrometry analysis, the following were found to be the main compounds of EFOJ: quercetin-3-O-glucoside, kaempferol-3-O-rutinoside, kaempferol-3-O-glucoside, and kaempferol-3-O-rhamnoside. Consequently, these results suggested that the protective effect on neuronal cells was based on the antioxidant activities of the physiologically active compounds of Orostachys japonicus A. Berger extract, which could therefore help to mitigate neurodegenerative diseases.

• Korean Journal of Ecology and Environment
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• v.39 no.4 s.118
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• pp.498-507
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• 2006

The main objective of present study was to evaluate how seasonal rainfall influenced natural habitat conditions of 10 metric habitat variables along with ionic conditions and suspended solids in the Woopo Wetland during August 2002-July 2003. Largest spatial variabilities in total suspended solids (TSS) occurred during the summer monsoon and the inorganic suspended solids (ISS), expressed as a inorganic proportion of total solids, showed linearly increasing trend from the upstream to downstream. This phenomenon was mainly attributed to counter flow of turbid water from the main Nakdong-River. During the flooding, ISS : TSS ratio showed large increases (92%) in the downstream than the upstream (43%). For this reason, transparency declined (mean=0.13 m, range=0.08-0.21 m) largely in the downstream reach and thus, chlorophyll-a concentration showed low values (range: $4.2-8.6\;{\mu}g\;L^{-1}$), indicating a direct influence on primary productivity or algal growth by inorganic turbidity. In the 2nd survey, ISS averaged 4.0 mg $L^{-1}$ (3.3-4.8 mg $L^{-1}$), thus the ISS decreased by 14 fold, compared to the ISS in the 1st survey during the flooding, while organic suspended solids (OSS) values were greater than those of ISS, indicating a dominance of organic solids. This condition was similar to solid contents in the 3rd survey, but showed a large difference compared to the 4th survey during the growing season. Habitat health assessments, based on 10 metric habitat variables, showed that QHEI values were greatest in the growing season (May) than any other seasons and largest spatial variations occurred in the 2nd survey. Overall, dataset suggest that seasonal episodic flooding during the monsoon may largely contribute nutrient cycling and sediment contents in the Woopo Wetland and Topyung Stream.

• Journal of Life Science
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• v.24 no.3
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• pp.252-259
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• 2014

The leaves of Peatasites japonicus are a traditional oriental medicine with diverse biological activities. A simple and specific analytical method for the quantitative determination of bakkenolide B constituents from methanolic extract of the leaves of P. japonicus was developed. Bakkenolide B was isolated from the leaves of P. japonicus, and its structure was elucidated based on 1D, 2D NMR, and GC-MS spectral data. A liquid chromatographic method was developed to evaluate the quality of P. japonicus through determination of major active compound, bakkenolide B. The wavelengths at 254 and 215 nm were chosen to determine bakkenolide B. The recovery of the method was in the range of 98.6 to 103.1%, and bakkenolide B showed good linearity ($r^2$=0.999) within test ranges. The developed method was applied to the determination of bakkenolide B in the plant part and seasonal changes. The results showed that the content of bakkenolide B in the leaf was higher than in the petiole and rhizome. In this study, a simple, rapid, and reliable high-performance liquid chromatography method was used to determine the percentage and composition of bakkenolide B in P. japonicus procured from different Petasites species plants in South Korea. The method can be employed in routine quantitative analysis and quality control of different products in the market.

• The Journal of Society for e-Business Studies
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• v.19 no.4
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• pp.231-249
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• 2014

