• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.4
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• pp.544-548
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• 2005

The objective of this study was to determine the effect of die temperature and dimension on extraction pattern, extract yield, and crude saponin content of extruded white ginseng. The extrusion variables were die temperature $(110\;and\;120^{\circ}C)$ and die dimension (3 holes with 1.0 mm, 2 holes with 2.0 mm, and 1 hole with 3.0 mm diameter). The browness and redness were indicator of active components in ginseng extract. Both were used to evaluate the effect of die temperature and die dimension on release pattern and release rate constant. Browness and redness of extract achieved its lowest value at die temperature $110^{\circ}C$ and 2 holes with 2.0 mm diameter, indicating the lowest extraction rate constant. Extract yield highly increased by extrusion treatment. Extract yield and crude saponin content were the highest at die temperature $120^{\circ}C$ and 1 hole with 3.0 mm diameter. In conclusion, extrusion process has contributed significantly in improvement of release rate of its active components.

• Food Science and Preservation
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• v.20 no.3
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• pp.336-341
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• 2013

In this study, the proximate compositions, minerals, free amino acids, total polyphenol and flavonoids of figs were analyzed according to their cultivars. The proximate compositions showed moisture at 85.37~87.28%, crude ash at 0.38~0.43%, crude lipid at 0.20~0.26%, crude protein at 0.39~0.81%, carbohydrate at 11.23~13.66% and crude fiber at 5.12~7.55% (dry base). The amount of the following minerals in the figs were highest, in this order: K > Ca > Mg > Na. The total polyphenol contents were highest in this order: Dauphine (198.91~261.64 mg/kg), Banane (211.07 mg/kg) and Horaish (169.90~174.33 mg/kg). The total flavonoid contents were highest in this order: Banane (84.52 mg/kg) > Dauphine (60.47~68.71 mg/kg) > Horaish (44.12~44.60 mg/kg). The quercetin contents were highest in this order: Dauphine, 2.40~3.54 mg/kg; Banane, 3.54 mg/kg; and Horaish, 2.40~2.75 mg/kg; but the flavonoid contents were lowest in this order: Dauphine, 1.11~1.16 mg/kg; Banane, 1.14 mg/kg; and Horaish, 1.09~1.11 mg/kg. The free amino acid content of the figs was 199.70~328.77 mg/100 g; their essential free amino acid contents, 46.45~67.46 mg/100 g; and their GABA (${\gamma}$-aminobutyric acid) contents, 13.57~26.69 mg/100 g.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.11
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• pp.1552-1563
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• 2016

To examine the cognitive function of onion (Allium cepa L.) beverages (odourless and fortified), we analyzed in vitro neuronal cell protection against $H_2O_2$-induced cytotoxicity and performed in vivo tests on amyloid beta ($A{\beta}$)-induced cognitive dysfunction. Cellular oxidative stress and cell viability were evaluated by DCF-DA assay and MTT assay. These results show that fortified beverage resulted in better neuronal cell protection than odourless beverage at lower concentration ($0{\sim}100{\mu}g/mL$). Fortified beverage also showed more excellent acetylcholinesterase (AChE) inhibitory activity ($IC_{50}$: 4.20 mg/mL) than odourless beverage. The cognitive functions of odourless beverage and fortified beverage in $A{\beta}$-induced neurotoxicity were assessed by Y-maze, passive avoidance, and Morris water maze tests. The results show improved cognitive function in both groups treated with beverages. After in vivo tests, cholinergic activities were determined based on AChE inhibition and acetylcholine levels, and antioxidant activities were measured as SOD, oxidized glutathione (GSH)/total GSH ratio, and MDA levels in mouse brain tissue. In a Q-TOF UPLC/MS system, main compounds were analyzed as follows: odourless beverage (five types of sugars and three types of phenolics) and fortified beverages (six types of phenolics and two types of steroidal saponins).

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.