• Journal of the East Asian Society of Dietary Life
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• v.9 no.2
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• pp.149-160
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• 1999

This paper is intended to find out what kinds of fruits are mentioned in the Bible and how they were used in those days. It has also analyzed in what terms they are expressed in the Korean Version of the Bible and studied agricultural regulations involved in the religion, and allegorical uses of the fruits. Olives were the primary fruit in the economy of the ancient times, followed by figs and vines. In addition, there are mentioned in the Bible almonds, apples, dates. mulberries and pomegranates. Olive trees have been grown for more than six thousand years. The Hebrew word. Zayit is mentioned in the Bible more than fifty times. Olive trees are not so beautiful in themselves but as they give us humans abundant reap and a lot of oil, they have been thought to be beautiful. Olive trees grow well on the seaside in the salty air and fog. Vines began to grown as early as in the Bronze Age(the period of 3000 to 2000 B.C.). In Northern Greece, grape seeds were found to belong to the year 4500 B.C. or so. The vine gardens produced raisins and wine as well as vines. Figs are the fruit which are first mentioned in the Bible(Genesis 3:7) and they were the precious product of the Palestine people, which is described in Deuteronomy 8:8. Figs are sweet and watery and can easily quench thirst on hot summer days. They were used for cookies and wine in the raw or dried state. An apple, which is tappuah in Hebrew, is mentioned as 'Sagwa' six times in the Revised Korean Version, and in the Korean Joint Version it is twice mentioned as 'Sagwa' and as 'Neungum' four times. In ASV and KJV, 'apple' appears eleven times. which is because' the apple of eye' is translated in the 'Nun-dong-ja(the pupil of the eye)'In the Korean Version. 'Sagwa(apple)'of Proverb 25:11, the Song of Songs 2:3, 2:5, 7:8, 8:5 and Joel 1 :12 have been thought to be doubtful. because apple trees cannot be grown in the areas mentioned in the Bible. Some maintain that the apples in the Bible refer to apricots(Prunus armeniaca, Citrus medica L.) or golden oranges (Citrus sinensis L. Obsbeck) which is confusing. In the Revised Korean Version, 'Salgu(apricots)' appears eight times while ASV and KJV translate almond into 'Salgu'. So since translating a genuine apricot into 'Salgu' can be confusing, a great care should be taken in the translation into Korean. Some hold that as some papyri arround the year 1200 B.C. describes pomegranate, apple, olive and fig trees growing on the Nile delta, tappuah rightly refers to 'Sagwa(apple)' In the Korean Joint Version, Sagwa and Neungum are used together to refer to the same fruit, which should be avoided. It is desirable to use the same word for the same thing. Sagwa' showing up six times In the HeL.Ised Korean Version should all be replaced by 'Neungum' Dates symbolized peace and abundance were used for food in the raw or dried state, and were made into honey. Pomegranates can be eaten in the raw state and be used for sherbets and wine. Juice made of promegranates can be mixed with wine and drunk.

• Korean Journal of Materials Research
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• v.11 no.6
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• pp.453-459
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• 2001

It is important for the fabrication of nuclear cladding to optimize the microstructure, because the properties of Zr-based nuclear claddings such as mechanical properties, oxidation-resistance and corrosion- resistance vary widely with its microstructure. The microstructure in Zr-based alloy is strongly dependent on the solubility of alloying element. However, it is very difficult to measure the solubility due to the low solution limit of alloying elements in Zr-based alloy. In this study, Thermoelectric Power(TEP) measurements are used to determine the solubility of Nb in Zr-0.8Sn alloy, which is confirmed by optical microscopy and transmission electron microscopy. The solutioning of Nb obtained by a homogenization treatment and water-quench leads to a decrease of TEP The saturation of TEP appears with the increase of homogenization temperature, which means the saturation of the Nb content in the matrix. From these results, the solubility ($C_{Nb}$) of Nb in Zr-0.8Sn with temperature could be expressed as fellow equation : $4.69097{\times}10^{16}{\times}e^{-25300\times\;I/T}$(ppm.at.%)

