• Journal of the Korean Society of Food Science and Nutrition
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• v.16 no.2
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• pp.75-82
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• 1987

This study was to investigate physicochemical and microbial changes that took place during the salting of chinese cabbages. Salinity(3%) that is suitable for kimchi preparation was reached when chinese cabbages were salted for seven hours in 10%, three hours in 15% and one hour in 20%. In the case of 5% it was not reached though they were salted for over twelve hours. In order to decrease salinity from 7% level of salted chinese cabbages to 3% level by soaking in tap water, 1.2 hours for leaf and three hours for patiole were spent. Volume, moisture, firmness and internal space of raw chinese cabbages were significantly decreased by salting (15%, 10 hours) : volume, 59.90%, moisture, about 31.92% and internal space rate, 35.06%. Contents of mono-and divalent cations$(K^+,\;Mg^{2+}\;and\;Ca^{2+})$ were reduced whereas $Na^+$ content was greatly increased; therefore, in the future the increase of Na-content remains open to question. By salting and washing, mold, yeast and bacteria were decreased by 58%, 40%, 45%, respectivity.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.27-36
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• 2004

This paper aims to examine how well university students, who are going to be primary school teachers, understand the International System of Units (SI), focusing on seven basic units such as 'm', '㎏', '㏖', 'A', 'K', 's', 'cd'. This study specifically investigates whether the students know the seven units and understand their uses and how they read and learn them. The subjects were 1030 students from the University of Education in Jinju, Geongsangnamdo. Data was collected through a questionnaire which was designed by this researcher and checked by an authority, and the frequency and percentage of reponses to each question were obtained and analysed. Findings show all the students knew very well that 'm' and '㎏' are included in the seven units, compared to the others which low percentage of the students considered as the elements. In terms of understanding of use, the units of the length 'm', the mass '㎏', and the time 's' are well understood, presumably, because they are often used in ordinary life and school, while the amount of substance '㏖', the electric current 'A', the thermodynamic temperature 'K', and the luminous intensity 'cd' are not as well understood. It is probably because 'A', 'cd', and 'K' are hardly used in everyday life. With respect to reading the units, the subjects read 'm', '㎏', '㏖', and's' much better than the others. As for the source of learning them, most students answered they learned them in schools, which implies school education is very important. From these results it is concluded that school education should be accompanied with use in everyday life for understanding and using the units. SI Base Units understanding was investigated by an academic year. According to this investigation, generally the right answer rate differed 4<2<3<1 by an academic year in order. For the Senior, Sophomore appeared the right answer rate more high. because, they learned before in deepening or elementary course on chemistry and physics related with SI Base Units. On the other hand, for the junior answered low rate by this reason that they couldn't remember about SI Base Units that learned before. For the Freshman appeared low rate by this reason that they were not learned or graduated from the department of liberal art in high school.

• Journal of Plant Biology
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• v.20 no.3
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• pp.127-134
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• 1977

In order to investigate the changes of free amino acids during the differentiation and development of young spike in naked barley, a typical spring grain, Wanju, and two winter grains, Sedohadaka and Nonsankwa No. 1-6 differing in their spring habits, were analyzed at different growth stages by thin layer chromatography. In all the varieties 22 ninhydrin positive components were detected at the sowing time of March 5 and 20 components in the sowing plots of March 30. In case of the latter plot, β-alanine was identified only in both Wanju and Sedohadaka, whereas pipecolic acid was detected only in Nonsankwa No. 1-6. Particularly, it is interesting that β-alanine was observed only in the case showing the normal heading independent of the varieties and sowing times. Whether these components are directly related to the physiology of spring habits in barley or not is also a question to be answered. Of the major amino acids, alanine and γ-aminobutyric acid were always detected in appreciably large spots, and serine, leucine, aspartic acid, valine and asparagine were somewhat larger. In the plot of march 30, glutamic acid was also detected in very large spot in both Wanju and Sedohadaka at the stage of spikelet differentiation and in Nonsankwa No. 1-6 at the stage of bract differentiation. Histidine, which showed the only qualitative difference among the varieties during seed germination, cannot be observed at all. Proline observed considerably large spot during seed germination was always detected but very small except that it was observed in large spot at the stage of floret differentiation in Nonsankwa No. 1-6 in the plot of March 5.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.37.3-38
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• 2021

One of the key questions on star formation is how the organic molecules are synthesized and delivered to the planets and comets since they are the building blocks of prebiotic molecules such as amino acid, which is thought to contribute to bringing life on Earth. Recent astrochemical models and experiments have explained that complex organic molecules (COMs; molecules composed of six or more atoms) are produced on the dust grain mantles in cold and dense gas in prestellar cores. However, the chemical networks and the roles of physical conditions on chemistry are not still understood well. To address this question, hot (> 100 K) cores in high mass young stellar objects (M > 8 Msun) are great laboratories due to their strong emissions and larger samples than those of low-mass counterparts. In addition, CH₃OH masers, which have been mostly found in high mass star forming regions, can provide constraints due to their very unique emerging mechanisms. We investigate twelve high mass star forming regions in ALMA band 6 observation. They are associated with 44/95 GHz Class I and 6.7 GHz Class II CH3OH masers, implying that the active accretion processes are ongoing. For these previously unresolved regions, 66 continuum peaks are detected. Among them, we found 28 cores emitting COMs and specified 10 cores associated with 6.7 GHz Class II CH3OH masers. The chemical diversity of COMs is found in cores in terms of richness and complexity; we identified up to 19 COMs including oxygen- and nitrogen-bearing molecules and their isotopologues in a core. Oxygen-bearing molecules appear to be abundant and more complex than nitrogen-bearing species. On the other hand, the COMs detection rate steeply grows with the gas column density, which can be attributed to the effective COMs formation in dense cores.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.82-92
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• 2007

This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.

