• Journal of Intelligence and Information Systems
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• v.18 no.4
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• pp.97-116
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• 2012

Conceptual modeling is an important step for successful system development. It helps system designers and business practitioners share the same view on domain knowledge. If the work is successful, a result of conceptual modeling can be beneficial in increasing productivity and reducing failures. However, the value of conceptual modeling is unlikely to be evaluated uniformly because we are lack of agreement on how to elicit concepts and how to represent those with conceptual modeling constructs. Especially, designing relationships between components, also known as part-whole relationships, have been regarded as complicated work. The recent study, "Representing Part-Whole Relations in Conceptual Modeling : An Empirical Evaluation" (Shanks et al., 2008), published in MIS Quarterly, can be regarded as one of positive efforts. Not only the study is one of few attempts of trying to clarify how to select modeling alternatives in part-whole design, but also it shows results based on an empirical experiment. Shanks et al. argue that there are two modeling alternatives to represent part-whole relationships : an implicit representation and an explicit one. By conducting an experiment, they insist that the explicit representation increases the value of a conceptual model. Moreover, Shanks et al. justify their findings by citing the BWW ontology. Recently, the study from Shanks et al. faces criticism. Allen and March (2012) argue that Shanks et al.'s experiment is lack of validity and reliability since the experimental setting suffers from error-prone and self-defensive design. They point out that the experiment is intentionally fabricated to support the idea, as such that using concrete UML concepts results in positive results in understanding models. Additionally, Allen and March add that the experiment failed to consider boundary conditions; thus reducing credibility. Shanks and Weber (2012) contradict flatly the argument suggested by Allen and March (2012). To defend, they posit the BWW ontology is righteously applied in supporting the research. Moreover, the experiment, they insist, can be fairly acceptable. Therefore, Shanks and Weber argue that Allen and March distort the true value of Shanks et al. by pointing out minor limitations. In this study, we try to investigate the dispute around Shanks et al. in order to answer to the following question : "What is the proper value of the study conducted by Shanks et al.?" More profoundly, we question whether or not using the BWW ontology can be the only viable option of exploring better conceptual modeling methods and procedures. To understand key issues around the dispute, first we reviewed previous studies relating to the BWW ontology. We critically reviewed both of Shanks and Weber and Allen and March. With those findings, we further discuss theories on part-whole (or part-of) relationships that are rarely treated in the dispute. As a result, we found three additional evidences that are not sufficiently covered by the dispute. The main focus of the dispute is on the errors of experimental methods: Shanks et al. did not use Bunge's Ontology properly; the refutation of a paradigm shift is lack of concrete, logical rationale; the conceptualization on part-whole relations should be reformed. Conclusively, Allen and March indicate properly issues that weaken the value of Shanks et al. In general, their criticism is reasonable; however, they do not provide sufficient answers how to anchor future studies on part-whole relationships. We argue that the use of the BWW ontology should be rigorously evaluated by its original philosophical rationales surrounding part-whole existence. Moreover, conceptual modeling on the part-whole phenomena should be investigated with more plentiful lens of alternative theories. The criticism on Shanks et al. should not be regarded as a contradiction on evaluating modeling methods of alternative part-whole representations. To the contrary, it should be viewed as a call for research on usable and useful approaches to increase value of conceptual modeling.

• Journal of The Korean Society of Grassland and Forage Science
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• v.33 no.4
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• pp.298-303
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• 2013

This study investigates the effect of a feed concentrate on the growth performance, feed requirement, and rearing expenses of growing black goats. Forty female growing black goats were divided into four groups and fed rice straw (ad libitum) mixed with different levels of the feed concentrate: T1 (1.5%), T2 (1.8%), T3 (2.1%), and T4 (0%, control). The average daily weight gain (body weight per day) was as follows: T1 < T2 < T3 < T4 (50.23, 60.37, 71.46 and 98.90 g/day, respectively) (p<0.05). The intake of rice straw decreased significantly with increase in the concentrate level (p<0.05). Rearing expenses amounted to 46,704, 49,998, 54,701, and 74,613 won for feed concentrate levels of 1.5%, 1.8%, 2.1%, and ad libitum, respectively. Increase in feed concentrate levels led to an increase in rearing expenses. In conclusion, a concentrate level of 2.1% was determined to be idea for a rice-straw-based feed for growing black goats.

• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• Journal of Korean Academy of Nursing
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• v.2 no.1
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• Journal of the Korean Geotechnical Society
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• v.21 no.4
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• pp.65-70
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• 2005

Many case histories of re-liquefaction phenomena seem to support the idea that sand deposits, if they once have been liquefied, could be reliquefied again by a subsequent earthquake even though the earthquake is smaller than the previous one. The magnitude of the strains induced in the initial liquefaction has a significant influence on the resistance of the sample to re-liquefaction. The deposits undergoing liquefaction experience large shear strain during liquefaction. And this previous strain changes the microstructure into highly anisotropic structure such as columnlike structure and connected voids. This type of anisotropy is so unstable that it can reduce re-liquefaction resistance. It is blown that the extent of anisotropic structural change depends on the gradation characteristics of ground. The purpose of this study is to estimate the correlation between the gradation characteristics of the sand and the ratio of re-liquefaction resistance to liquefaction resistance. In this study, 1-g shaking table tests were carried out on five different kinds of sands. During the tests the values of excess pore pressure at various depths and surface settlements were measured. Re-liquefaction resistances were not affected by the initial void ratio and the effective confining pressures, and the deposits of all test sands which had once been liquefied were reliquefied in the cyclic loading number below 1 to 1.5. The ratio of re-liquefaction resistance to liquefaction resistance linearly decreased as $D_{10}/C_u$ increased, and was constant as about 0.2 above the value of $D_{10}/C_u$, 0.15 mm.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.126-138
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• 2012

Ultrasonic method is widely used for the evaluation of weathering index and of degree of deterioration because it is easily applicable $in$ $situ$. The basic idea of the method is that the ultrasonic velocity decreases as a rock is being weathered. Thus, the difference of ultrasonic velocities between fresh rock and weathered rock indicates the degree of weathering. In this method, the ultrasonic velocity of fresh rock is assumed to be 5,000 m/s. However, this assumption can cause significant errors in estimating weathering index, especially in case that those rocks of the same type have a wide range of ultrasonic velocities such as in Korea. Therefore, we obtained twenty rock specimens and sixty core samples commonly used for stone cultural heritages in Korea, and measured ultrasonic velocities. From the results, we found that the ultrasonic velocities of the same rock type, granite samples range from 3,118 to 5,380 m/s, and that the estimated weathering index can be highly biased if we use the fixed value of 5,000 m/s. We created a database (DB) by combining the measurement data and reported it. We also measured ultrasonic velocities by direct and indirect methods to quantify the calibration coefficient for each sampling site. We found that the calibration coefficients vary widely from site to site (1.31-1.76). Other factors, such as operator bias and temperature did not show any significant effect on errors in ultrasonic velocity measurements. Lastly, we applied our ultrasonic velocity DB and calibration coefficients to a stone cultural heritage, Bonghwang-ri Buddha statue. Our estimation of the weathering index was 0.3, 0.1 smaller than that by conventional method. The degree of deterioration was also different, "moderately weathered", while conventional method gave "highly weathered". Since other independent studies reported that the degree of deterioration of the Buddha statue was "moderately weathered", our estimation seems to be more accurate. Thus our method can help accurately evaluate the weathering index and the conservation planning for a stone cultural heritage.

• 대한공업교육학회지
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• v.38 no.1
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• pp.49-67
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• 2013

The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.

• 한국유가공학회:학술대회논문집
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• 2002.04a
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• pp.59-60
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• 2002

