• Journal of the Korean Chemical Society
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• v.25 no.2
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• pp.110-118
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• 1981

Kinetics and mechanism for the reaction of substituted phenacyl bromides with substituted pyridines have been determined at 25, 35 and $45^{\circ}C$ in methanol and dimethylformamide by the conductivity method. The rate constants for the reaction of various pyridines with phenacyl bromide shown that electron-donating substituents in the pyridine increase the rate, while electron-attracting one decrease in both solvents. The effect of substituents in substrate, the rate being increased by electron-attracting substituents. This is as expected for nucleophilic attack of amines on the carbon atom. Isokinetic and $Br{\psi}nsted$ linear relationship were shown in the reaction of phenacyl bromide with pyridines in both solvent in which isokinetic temperature were obtained 614, $202^{\circ}K$ and ${\beta}$ values were 0.29, 0.36 in methanol and dimethylformamide respectively. In the case of the reaction of substituted phenacyl bromide with pyridines, isokinetic temperature decreases with increasing electron-attracting ability of the substituents in the phenacyl bromide, while the ${\beta}$ values were reverse. From the above results, it can be inferred that N…C bond formation decreases progressively from p-chloro- to p-methoxyphenacyl bromide and the bond formation predominates in DMF than methanol. The ${\rho}$ values of Hammett equation of the reaction of phenacyl bromide with substituted pyridines are negative in both solvent, but its value was larger negative in DMF than methanol and the ${\rho}$ value of that of substitutted substrates with pyridine was 0.3, the low value is ascribed to direct $S_N2$ attack of the nitrogen atom in pyridine ring at the methylene carbon.

• Journal of the Korean Society of Food Culture
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• v.10 no.1
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• pp.11-17
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• 1995

The changes in life style these days appear in many ways. Many housewives turn away from home preparation of the time consuming traditional foods, such as Andong Sikhe. The importance, however, of succeeding the traditional cuisines is getting appreciated widely now a days. A traditional Andong Sikhe in Korea, was prepared and fermented at $5^{\circ}C$ in order to analyze the taste and flavor compounds. Major flavor components were identified as camphene, sabinene, 1-(1,5-dimethyl-4-hexyl)-4-methyl-benzene, ${\alpha}-zingibirene$, farnesene, 2,6-bis(1,1-dimethylethyl)-4-methyl-phenol, ${\beta}-sesquiphellandrene$, calalene, tetradecanoic acid, hexadecanoic acid and 9,12-octadecanoic acid by GC and GC/MS. Lactic acid and increased from 0.49 mg/100 g in the initial stage to 19.37 mg/100 g at the 6 days of storage. The pH of product decresed to 3.7 from 5.4 after the 6 days of storage but the total acidty reached to 0.41% during fermentation and storage at $5^{\circ}C$.

• Applied Biological Chemistry
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• v.38 no.6
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• pp.590-595
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• 1995

To examine the characteristics of antioxidative compounds from Capsella bursa-pastoris, ethanol extracts were separated into five organic solvent fractions; hexane(Fr.H), diethyl ether (Fr.E), ethyl acetate(Fr.EA), butanol (Fr.B), and water(Fr.D) fractions. Fr.B showed the greatest electron donating ability and inhibitory effect on lipid peroxidation. Whereas Fr.E had the most excellent activity in the superoxide radical scavenging activity by xanthine/xanthine oxidase-cytochrome c reduction system. The inhibitory effect of each fraction on xanthine oxidase was also measured. Fr.E had the strongest inhibitory effect on xanthine oxidase and $IC_{50}$ was $5.65\;{\mu}g$. The results indicate that the superoxide radical scavenging activity of Fr.E is caused by the inhibitory effect on radical generating system of xanthine oxidase. Also the order of inhibitory effect on xanthine oxidase was Fr.B

• Industry Promotion Research
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• v.6 no.4
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• pp.31-38
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• 2021

