• The Korean Journal of Food And Nutrition
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• v.17 no.2
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• pp.193-198
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• 2004

This study was carried out to develop the intermediate material for its processing product of sea tangle by investigating softening stability of softened sea tangle for storage. The change of softening stability, Avrami (equation) exponent, color and sensory characteristics was examined during storage when hydrophilic softening agent was added to the softened sea tangle. Inclination of the sample added with isomalto oligosaccharide showed the lowest value in relation of ln(E$\_$L/- Et) vs t for four days of storage. Exponent range of Avrami equation was 1.00-1.67 and isomalto oligosaccharide having 1.0 of exponent exhibited the most stable effect in softerness. The sample formulated with isomalto oligosaccharide indicated the lowest value in rate constant and its rigidity was progressed very slowly during storage. The L, a and b value of softened sea tangle during storage was relatively decreased. Color preference, odor, cohesiveness, softerness, process compatibility were revealed to be in best when isomalto oligosaccharide was added. When softening agent was added to the softened sea tangle it showed the positive result in processing compatibility and the available value in intermediate material for its processing product. It was relatively effective on softening stability when isomalto oligosaccharide was added to the softened sea tangle.

• Korean Journal of Weed Science
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• v.12 no.4
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• pp.335-351
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• 1992

The identification of green algae which were collected from paddy rice fields of the whole nation was conducted in 1991, and also the reproduction processes of three important green algae were investigated. The green algae identified were 46 species in 16 families including 4 species in the Volvocaceae, 4 species in the Palmellaceae, 3 species in the Ulotrichaceae, 3 species in the Oocystaceae and 6 species in the Scenedesmaceae. It was recognized that the algae which have caused a large injury to the flooded direct-seeded rice in Seosan reclaimed saline land was the genus Cladophora. The green water blooms on paddy water were induced mostly by the concentrated populations of suspended green algae such as the genera, Chlamydomonas and Stichococcus. A rapid propagation of Hydrodictyon was resulted from the asexual reproduction forming autocolony in each mother cell. The sexual and asexual reproduction processes of Oedogonium and the sexual reproduction process of Spirogyra were observed.

• Fire Science and Engineering
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• v.24 no.5
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• pp.32-38
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• 2010

Multi-dimensional fire dynamics were studied numerically with the change in ventilation conditions in a full-scale ISO 9705 room. Fire Dynamic Simulator (FDS) was used for the identical conditions conducted in previous experiments. Flow rate and doorway width were changed to create over-ventilated fire (OVF) and under-ventilated fire (UVF). From the numerical simulation, it was found that the internal flow pattern rotated in the opposite direction for the UVF relative to the OVF so that a portion of products recirculated to the inside of compartment. Significant change in flow pattern with ventilation conditions may affect changes in the complex process of CO and soot formation inside the compartment due to increase in the residence time of high-temperature products. The fire behavior in the UVF created complex 3D characteristics of species distribution as well as thermal and flow structures. In particular, additional burning near the side wall inside the compartment significantly affected the flow pattern and CO production. The distribution of CO inside the compartment was explained with 3D $O_2$ distribution and flow patterns. It was observed that gas sampling at local positions in the upper layer were insufficient to completely characterize the internal structure of the compartment fire.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.45 no.2
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• pp.21-28
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• 2008

This paper proposes a novel reduced-reference assessment method for video quality assessment, in which one-dimensional (1-D) histograms of motion vectors (MVs) are used as features of videos. The proposed method is more efficient than the conventional methods in view of computation time, because the proposed quality metric decodes MVs directly from video stream in the parsing process instead of reconstructing the distorted video at the receiver. Moreover, in view of data size, the propose method is efficient because a sender transmits 1-D histograms of MVs accumulated over whole input video sequences. Here, we use 1-D histograms of MVs accumulated over the whole video sequences, which is different from the conventional methods that assessed each image independently. For testing the similarity between histograms, we use histogram intersection and histogram difference methods. We compare the proposed method with the conventional methods for 52 video clips, which are coded under varying bit rate, image size, and frame rate. Experimental results show that the proposed method is more efficient than the conventional methods and that the proposed method is more similar to the mean opinion score (MOS) than conventional algorithms.