Edible films such as wax coatings, sugar and chocolate covers, and sausage casings, have been used in food applications for years$^{(1)}$ However, interest in edible films and biodegradable polymers has been renewed due to concerns about the environment, a need to reduce the quantity of disposable packaging, and demand by the consumer for higher quality food products. Edible films can function as secondary packaging materials to enhance food quality and reduce the amount of traditional packaging needed. For example, edible films can serve to enhance food quality by acting as moisture and gas barriers, thus, providing protection to a food product after the primary packaging is opened. Edible films are not meant to replace synthetic packaging materials; instead, they provide the potential as food packagings where traditional synthetic or biodegradable plastics cannot function. For instance, edible films can be used as convenient soluble pouches containing single-servings for products such as instant noodles and soup/seasoning combination. In the food industry, they can be used as ingredient delivery systems for delivering pre-measured ingredients during processing. Edible films also can provide the food processors with a variety of new opportunities for product development and processing. Depends on materials of edible films, they also can be sources of nutritional supplements. Especially, whey proteins have excellent amino acid balance while some edible films resources lack adequate amount of certain amino acids, for example, soy protein is low in methionine and wheat flour is low in lysine$^{(2)}$. Whey proteins have a surplus of the essential amino acid lysine, threonine, methionine and isoleucine. Thus, the idea of using whey protein-based films to individually pack cereal products, which often deficient in these amino acids, become very attractive$^{(3)}$. Whey is a by-product of cheese manufacturing and much of annual production is not utilized$^{(4)}$. Development of edible films from whey protein is one of the ways to recover whey from dairy industry waste. Whey proteins as raw materials of film production can be obtained at inexpensive cost. I hypothesize that it is possible to make whey protein-based edible films with improved moisture barrier properties without significantly altering other properties by producing whey protein/lipid emulsion films and these films will be suitable far food applications. The fellowing are the specific otjectives of this research: 1. Develop whey protein/lipid emulsion edible films and determine their microstructures, barrier (moisture and oxygen) and mechanical (tensile strength and elongation) properties. 2. Study the nature of interactions involved in the formation and stability of the films. 3. Investigate thermal properties, heat sealability, and sealing properties of the films. 4. Demonstrate suitability of their application in foods as packaging materials. Methodologies were developed to produce edible films from whey protein isolate (WPI) and concentrate (WPC), and film-forming procedure was optimized. Lipids, butter fat (BF) and candelilla wax (CW), were added into film-forming solutions to produce whey protein/lipid emulsion edible films. Significant reduction in water vapor and oxygen permeabilities of the films could be achieved upon addition of BF and CW. Mechanical properties were also influenced by the lipid type. Microstructures of the films accounted for the differences in their barrier and mechanical properties. Studies with bond-dissociating agents indicated that disulfide and hydrogen bonds, cooperatively, were the primary forces involved in the formation and stability of whey protein/lipid emulsion films. Contribution of hydrophobic interactions was secondary. Thermal properties of the films were studied using differential scanning calorimetry, and the results were used to optimize heat-sealing conditions for the films. Electron spectroscopy for chemical analysis (ESCA) was used to study the nature of the interfacial interaction of sealed films. All films were heat sealable and showed good seal strengths while the plasticizer type influenced optimum heat-sealing temperatures of the films, 130$^{\circ}$C for sorbitol-plasticized WPI films and 110$^{\circ}$C for glycerol-plasticized WPI films. ESCA spectra showed that the main interactions responsible for the heat-sealed joint of whey protein-based edible films were hydrogen bonds and covalent bonds involving C-0-H and N-C components. Finally, solubility in water, moisture contents, moisture sorption isotherms and sensory attributes (using a trained sensory panel) of the films were determined. Solubility was influenced primarily by the plasticizer in the films, and the higher the plasticizer content, the greater was the solubility of the films in water. Moisture contents of the films showed a strong relationship with moisture sorption isotherm properties of the films. Lower moisture content of the films resulted in lower equilibrium moisture contents at all aw levels. Sensory evaluation of the films revealed that no distinctive odor existed in WPI films. All films tested showed slight sweetness and adhesiveness. Films with lipids were scored as being opaque while films without lipids were scored to be clear. Whey protein/lipid emulsion edible films may be suitable for packaging of powder mix and should be suitable for packaging of non-hygroscopic foods$^{(5,6,7,8,)}$.

• Korean journal of communication and information
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• v.76
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• pp.61-91
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• 2016

This research is designed to evaluate perception of "the role of broadcasting in the process of unification" among South Korean propaganda broadcasting experts. This research used Q-methodology for in-depth evaluation of the experts' perception towards propaganda broadcasts. Total sixteen experts who work at the propaganda broadcasting company domestically or internationally as well as conduct related researches were selected as P-samples. This research listed sixty Q statements covering issues such as Perception of Unification, General Propaganda Broadcasts, Private Propaganda Broadcasts, Communication between North and South Korea. According to traditional way of Q-analysis, it drew two types of perception; Type 1: North Korean Liberal Broadcasts, Type2: Inter-Korean Exchange and Cooperation Broadcasts. For in-depth analysis, positive and negative statements were analyzed based on its tendency. As a result, positive statements tend to follow 'the Role of Unification Broadcasts' and negative statements followed 'the regulation of Private Broadcasts' When further researches were conducted on positive statements based on its axis of tendencies, Type 1 and Type 2 were categorized as follows; the Role of Unification Broadcasts- North Korean Liberal Broadcasts and Inter-Korean Exchange and Cooperation Broadcasts. On the other hand, when negative statements were analyzed based on its tendencies, the result of Type 1 and Type 2 were as follows; the Improvement of Private Broadcasts- Redeeming the Private Propaganda Broadcasts and Criticizing Private Propaganda Broadcasts. Regardless such differences, experts do agree on the idea which emphasize the role of broadcasts in the process of unification and also they share the same thought on the need to improve the private propaganda broadcasts. This research expected to contribute to society by making differences in analyzing propaganda broadcasting experts' perception in an objective and positive way compare to other existing researches. Therefore, it proposes several suggestions to consider when producing propaganda broadcasts.