This study analyzed the non-cognitive domains (self-management competency, interpersonal relations competency) and cognitive domains (physical communication competency, comprehensive reasoning ability) among K-CESA for college students in the Division of Architecture at 𐩒𐩒 University and construction company workers, after which a training program for college students was designed. A K-CESA diagnostic evaluation was conducted on 25 construction company workers and 36 students in the senior and junior years of the division of Architecture. To identify the discrepancies among the two groups, "One-way ANOVA", a mean difference test, was performed and the Scheffe verification system was conducted as an after-measure. The empirical analysis of this study was verified at the significance level p <.05, and statistical processing was analyzed utilizing the SPSS WIN. 23.0 program. The major findings are as follows: first, the significant point of difference between the college students and construction company workers were located in five skills (goal-oriented planning and execution skills, cooperative skills, intervention skills, leadership skills, speaking skills, analytical reasoning skills); second, the education program was developed to improve the goal-oriented planning, execution ability and analytical reasoning ability through the expert-required analysis and study research. Through follow-up studies, I suggested that there is a need to develop courses that compare the competencies of various majors and workers in public institutions, corporations and other organizations.

• Animal Bioscience
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• v.35 no.11
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• pp.1675-1688
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• 2022

Objective: Pregnant Nelore heifers (n = 417) were used to evaluate the effects of supplementation with monensin-molasses multinutrient block (B) during pre and/or postpartum on reproductive and progeny performance. Methods: Heifers were allocated in four treatments: i) CC: heifers received control supplement (C) in loose meal form (0.06% of body weight [BW] offered daily before and after parturition; n = 108); ii) CB: received C before parturition and B (0.07% of BW offered weekly after parturition; n = 117); iii) BC: received B before and C after parturition (n = 103) and iv) BB: received B before and after parturition (n = 89). During pre and postpartum periods, concentration of metabolites/hormones and cow/calf performance was evaluated over time. Cows were synchronized twice for fixed timed artificial insemination (FTAI) using an estradiol/progesterone-based protocol. Data was analyzed by orthogonal contrasts (C). Results: B increased pregnancy at first FTAI (p = 0.04) and overall pregnancy rate (C1: CC vs BB+BC+CB; p = 0.05). Supplemented cows had greater body condition score (BCS) only at parturition (D0; p = 0.04) and at D40 (p = 0.02). B increased BW (p = 0.03), glucose concentrations (p = 0.01) and subcutaneous fat thickness (p = 0.03) only at D40. Concentrations of insulin were higher in supplemented cows (p = 0.008). Calves born by cows supplemented before and after parturition (C2: BB vs BC+CB) were heavier at 80 (p<0.001), 120 (p<0.001), 170 (p = 0.002) and 210 (p = 0.02) days old. Conclusion: Regardless of period of treatment, block supplementation increased pregnancy at first FTAI and overall pregnancy rate. Additionality, block supplementation during both pre and postpartum periods improved progeny weight until weaning. Block supplementation can be a tool to optimize fertility and calf performance in Nelore primiparous cows.

• Journal of Global Scholars of Marketing Science
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• v.20 no.3
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• pp.239-248
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• 2010

