• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.10
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• pp.1397-1405
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• 2009

This study was to investigate food components of Bigum spinach growing in Jeonnam Shinan. The samples used in this study were Pohang spinach of inland and jo-saeng, chung-saeng, man-saeng, chungman-saeng spinach of Bigum located on Jeonnam Shinan. We analyzed proximate composition, mineral content, germanium, organic acid, free sugar, vitamin A, C, and E contents. We conducted the sensory evaluation after blanching and color changes of before and after blanching of 5 kinds of spinach. The results were as follows: moisture and ash contents were significantly higher in Pohang spinach than Bigum spinach. Crude protein, carbohydrates and crude fiber contents were higher in Bigum spinach than Pohang spinach. In mineral contents, potassium and zinc contents were higher in Pohang spinach than Bigum spinach whereas calcium, iron, magnesium, manganese, sodium contents were higher in Bigum spinach than Pohang spinach. Germanium contents was 14.06$\sim$27.16 ppb in Bigum spinach whereas not detected in Pohang spinach. In organic acid contents, man-saeng and jo-saeng of Bigum spinach were high in oxalic acid, citric acid, malic acid and formic acid contents. Succinic acid and acetic acid contents were high in Pohang spinach. Almost all free sugars were higher in Bigum spinach, especially jo-saeng and man-saeng, than Pohang spinach except lactose. Vitamin A contents was similar with Pohang and Bigum spinach except chung-saeng but vitamin C and E contents were higher in Bigum spinach than Pohang spinach. Color L (light) after blanching was significantly higher in chungman-saeng than other spinaches. Color a (redness) was significantly lower in chung-saeng and man-saeng than others and chungman-saeng was significantly higher than others. Color b (yellowness) was low in man-saeng and high in jo-saeng of Bigum spinach. In case of sensory properties after blanching, taste, sweet, overall preference were significant higher in Bigum spinach except chung-saeng than Pohang spinach.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.10
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• pp.1373-1380
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• 2009

To increase the intake of calcium in elementary school children, 20 high calcium dishes (HCD) were developed. The pictures of HCD with the calories, calcium content, and the price per serving were given for the evaluation of HCD to 118 school dietitians. Along with the evaluation, a questionnaire concerning the perception on calcium nutrient and calcium fortified foods (CFF), the use of school milk and CFF, and the need and their endeavor for HCD was administered. Over 90% of subjects were aware of the importance of calcium in school lunch menu and 80% of them recognized the necessity for exploring HCD, though their endeavor remained at a 30% level. HCD that reached the requirement of calcium for the school lunch was 3 and the preference response over 4 (maximum 5) was 2 HCD with better acceptance by younger subjects. 70.3% of subjects were aware of CFF and their response on them were diverse as a positive conception 42%, negative 33% and willing to use 40%, not to use 40%. The dietitians who provided school milk or willing to develop HCD were more positive to use CFF. These results indicate that school milk is the most important calcium source and further pursue for HCD and CFF is needed to achieve the calcium requirement for the elementary school lunch.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.5
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• pp.67-77
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• 2017

The purpose of this study was to develop the entrepreneurial mentoring scale on start-up mentoring situation. In recent years, as the needs for entrepreneurship have grown from domestic to foreign, entrepreneurship education is actively being carried out. The entrepreneurial mentoring is strengthening its weight and contents in entrepreneurship education. However, research on the mentoring function scale designed to reflect the characteristics of entrepreneurial mentoring is rarely performed in Korea. In this study, we conducted a qualitative and quantitative research to achieve the research goal. First, we derive the entrepreneurial mentoring scales through literature review and expert group discussions, and we conducted the empirical analysis to draw conclusions. The results of this study are as follows. In the first step, literature review was conducted. In the second step, four major factors and questionnaires were derived through expert group discussion. In the third step, the doctoral level specialists developed 16 questionnaire items to measure the four factors of entrepreneurial mentoring derived from the second step and verified the content validity and the facial validity in fourth step. As a result of this survey, we conducted questionnaires on founding mentors who belonged to 17 Creation Economic Innovation Centers nationwide (153) and analyzed the problem solving, networking, communication, and motivation formation through exploratory factor analysis. This questionnaire was used to survey the entrepreneurial mentors who belonged to the 17 Center for Creative Economy and Innovation under the Ministry of Science, ICT & Future Planning of South Korea(153). In fifth step, as the results of factor analysis such as EFA and CFA, we could confirm four factors including problem solving, networking, communication, and motivation. The significance of this study is as follows. First, academic significance was the first study of the entrepreneurial mentoring function scale reflecting the characteristics of entrepreneur mentoring as a qualitative and quantitative approach in Korea. Second, it is hoped that practitioners will be able to better measure the mentoring function of entrepreneurial mentors and contribute to improving the quality of future entrepreneurial mentoring programs.