We define $21^{st}$ century as an amalgamation of globalization and localization, or Glocalization. Additionally, due to the increasing supply of smart phones and wide usage of social networking services, the ability to utilize such global and regional information has increased a coperation's competitiveness in its market, and even the business models have evolved from the conventional "production and distribution" to E-commerce, through which either a direct or a non-direct transaction is possible. My hypothesis is that the ability to adapt to this trend is possible through transfer of learning, and consequently, this will have an impact on company's performance. Thus, this thesis analyzes the mid- to the long-term impact of such ability and environmental factors on the performance and technology innovation of Korean companies in China. Ultimately, this study intends to engender a basic foundation for a corporation's management strategy in China. Finally this research focuses on those Korean companies in China only and on the proof of influential factors' impact on technological innovation and technological innovation's impact on those corporations' future performances. Section I is an abstract and section II, the case examines the uniqueness and current status of Korean companies in China identifies the concept and the definition of influential factors such as education-orientation, technological innovation, and performance, and then scrutinizes each factors through a closer look at their past researches. Section III explains the thesis model, the survey's method and target, the thesis, variable factors, the content, and the method of analysis. In section IV, the thesis is proved based on the outcome of the survey. The result in Section V highlights the high comprehension of technological innovation: both education-orientation and technological innovation prove to have a positive (+) correlation with the performance. The vision on education orientation proves to have a positive (+) influence on technological innovation. The vision on education-orientation and technological innovation prove to have a positive (+) influence individually on company's performance.

• Journal of Life Science
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• v.26 no.8
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• pp.955-962
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• 2016

Fish-meat gel is an intermediate product used in a variety of surimi-based seafood. One of the most-used raw materials of fish-meat gel is Alaska Pollock due to its high-quality meat in terms of gel strength and texture. However, increasing demand for fish-meat gel, along with overexploitation of the wild catch Alaska Pollock, has put the industry in need of low-cost sustainable alternative sources for fish-meat gel. Pagrus major (PM) is a widely aquacultured fish known for having white meat that is low in fat. The current study compares the quality of fish-meat gel prepared from aquacultured PM to that of high and mid-grade Alaska Pollock fish-meat gel. Gels were compared in terms of gel strength, texture, color, and protein pattern. Results indicated that fish-meat gels prepared from PM were superior to Alaska Pollock fish-meat gels with regard to gel strength, hardness, springiness, chewiness, cutting strength, and breaking force. In addition, although not matching in quality, PM exhibited a cohesiveness, whiteness, and expressible moisture content comparable to Alaska Pollock of both grades. Protein pattern analysis also showed that PM and Alaska Pollock fish-meat gels had similar protein profiles before and after gel preparation. Therefore, P. major is suggested as a potential substitute for Alaska Pollock in fish-meat gel production.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• 대한공업교육학회지
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• v.39 no.1
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• pp.189-208
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• 2014

The purpose of this research was to investigate the critical issues and practical strategies that Korean technology teachers perceived. To accomplish the purpose of this study, a qualitative study was conducted to identify critical issues and practical strategies of Korean technology education targeted on Korean technology teachers. A purposeful sampling for choosing technology teachers was used for this study with three selection conditions: 1) 'Excellent Korean technology teacher' award winning teachers, or 2) technology teachers actively involved in both on-line and off-line teachers' association, and 3) leaders in local technology teachers' association. This study conducted exploratory in-depth interviews with selective 15 technology teachers regarding critical issues and practical strategies of Korean technology teachers. The interpretation of the interview content was conducted by two researchers using the thematic analysis which analyzed the frequency of concepts, words, and meanings held from collected data. In the conclusion, critical issues researchers identified were 1) curriculum problems, 2) education environment and facilities problems, 3) teachers' problems, 4) students' problems, 5) related research institution and college problems, 6) social problems. Secondly, Korean technology teachers agreed with following practical strategies 1) separating technology education from home economic education, 2) sharing practices on managing and improving educational environment and laboratory for technology education, 3) actively involving in technology teachers' group, 4) motivating students using hands-on activity 5) improving the quality and the quantity on technology teachers preparatory institution, 6) advertising the values of technology education to the public. Lastly, the positive factors to succeed technology education were 1) technology education satisfying social needs and 2) technology teachers' will or passion toward improving their technology classrooms. The negative factors to hinder technology education were 1) low self-respect of Korean technology teachers and 2) rejection or retarded acceptance toward social transition. Several recommendations based the conclusion were suggested as 1) implementing supplementary study toward selected critical issues and 2) conducting exemplary case studies regarding concrete practical strategies for improving challenges of Korean technology education.