This paper describes a collaborative project between academia and industry which focused on improving the marketing and product development strategies for two private label apparel brands of a large regional department store chain in the southeastern United States. The goal of the project was to revitalize product lines of the two brands by incorporating student ideas for new solutions, thereby giving the students practical experience with a real-life industry situation. There were a number of key players involved in the project. A privately-owned department store chain based in the southeastern United States which was seeking an academic partner had recognized a need to update two existing private label brands. They targeted middle-aged consumers looking for casual, moderately priced merchandise. The company was seeking to change direction with both packaging and presentation, and possibly product design. The branding and product development divisions of the company contacted professors in an academic department of a large southeastern state university. Two of the professors agreed that the task would be a good fit for their classes - one was a junior-level Intermediate Brand Management class; the other was a senior-level Fashion Product Development class. The professors felt that by working collaboratively on the project, students would be exposed to a real world scenario, within the security of an academic learning environment. Collaboration within an interdisciplinary team has the advantage of providing experiences and resources beyond the capabilities of a single student and adds "brainpower" to problem-solving processes (Lowman 2000). This goal of improving the capabilities of students directed the instructors in each class to form interdisciplinary teams between the Branding and Product Development classes. In addition, many universities are employing industry partnerships in research and teaching, where collaboration within temporal (semester) and physical (classroom/lab) constraints help to increase students' knowledge and experience of a real-world situation. At the University of Tennessee, the Center of Industrial Services and UT-Knoxville's College of Engineering worked with a company to develop design improvements in its U.S. operations. In this study, Because should be lower case b with a private label retail brand, Wickett, Gaskill and Damhorst's (1999) revised Retail Apparel Product Development Model was used by the product development and brand management teams. This framework was chosen because it addresses apparel product development from the concept to the retail stage. Two classes were involved in this project: a junior level Brand Management class and a senior level Fashion Product Development class. Seven teams were formed which included four students from Brand Management and two students from Product Development. The classes were taught the same semester, but not at the same time. At the beginning of the semester, each class was introduced to the industry partner and given the problem. Half the teams were assigned to the men's brand and half to the women's brand. The teams were responsible for devising approaches to the problem, formulating a timeline for their work, staying in touch with industry representatives and making sure that each member of the team contributed in a positive way. The objective for the teams was to plan, develop, and present a product line using merchandising processes (following the Wickett, Gaskill and Damhorst model) and develop new branding strategies for the proposed lines. The teams performed trend, color, fabrication and target market research; developed sketches for a line; edited the sketches and presented their line plans; wrote specifications; fitted prototypes on fit models, and developed final production samples for presentation to industry. The branding students developed a SWOT analysis, a Brand Measurement report, a mind-map for the brands and a fully integrated Marketing Report which was presented alongside the ideas for the new lines. In future if the opportunity arises to work in this collaborative way with an existing company who wishes to look both at branding and product development strategies, classes will be scheduled at the same time so that students have more time to meet and discuss timelines and assigned tasks. As it was, student groups had to meet outside of each class time and this proved to be a challenging though not uncommon part of teamwork (Pfaff and Huddleston, 2003). Although the logistics of this exercise were time-consuming to set up and administer, professors felt that the benefits to students were multiple. The most important benefit, according to student feedback from both classes, was the opportunity to work with industry professionals, follow their process, and see the results of their work evaluated by the people who made the decisions at the company level. Faculty members were grateful to have a "real-world" case to work with in the classroom to provide focus. Creative ideas and strategies were traded as plans were made, extending and strengthening the departmental links be tween the branding and product development areas. By working not only with students coming from a different knowledge base, but also having to keep in contact with the industry partner and follow the framework and timeline of industry practice, student teams were challenged to produce excellent and innovative work under new circumstances. Working on the product development and branding for "real-life" brands that are struggling gave students an opportunity to see how closely their coursework ties in with the real-world and how creativity, collaboration and flexibility are necessary components of both the design and business aspects of company operations. Industry personnel were impressed by (a) the level and depth of knowledge and execution in the student projects, and (b) the creativity of new ideas for the brands.

• Applied Chemistry for Engineering
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• v.9 no.2
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• pp.207-213
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• 1998

On the basis of the previous study[1], miscibility were investigated and intermolecular interaction strength for the miscibility were relatively compared for the blends poly{2,2-(m-phenylene)-5,5'-bibenzimidazole}(PBI) with two aromatic polyimides (PIs) synthesized by another dianhydride. Aromatic PAAs were prepared by the reaction of condensation of two diamines, 4,4'-methylene dianiline(4,4'-MDA) and 4,4'-oxydianiline(4,4'-ODA) with 3,3',4,4'-diphenylsulfone tetracarboxylic dianhydride(DSDA) using DMAc, and then converted into PIs after curing. PBI/PAA blends were prepared by solution blending. Cast films or precipitated powders of the PBI/PAA blends were cared at a high temperature to transform into PBI/PIs blends. Miscibility and specific intermolecular interaction for miscibility in the blends were investigated, and compared with previous polyimide structures of PBI/PIs blends [1]. Two blends, PBI/DSDA+4,4'-MDA(Blend-V) and PBI/DSDA+4,4'-ODA(Blend-VI), were found miscible : the evidences were optically clear films, synergistic single composition dependent $T_g{\prime}s$, and frequency shifts of N-H stretching band as much as $39{\sim}40cm^{-1}$, and of C=O stretching band near 1730 and $1780cm^{-1}$, 5~6 and $3{\sim}4cm^{-1}$, respectively. The specific intermolecular interactions existing between PBI and PIs were relatively analyzed with the area(A) formed between the $T_g{\prime}s$ of the measured and that of the calculated by the Fox equation at all compositions, the ${\kappa}$ values in Gordon-Taylor equation obtained from the measured $T_g{\prime}s$, and differences of the frequency shifts in the functional N-H and carbonyl stretching band. From the results, the area(A) and the ${\kappa}$ values for Blend-V and VI were smaller than those for Blend-III and IV used in previous study[1]. Differences of the frequency shifts in the functional groups(N-H and C=O) also showed similar tendency. Thus, specific intermolecular interaction strength in terms of hydrogen bonding of PBI/PI blends is dependent upon chemical structures of PIs, that is, PIs it seems that $SO_2$ group in dianhydride(DSDA) has weaker hydrogen bond strength than those of C=O in BTDA. In other words, it implies that the former occupied bulk space than the latter due to the sterric effect.