• Journal of the Korean Society of Food Science and Nutrition
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• v.26 no.4
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• pp.743-750
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• 1997

Direct measurement of the kinetics of free fatty acid transfer between phospholipid model membrane is technically limited by the rapid nature of the transfer process. Separation of membrane-bound fatty acid by centrifugation has shown that although the equilibrium distribution of free fatty acid is determined by this method, fatty acid transfer occurs too rapidly for accurate kinetic measurements. Recently fluorescence resonance energy transfer(FRET) assay has been developed to examine transfer of fatty acids between membranes. Donor membranes which has fluorescent fatty acid, anthroyloxy fatty acid(AOFA), is mixed with acceptor membranes which has non-interchangeable fluorescent quencher, nitrobenzo-xadiazol(NBD), using stopped flow apparatus. As the fluorescent fatty acids transfer from donor membrane to acceptor membrane, fluorescence intensity would be decreased and the rate and degree of fatty acid transfer can be analyzed. Fatty acid transfer between micelles is more complicated because of bile salt. Therefore in experiments with micelles, fluorescence self quenching assay is used. At high concentrations, a fluorophore tends to quench its own fluorescence causing a reduction in fluorescence intensity. Donor micelles contained self quenching concentrations of fluorophore and acceptor micelles had no fluorophore. Upon mixing of donor and acceptor micelles, the rate of transfer of the fluorophore from the donor to the acceptor was measured by monitoring the release in self quenching when its concentration in donor decreased over time.

• Cartoon and Animation Studies
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• s.38
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• pp.145-176
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• 2015

In animation, 'laughter' is an important factor for the fun. Dreamworks' animation is a successful popular animation. It has four series and spin-off animations, and settled as a successful case that created fun with strategic use of parody throughout the productions. Most preceding studies on this animation have focused on its humor, parody, and satire. However, not many studies have discussed its independent comedy as a piece of animation that satisfies the needs of public. This study considered that viewers' desire to watch an animation comes from their fantasies to discuss the comedy of based on its animated characters. Animated characters communicate with the public with wits that ignore the rules of reality. The characters that do not exist in reality are created and animated to turn the world of reality upside down. The comedy in comes from the entertaining deformation of the society's fixed ideas and prejudices. It is a fun variation of the ideology behind fairy tales created by the Disney animations to challenge Disney in the animation market in reality, and twisted the world of fairy tales in the story to quench the thirst of the public. 'Shrek', a monstrous character, stands in the center of the story. A monstrous character that always played an anti-role has become the main character to break the rule of fairy tales. This is the subjectivation of anti-character. Second, it is a new anti-character with an exaggerated and distorted body. Lord Farquad, who looks abject compared to the monstrous character for a person with so much power and ambition, brings laughter. Third, it is the variation of various characters from fairy tales. The conventional fairy tale characters, both animals and non-living things, come out of the box and appear as humorous characters that bring life to the story. uses comedy characters in the process of reinterpreting the fixed ideas, prejudices, and ideologies of the real world created by fairy tales. I hope that it helps Korean animations establish a successful format for creating characters that bring life to the stories.

• Knowledge Management Research
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• v.17 no.2
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• pp.131-163
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• 2016