• The Korean Journal of Pharmacology
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• v.32 no.2
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• pp.243-257
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• 1996

CCK and cholinergic agonist stimulate enzyme release from the pancreatic acini via G-protein-mediated activation of phospholipase C, In contrast secretin and related peptides increase the level of cAMP and activate cAMP-dependent protein kinase. Camostat, a synthetic protease inhibitor, causes pancreatic hypertrophy and hyperplasia by increasing the CCK release. In this study, the secretagogue-induced changes of intracellular proteins were examined in the dispersed pancreatic acini of rats with or without camostat treatment. Camostat(FOY-305, 200 mg/kg, p.o.) was given for 4 days twice daily and the dispersed acini were prepared at 12 bouts after last treatment. The profiles of Intracellular phosphoproteins were analyzed by two-dimensional gel electrophoresis after incubating the acini with $^{32}P$. The amylase release from the dispersed acini was measured. The pancreatic weight was increased to 126% of control, while amylase activity per mg acinar protein decreased to 41% of control, The maximum response of amylase release from dispersed acini to CCK-8 or carbachol was markedly decreased(65% or 46% of control, respectively). The group of intracellular proteins(24 kD, pI $4.5{\sim}8.5$) was increased in quantity by camostat. CCK-8 or secretin increased phosphorylation of a protein(34 kD, pI 4.7) in camostat-treated as well as control rats. CCK-8 increased tyrosine phosphoryiation in the acini of control rats. However, in camostat-treated rats, the basal level of tyrosine phosphorylation was increased and it was rather decreased by CCK-8. Secretin had no effect on the level of tyrosine phosphorylation in acini. These results indicate that both phospholipase C and adenylate cyclase induce phosphorylation of an intracellular acinar protein(34 kD, pI 4.7) and camostat treatment increases the basal level of tyrosine phosphorylation in acinar cells. And these results suggest that not only serine/threonine protein kinase but also protein tyrosine kinase/phosphatase are involved in the process of CCK receptor mediated stimulation-secrelion coupling.

• Resources Recycling
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• v.18 no.1
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• pp.38-43
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• 2009

In this study, binderless consolidation processes of ultra foe Si powder, by-products of making high purity poly-Si in the current method, were systematically investigated for use as economical solar-grade feedstock. The average diameter of the silicon powder was $7.8{\mu}m$. The main contaminants of the fine silicon powder were $SiO_2$ type oxide and humidity. The chemical pretreatment using the HF solution was observed to be effective for the improvement of the compactability of the silicon powder and the density ratio and the strength of the silicon powder compacts. The yield of the binder-free consolidation process increased by 20% under a vacuum condition. In as-received state, the silicon powder were not pure enough to be used as solar grade feed-stock material. After the dry chemical treatments, a sufficiently high purity above solar-grade was able to be achieved.

• Economic and Environmental Geology
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• v.28 no.3
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• pp.185-197
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• 1995