• Korean Journal of Materials Research
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• v.5 no.1
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• pp.22-35
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• 1995

In this study, crystal structures and magnetic properties of as-ast, annealed and rapidly solidified Mn-A1-M( M=Cu, Fe) alloys have been investigated. In $Mn_{0.56}Al_{0.44}$ alloys, the largest fraction of $\tau$ phase and values of magnetic properties was obtained in Mnl, i6Alo or alloy. And this alloy was used as the basic composition. In $Mn_{0.56-X}M_{X}Al_{0.44}$ alloys, when annealed, $\tau$- and $\beta$-Mn phase appeared at x< 0.08, $\tau$- and $\kappa$ phase at 0.10 $\leq x \leq$ 0.12 and $\kappa$- phase only at 0.15 $\leq x \leq$0.20 . When rapidly solidified, specimens showed similar phases as when annealed except that $\varepsilon$ phase appeared at x=0.04. In Mnu FexAlo 44 alloys, asyast specimens showed $\tau$-, $\beta$-Mn and $\gamma_2$- phase at x<0.08 and K and $\beta$-Mn phase at x>0.10. When rapidly solidified, Mn-Fe-Al specimens showed $\varepsilon$-, $\gamma_2$- and small amount of $\tau$- and $\kappa$ phase at x<0.08 and $\kappa$- phase only at 0.$\leq x \leq$0.20. All the alloys investigated were ferromagnetic. The Curie temperature of annealed specimens and rapidly solidified of Mno 5sAlu 44 alloy were -650K and -644K. Spontaneous magnetization( UII of annealed and rapidly solidified specimens were 40-45 (emu/g) and 50-52(emu/g), respectively. Remanent (M,) to saturation magnetization( Ms) ratio was -0.7. M, of rapidly solidified specimen was about 48(emu/g). Magnetic properties of $Mn_{0.56}Al_{0.44}$ alloys were found to be determined by the relative fraction of ferromagnetic r- and K- phase. When M= Cu and x=0.15, maximum as($\sigma_{0.0}$) was obtained by about 64.3 emu/g), and when M=Fe and x=0.15, 66.4( emu/g). The Curie temperature decreased as x increased.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.57-82
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• 2022

This study aims to investigate and analyze the perception of communication capability which is one of the sub-competencies of NCS vocational substructure basic competence, and then seek the direction of prospective courses. To do this, the researcher conducts a non-face-to-face survey by creating five questions under the following five categories: The importance and necessity of communicative competence, students and educators of communicative competence classes, contents and methods of curriculum and teaching and learning, communicative competence and writing skills and operation of extracurricular programs. This researcher has been teaching basic education even before the communication skills curriculum was created in college, now, in a situation where communication skills have become selective education, it is intended to grasp the perception of college students about communication skills for first graders. This study attempted to analyze the survey area in more depth through group FGI after conducting an online survey by dividing it into several items. As a result, students felt that communication skills became motktkre important through COVID-19. Among the bottom five communication skills, speaking skills were found to be the most important, reading ability was recognized as the least important. On the other hand, there was a strong hope to know about the level of communication ability, type of communication, and method of communication about oneself. In addition, they recognized that communication skills should be learned in their first year of college, and hoped to be operated at all times as a non-disciplinary program. In particular, in the bottom five areas of communication skills, the expectations and actual hopes for speaking skills were the highest compared to the rest, and in terms of teaching and learning methods, they wanted to improve their skills through feedback and practice rather than theory. These research results have great implications for setting the direction of operation of classes, such as the content and method of classes in communication skills, in the future.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.