• Journal of Microbiology and Biotechnology
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• 제14권5호
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• pp.1071-1074
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• 2004

The effect of preadaptation at low temperature on cryoprotection was studied for Lactobacillus paraplantarum C7, a bacteriocin producer isolated from kimchi. L paraplantarum C7 cells in their log growth phase were incubated at $15^\circ{C}$, $10^\circ{C}$, or $5^\circ{C}$ for 2, 4, and 6 h, respectively, before being frozen at $-70^\circ{C}$. After 24 h of freezing, viable cells were counted after brief thawing. The freezing-thawing cycles were repeated three more times. Cells preadapted at $10^\circ{C}$ or $5^\circ{C}$ before freezing survived better than control cells, but preadaptation at $15^\circ{C}$ did not confer cryoprotection. Chloramphenicol addition did not destroy the cryoprotection, indicating that protein synthesis was not required for the development of cryoprotection. SDS-PAGE showed induction of a 6.5-kDa protein, a major cold-shock protein, in preadapted cells.

• 한국식품영양학회지
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• 제31권2호
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

• Bulletin of the Korean Chemical Society
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• 제31권5호
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• pp.1430-1432
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• 2010

• 산업공학
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• 제13권1호
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• pp.54-59
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• 2000

Presented in this paper is a development of knowledge management system based on knowledge life cycle. Knowledge processes in an organization have a life cycle from creation to disposal. So, KMSs have to support the entire life cycle of knowledge. This paper proposes desired knowledge life cycle model, and extracted functional requirements for KMS. For the fulfillment of this requirements, we developed KMS called XM-Brenic/MSX. This system has 6 components for supporting the knowledge life cycle.

• 한국토양동물학회:학술대회논문집
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• 한국토양동물학회 2001년도 총회 및 추계 학술발표대회
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• pp.19-19
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• 2001

No Abstract, See Full-text

• 한국작물학회:학술대회논문집
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• 한국작물학회 2006년도 한국약용작물학회 공동춘계학술발표회
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• pp.354-355
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• 2006

• 한국식물생명공학회:학술대회논문집
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• 한국식물생명공학회 2005년도 추계학술대회 및 한일 식물생명공학 심포지엄
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• pp.276-276
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• 2005

• 가정과삶의질연구
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• 제9권1호통권17호
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• pp.1-11
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• 1991

This paper reviews the literature on life course as a perspective in family studies. Life course approach on family studies have been emerged since 1960. This approach, which is challenging accepted knowledge and theory, partly reflects a shift in analytic perspective from structural models to a more behavioral thrust that views as a actor in structured situations, Life course approach is a theoretical orientation for our understanding of the linkage between individual and family development in context of changing historical context. Life course approach contributes time, process, and context to receiving in sociological perspectives on family and kinship.

• 한국생명과학회:학술대회논문집
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• 한국생명과학회 2005년도 국제학술심포지움 The 44th Annual Meeting of Korean Society for Life Science
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• pp.141-141
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• 2005

• 한국생명과학회:학술대회논문집
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• 한국생명과학회 2005년도 국제학술심포지움 The 44th Annual Meeting of Korean Society for Life Science
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• pp.139-139
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• 2005