• The Korean Journal of Food And Nutrition
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• v.2 no.1
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• pp.61-72
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• 1989

This study was conducted to gather the baseline data on realities of experimental-practice and opinions toward spot-practice, and to examine how to cope with the problems raised at the Department of Food and Nutrition of Junior Technical College in Korea. Questionnaires were gathered from 42 chairmans of the Department of Food and Nutrition and 140 Present dieticians worked in Seoul, Bucheon am Seongnam area. The results are as follows, First, as a whole, each college had 2~3 experimental laboratory (Lab), in which Cooking Science Lab. Chemistry Lab and Microbiology Lab were occurred at higher frequency as Lab's name. Second, the numbers per experimental-practice class were more than 40 at most colleges. 85% of Present dieticians have answered to feel too much numbers per the class during their college days, whereas professors' opinions toward the numbers per class were suitable at 20~30 persons per class. Third, professors' opinion toward the adquate ratio of the theory subject classes to experimental subject classes was suitable at 60 : 40. Dieticians answered to take the theory subject classes partly or mostly on behalf of the experimental-practice classes. Fourth, the main reasons which inhibited normal experimental-practice class were the class for emphasis on examination, the shortage of experiment budget, the excess of class members, the shortage of experimental Lab Also, this results showed same propensity to present dieticians' opinion toward the same question above. Fifth, among the experimenta1-practice subjects established at the Department of Food and Nutrition, Diet Therapy Lab was highest frequency class emphasized on theory followed by Nutrition Counselling Lab, Food Processing and Storage Lab, Food Hygiene Lab and Food Microbiology Lab in that order. Here, Basic Chemistry Lab, Biochemistry Lab, Food Microbiology Lab were pointed as subjects far from the present task of dieticians. Sixth, Department of Food and Nutrition, as a whole, has conferred with spot-practice arrangement About 50% (all who want to join spot-practice) of second year students took part in spot-practice. In the other way, all colleges except for 2 colleges didn't give the credit for the spot-practice system. Seventh, according to the on analysis on spot-practice places, manufacturing company was at highest frequcney followed by hospitals, elementary school having group feeding system in that order. Especially, 16.7% (5 colleges) of the total colleges sent the students to the research institute related to food industry for spot-practice experience. Eighth, Professors' opinions toward the spot-practice time and period were preferable on summer vacation of second year and for 1~2 weeks, respectively. On the contrary, 74 dieticians answered to the adquate period as for 4 weeks. Ninth, 86 dieticians of the total 140 answered to complete the spot-practice during their college days, which helps the present task of them. Lacks of spot-practice program, Lacks of comprehension of upper personals and lacks of group feeding equipments ranks higher as difficulties in spot-practice management.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.280-288
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• 2019

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

• Interdisciplinary Bio Central
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• v.1 no.2
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• pp.7.1-7.7
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• 2009

"To be, or not to be?" This question is not only Hamlet's agony but also the dilemma of mitochondria in a cancer cell. Cancer cells have a high glycolysis rate even in the presence of oxygen. This feature of cancer cells is known as the Warburg effect, named for the first scientist to observe it, Otto Warburg, who assumed that because of mitochondrial malfunction, cancer cells had to depend on anaerobic glycolysis to generate ATP. It was demonstrated, however, that cancer cells with intact mitochondria also showed evidence of the Warburg effect. Thus, an alternative explanation was proposed: the Warburg effect helps cancer cells harness additional ATP to meet the high energy demand required for their extraordinary growth while providing a basic building block of metabolites for their proliferation. A third view suggests that the Warburg effect is a defense mechanism, protecting cancer cells from the higher than usual oxidative environment in which they survive. Interestingly, the latter view does not conflict with the high-energy production view, as increased glucose metabolism enables cancer cells to produce larger amounts of both antioxidants to fight oxidative stress and ATP and metabolites for growth. The combination of these two different hypotheses may explain the Warburg effect, but critical questions at the mechanistic level remain to be explored. Cancer shows complex and multi-faceted behaviors. Previously, there has been no overall plan or systematic approach to integrate and interpret the complex signaling in cancer cells. A new paradigm of collaboration and a well-designed systemic approach will supply answers to fill the gaps in current cancer knowledge and will accelerate the discovery of the connections behind the Warburg mystery. An integrated understanding of cancer complexity and tumorigenesis is necessary to expand the frontiers of cancer cell biology.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.