The purpose of this study is to empirically analyze how social comparative learning of forum participants affects learning effects with an emphasis on participants' characteristics. As today's society is changing at a fast pace, the desire for new knowledge and information has grown accordingly. To quench this thirst for knowledge and information, seminars, symposiums, conferences, forums, conventions, exhibitions, and more are taking place as part of knowledge sharing events across the world. Also, the increased need for knowledge and information exchange has led the development and growth of the convention industry and Meetings, Incentives, Conferences, and Events (Exhibitions)(MICE) industry. Especially, forum is a type of event which invites professionals and specialists to discuss diverse topics and share their knowledge and experience with the audience. The participants utilize it as an opportunity to get close to information providers and enjoy the pleasure of knowledge exchange. However, there have been few empirical analyses on who the participants are, why they attend forum, how they pick up and learn new information and knowledge, and what kinds of learning effects they achieve after the event. This paper is to analyze how social comparative learning of the forum's participants influences learning effects based on Albert Bandura's Social Learning Theory (1977, 1997, 1982. 2001) and Leon Festinger's Social Comparative Theory (1950, 1954). By dividing the participants into two groups, one with high level of self-efficacy and the other with low level of self-efficacy, we have examined the differences in learning effects between the two groups using them as moderating variables. This study was conducted in 'MBN Y Forum 2016,' which is one of the most representative knowledge exchange forums of South Korea. An online survey was distributed out and, 1,307(39.2%) out of the total participants of 3,338 have completed the survey. The survey included questions about whether the participants have gained positive or negative motivations by comparing themselves to the speakers (upward comparison learning) and other participants (lateral comparison learning). The results have shown the quality of messages that the speakers are presenting as knowledge providers is the most significant factor that acts on learning effects. Particularly, the participants had higher levels of self-efficacy and self-esteem than average people. They had a clear goal to learn from the speakers (upward comparison) and received positive motivations from them. In other words, no negative learning effects had been found. This presents a managerial implication that having a qualified speaker is necessary for a forum to be successful. On the other hand, the results from the comparison with the other participants (lateral comparison) were different. The participants were likely to compare themselves to the other participants through observational learning. They could compare listening attitudes, language skills, or capabilities to ask a question. The results have showed the participants received positive motivations from the lateral group but at the same time were jealous of abilities of the others. When the quality of a question by a participant is not good enough, it can have a negative influence on the participants' learning effects. The first group with high levels of self-efficacy and self-esteem had no correlation to negative learning effects from the speakers. They rather had a strong desire to learn from the speakers. On the contrary, the participants perceived the lateral group as a learning subset and competitor. The second group with low levels of self-efficacy and self-esteem saw the quasi-group as a rival. This presents that the individual learning effects can be different depending on the participants' characteristics.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.117-131
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• 2017

This study was performed to analyze education contents related to milk in current home economics textbooks of middle school, and to investigate intake status, consumption behaviors, perception and nutritional knowledge of milk and dairy products among 364 middle school students in Gongju for improvement of milk education in home economics subjects and milk intake of adolescents. As a result, education contents of milk and dairy products in home economics textbooks currently applied in middle school were major nutrients, consumption method for balanced diet, and selection and storage of milk and dairy products, thus it tended not to match current food trend. Only 30.5% of subjects met 2 cups of milk a day, the recommended level. The main reason for drinking milk was to 'be taller' and 'to quench thirst' and there was a difference by gender(p<0.01). The rate of not participating in school milk program was 23.1% of total and its satisfaction was moderate. The most popular dairy products by subjects were ice cream, followed by yogurt and cheese, and the choice of milk was focused on 'taste' or 'expiration date'. The rate of knowing certification mark of K-MILK was low at 28.8%, and most subjects knew as 'domestic milk use'. In home economics class, experience-based learning such as cow ranch experience was the most preferred instruction method for milk followed by laboratory practice and lecture, and there was a difference by gender(p<0.001). Perception degree of milk and dairy products was moderate and male subjects were more positively perceived than female subjects(p<0.01). Nutritional knowledge level of milk and dairy products was moderate and female subjects were higher than male subjects(p<0.01). Therefore, education contents of milk and dairy products of home economics textbooks of middle school should be centered on real life in accordance with food trend, and applied student participation-based instruction methods such as experience-based learning. In addition, it is necessary to enhance taste and merchandise of milk and to provide them with preferred milk and dairy products in school milk program for improvement of milk intake of adolescents.