• Journal of Plant Biotechnology
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• v.45 no.2
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• pp.117-124
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• 2018

The imports of Centella asiatica L. Urban are increasing year-by-year due to the fact that its extract is a raw material used for skin wounds and in cosmetics. However, studies on the cultivation and identification of native C. asiatica species in Korea have been extremely rare. Therefore, this study was conducted in order to investigate the physiological and functional activity of Korean native C. asiatica plant cultivated in Hapcheon, Gyeongsangnam-do, Korea. As a result, the highest antibacterial and anti-inflammatory activities were examined with methanol extract while skin-whitening and wrinkle improvement were examined with water extract. Seven bacterium and one fungus were treated with 50% methanol extracts of C. asiatica and most of the bacterium showed similar or low levels of antibacterial activity compared to the control group of Omiza (Schisandra chinensis) extract, except for Streptococcus pyogenes, which showed higher antimicrobial activity than that of Omiza extract. However, neither C. asiatica and Omiza extracts showed antimicrobial activity against the fungus, C. albicans. The results of anti-inflammatory effect analyses with Raw 264.7 cells confirmed that the treatment of methanol extract reduced the level of NO by 50% or more compared to the control group. In addition, the water extract showed the highest reduction of melanin content of up to 20% more than the control group when examined with B16F10 cell line, indicating a significant skin-whitening effect. Furthermore, we were able to show the significant skin wrinkle improvement caused by C. asiatica extract with NHDF cell as an indicator, but strong cytotoxicity was also observed, suggesting that further studies are necessary.

• Journal of Nutrition and Health
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• v.42 no.1
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• pp.14-22
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• 2009

This study was conducted to investigate the effects of powdered young barley leaf and its water extract on body weight and lipid metabolism in high-fat fed mice. Male mice were divided into normal group, high-fat (HF) group, high-fat group supplemented with powdered young barley leaf (HF-YBL) and high-fat group supplemented with water extract of the powdered young barley leaf (HF-WYBL). The powdered young barley leaf or its water extract was added to a standard diet based on 1% dried young barley leaf (1 g YBL/100 diet and 0.28 g WYBL/100 g diet) for 8 weeks. Supplementation of YBL and WYBL significantly reduced body weight and epididymal adipose tissue weight in high-fat fed mice. Food intake and daily energy intake were significantly lower in the YBL group than in the HF group. After 8 weeks, plasma triglyceride and cholesterol concentrations were significantly higher in the HF group than in the Normal group; however, both YBL and WYBL significantly lowered those of the high-fat fed mice. The ratio of HDL-cholesterol/total cholesterol of the YBL and WYBL groups were significantly elevated compared to that of HF group. Both YBL and WYBL significantly increased fecal excretion of triglyceride in high-fat fed mice, whereas they did not affect fecal cholesterol concentration. The triglyceride levels of liver, adipose tissue and heart were significantly lower in the YBL and WYBL groups than in the HF group. Supplementation of WYBL also lowered the kidney triglyceride and heart cholesterol concentrations compared to those of HF group. Hepatic lipid regulating enzyme activities, fatty acid synthase, HMG-CoA reductase and acyl-coenzyme A: cholesterol acyltransferase, were significantly lower in the YBL and WYBL groups than in the HF group. Accordingly, these results suggest that YBL and WYBL improve plasma and organ lipid levels partly by increasing fecal lipid excretion and inhibiting fatty acid and cholesterol biosynthesis in the liver.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.98-107
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• 2015