Tungsten skarns in the Chungju mine which consists mainly of strata-bound type iron ore deposits are found in the vicinity of the contact between the age-unknown Kyemeongsan Formation and granitic rock intrusions of Mesozoic age($134{\pm}2Ma$). Tungsten skarns were formed extensively from alumina and silica-rich schistose rocks by the introduction of calcium and iron from hydrothermal solution. The skarns comprise a metasomatic column and are subdivided into four facies; garnet facies, wollastonite facies, epidote facies and chlorite facies. The skarn process in time-evolutional trend can be divided broadly into the four facies in terms of the paragenetic sequence of calc-silicates and their chemical composition. Skarn and ore minerals were formed in the following sequence; (1) garnet facies, adjacent to biotite granite, containing mainly garnet(>Ad96) and magnetite, (2) wollastonite facies containing mainly wollastonite and garnet(Ad95~60), (3) epidote facies, containing mainly epidote(Ps35~31), quartz, andradite-grossular(Ad63~50), and scheelite, (4) chlorite facies, adjacent to and replacing schist, containing mainly chrolite, muscovite, quartz, calcite, epidote(Ps31~25), hematite and sulfides. The mineral assemblage and mineral compositions. suggest that the chemical potentials of Ca and Fe increased toward the granitic rock, and the component Al, Mg, K, and Si decreased from the host rock to granitic rock. The homogenization temperature and salinity of fluid inclusion in scheelite, quartz and epidote of epidote facies skarn is $300-400^{\circ}C$ and 3-8wt.% eqiv. NaCl, respectively. ${\delta}^{34}S$ values of pyrite and galena associated with chlorite facies skarn is $9.13{\sim}9.51%_{\circ}$ and $5.85{\sim}5.96%_{\circ}$, respectively. The temperature obtained from isotopic com· position of coexisting pyrite-galena is $283{\pm}20^{\circ}C$. Mineral assemblages and fluid inclusion data indicate that skarn formed at low $X_{CO_2}$, approximately 0.01. Temperature of the skarn mineralization are estimated to be in the range of $400^{\circ}C$ to $260^{\circ}C$ and pressure to be 0.5 kbar. The oxygen fugacity($fo_2$) of the skarn mineralization decreased with time. The early skarn facies would have formed at log $fo_2$ values of about -25 to -27, and late skarn facies would have formed at log $fo_2$ values of -28 to -30. The estimated physicochemical condition during skarn formation suggests that the principal causes of scheelite mineralization are reduction of the ore·forming fluid and a decrease in temperature.

• Journal of the Korean association of regional geographers
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• v.6 no.1
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• pp.69-89
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• 2000

The regional geography had been at the height of prosperity in the first half of the twentieth century since Alexander von Humboldt and Carl Ritter. The geography remained stationary in the late 19th century had greatly developed around the regional geography in European countries since the early 20th century. Particularly, A. Hettner and O. $Schl{\ddot{u}}ter$ in Germany, Vidal de la Blache in France and A. J. Herbertson in Britain developed their own methods of regional studies and produced many results of empirical studies ; accordingly the regional geography had been at the height of prosperity in the 1920s and 1930s. This paper aims to study the regional concepts and the methods of regional studies of Germany geographers in the 1920s and 1930s. This study is useful to understand the current methods of classifications of regions and descripitive systems of regions. The noteworthy results of studies are summarized as follows : First, The regional geography of Germany had been developed by Hettner who regarded the geography as the chorological science of the earth's surface, $Schl{\ddot{u}}ter$ who did the geography as the study of cultural landscape and Penck's students, the morphologists of landscape (Landschaftsmorphologie). Hettner defined the geography as the chorological science, maintained that the earth's surface was classify according to its localized difference -continents, lands, districts and localities(Erdteile, $L{\ddot{a}}nder$, Landschaften und Ortlichkeiten) and emphasized on the total character of areas. He tried to classify downward from continents to localities based on the sizes of regions. He also gave the logic of causal relation to schematic approach(Das $L{\ddot{a}}nderkundliche$ Schema) and further developed it. $Schl{\ddot{u}}ter$ argued that The process of change on the landscape through time must be studied. And Passarge and Penck's pupils, morphologists of landscape, tried to classify the landscape synthetically. Thereafter, De Geer and $Gran{\ddot{o}}$ employed the creative methods of regional classification which used signs and simbols. Second, The regional geography of Germany differed from that of France on the next points ; 1. The former was analytic, but the latter was synthetic. 2. The former placed great emphasis on physical elements, terrain and climate etc., but the latter did great emphasis on both physical and human elements. 3. The former gave priority to the studies of large scale regions, but the latter did priority to the studies of small scale regions. In 1920s and 1930s the regional study of Germany geographers exerted direct influence on the development of geography of Japan. Especially, Tanaka Keiji, Japanese typical regional geographer, tried to classify Japan synthetically on the bases of terrain, climate, vegetation and human elements under the influence of European geographers. He exerted great influence on both Japanese and Korean geographers at that time.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.