• Applied Biological Chemistry
• /
• v.1
• /
• pp.55-61
• /
• 1960

The amino acid compositions of the protein and the nonprotein fractions obtained from a marine brown alga, 'Undaria pinnatifida' were determined by use of Ion Exchange Column Chromatography. The protein nitrogen in the alga was about ten times of the nonprotein nitrogen. Nonprotein fraction obtained from the extraction with 80 percent ethanol contains considerable amount of tree citrulline. Alanine content in the alga was the highest (about 1 per cent in dry weight) and one third of which was found in free state. The amino acid composition of the alga was well balanced and the content of the essential amino acids were relatively higher, than soybean protein. In addition, several peptide like substances were fractionated from nonprotein fraction, in which one way identified as a naturally occurring new tripeptide composed of alanine, glutamic acid and aspartic acid, and the remaining unknown substances are under investigation for the further information.

• Journal of Environmental Impact Assessment
• /
• v.24 no.6
• /
• pp.607-618
• /
• 2015

Five years have passed since the first set of environmental samples was taken in 2011 to represent various ecosystems which would help future generations lead back to the past environment. Those samples have been preserved cryogenically in the National Environmental Specimen Bank(NESB) at the National Institute of Environmental Research. Even though there is a strict regulation (SOP, standard operating procedure) that rules over the whole sampling procedure to ensure each sample to represent the sampling area, it has not been put to the test for the validation. The question needs to be answered to clear any doubts on the representativeness and the quality of the samples. In order to address the question and ensure the sampling practice set in the SOP, many steps to the measurement of the sample, that is, from sampling in the field and the chemical analysis in the lab are broken down to evaluate the uncertainty at each level. Of the 8 species currently taken for the cryogenic preservation in the NESB, pine tree samples from two different sites were selected for this study. Duplicate samples were taken from each site according to the sampling protocol followed by the duplicate analyses which were carried out for each discrete sample. The uncertainties were evaluated by Robust ANOVA; two levels of uncertainty, one is the uncertainty from the sampling practice, and the other from the analytical process, were then compiled to give the measurement uncertainty on a measured concentration of the measurand. As a result, it was confirmed that it is the sampling practice not the analytical process that accounts for the most of the measurement uncertainty. Based on the top-down approach for the measurement uncertainty, the efficient way to ensure the representativeness of the sample was to increase the quantity of each discrete sample for the making of a composite sample, than to increase the number of the discrete samples across the site. Furthermore, the cost-effective approach to enhance the confidence level on the measurement can be expected from the efforts to lower the sampling uncertainty, not the analytical uncertainty. To test the representativeness of a composite sample of a sampling area, the variance within the site should be less than the difference from duplicate sampling. For that, a criterion, ${i.e.s^2}_{geochem}$(across the site variance) <${s^2}_{samp}$(variance at the sampling location) was proposed. In light of the criterion, the two representative samples for the two study areas passed the requirement. In contrast, whenever the variance of among the sampling locations (i.e. across the site) is larger than the sampling variance, more sampling increments need to be added within the sampling area until the requirement for the representativeness is achieved.

• Journal of Korean Classical Literature and Education
• /
• no.32
• /
• pp.119-158
• /
• 2016

In this thesis we set forth the reasons for teaching classical river novels in secondary education, and investigated the guiding principles for content design of high school literature textbooks. Although classical river novels have great significance in cultural and narrative histories, they were previously consistently disregarded in secondary education. First, we looked at the need for including classical river novels in the secondary school curriculum to create a well-balanced education of classical novels, to link this with modern river novels, to teach the narrative styles and esthetics of river novels, and to let students understand the various cultures of the late Joseon Dynasty. Second, we examined two ways of educating students about classical river novels. For exclusively teaching classical river novels, we recommended the means of teaching and provided detailed guidelines by which they can be taught, as well as provided complete information about the family tree, the story unit, and the scene deployment. To establish the link between classic river novels and their modern counterparts, we recommended the process of teaching accession and transition of tradition by introducing the commonalities and the differences across three generations stories, besides discussing the viewpoints of female writers. When classical river novels are introduced in literary textbooks, students will realize the existence of such novels though they may not understand all aspects of the novels. We suggest that teaching and introduction of classical river novels in secondary education as soon as possible.