Olive flounder contains rich amount of lysine which is required for children's growth. Moreover, it is good foodstuffs for elderly, convalescent and diabetics because of low lipid content and high digestibility. This study was investigated for the purpose of obtaining basic data which can be applied to the processing of olive flounder steak. Olive flounder 100 g were chopped, mixed with vegetable (onion 20%, celery 10%, carrot 15%, garlic 1% of chopped olive flounder meat) and ingredient (bread crumbs 20 g, onion 15 g, celery 10 g, egg 1 ea, tarragon 1/2 t, blanc sauce 20 g, fresh cream 20 mL, salt and pepper pinch). Mixed dough was molded into steak shape ($12{\times}7cm$) and was processed by two types of products, Steak-1 {Roasting for 2 minutes in a frying pan wrapped with olive oil and then vacuum packaging in polyethylene film ($20{\times}30{\times}0.05mm$), and then storage at $-20^{\circ}C$ for 7 days, next thawed and warmed by microwave for 2 minutes} and Steak-2 {vacuum-packaging in polyethylene film ($20{\times}30{\times}0.05mm$), and then storage at $-20^{\circ}C$ for 7 days, after thawed, roasted during 2 minutes in a frying pan wrapped with olive oil}. The factors such as pH, TBA value, amino-N, free amino acid, chemical composition, color value (L, a, b), texture profile, sensory evaluation and viable bacterial count of the olive flounder steak (Steak-1, Steak-2) were measured. From the result of sensory evaluation, Steak-2 showed a bit more high scores than Steak-1 but it was difficult to distinguish significant difference (color, odor, taste, texture and acceptance) between Steak-1 and Steak-2 products.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.1
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• pp.95-106
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• 2008

Pickled crabs made using Charybdis japonica are becoming part of our dietary habits. Yet research on this food is disappointingly scarce. It is generally accepted that the original food composition of pickled crabs defies scrutiny because various seasonings are added to soy for the production of pickled crabs in most regions. Accordingly, this study attempted to measure the food composition of the Charybdis japonica preserved in brine according to different storage days (10, 15, 20, 25, and 30 days) and different temperatures ($5{^{\circ}C}$, $15{^{\circ}C}$, and ambient temperature). It was found that Charybdis japonica is comprised of moisture (77.5％), ash (2.3％), crude protein (19.7％), and crude lipid (0.5％). The content of crude protein and crude lipid during the storage period tended to decrease over time.

• Journal of agricultural medicine and community health
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• v.39 no.4
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• pp.222-229
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• 2014

Objectives: Pig farmers are known as the high risk group for the zoonoses, but the study for pig farmers to zoonoses has been rare in Korea. So we surveyed the awareness on zoonoses among pig farmers to suggest directions for education. Methods: We visited four regional spots (Gyeongsangnam-do, Gyeongsangbuk-do, Jeollanam-do, and Chungcheongnam-do) where the self education programs of Korea pork producers were convened. We conducted a questionnaire survey of the general, work-related characteristics and the awareness on zoonoses among 278 pig farmers. Results: The awareness rate of zoonoses itself, brucellosis, tuberculosis and salmonellosis were 52.9%, 85.6%, 87.8%, 89.6%, respectively. The awareness rate of the content related to zoonoses, "Human can be infected by the disease of pig", was 46.9%. Awareness rate of zoonoses tended to increase as the school career, and awareness rate of salmonellosis tended to increase as working duration of pig raising. Conclusions: The pig is the principal reservoir of zoonoses. Therefore, effective working guidelines to prevent zoonoses for pig farmers must be developed and an educational program on zoonoses is needed for pig farmers. Furthermore, publicity activities about the prevention of zoonoses are needed for high-risk groups.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.872-881
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• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).