• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.145-153
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• 2019

The present study is a discussion in which the flow of 'social and cultural values' inherent in the creative advertising story is considered against Bart's symbolism and the creative symbol system, and attempted to reproduce the work through the cognitive thinking of the inmates. The interaction of correct social and cultural communication is not just a strategy for persuasion and effectiveness. Starting with these issues, I thought that experiencing the 'symbolic production' and 'cognition interpretation' of the most creative, aesthetic and implicit advertising stories was the realization of concrete cultural values. The reason why I pay attention to advertising as a target tool of the original school is that it gives anyone access to the social and cultural values based on the productivity of meaning, the sharing of meaning and social small-call work by paying attention to the most implicit symbols in a short period of time. I also think that with the trend of the times, it is well worth it as a tool of positive communication for social and cultural member harmony and solving future problems. The reality of social and cultural advertising stories conducted in conjunction with the analysis of meaning at the cognitive thought level is very appropriate to apply in creative classes for college students. The Dong-A Ilbo is a discussion that suggested that the work of realizing the cognitive meaning of advertising stories, a "symbol complex" based on creativity in a complex, multi-media era, will become an age-old communication tool to join university students' strategies for solving future problems

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.145-169
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• 2017

The purpose of this study is to investigate the influences of educational policy transfer on transitional countries by analyzing the impacts of the Bologna Process on the educational systems of former socialist countries in Europe including Russia, Ukraine, and Hungary. For this purpose, documents published by European Union and its associated educational institutions, as well as academic institutions and scholars were analyzed to evaluate the changes made not only in the systemic level but also institutional and personal levels. The Bologna Process, instigated by the rise of knowledge economy and globalization, is purported to be the most influential educational reform conducted by the member countries since the formation of EU. However, unlike its original intentions to promote the voluntary participation of universities and students, the Bologna Process strengthened the structure of centralized bureaucracy in the educational systems, and restricted the freedom of professors, since most of the universities in these countries relied on governments for their funding. This indicates that in analyzing the influences of educational policy transfer in transitional countries, it is important to analyze the roles and motivations of actors participating in the decision-making processes. Moreover, Bologna Process reforms, made under the direction and control of government, were often turned into cases in which administrators hurriedly implement new policies against the will of faculty members and students, thus impeding the efficient localization of the reforms. This case, thus, implies that while educational reforms driven by policy transfer can change external systems and policies of universities, the fundamental reforms in the minds of faculty and inner workings of organization can only come about after a careful consideration of the societal and cultural values embedded within society.

• Korean journal of food and cookery science
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• v.27 no.3
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• pp.11-20
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• 2011

The purpose of this study was to investigate the use and perception of adults concerning bokbunja (Rubus coreanus Miquel) products. Self-administered questionnaires were collected from 502 residents in the Daegu and Gyeongbuk area. According to the survey more females in their 20s responded than males (45.2 and 54.8%, respectively). In total, 82.6% of respondents had an income of under 4,000,000 won per month and most were living in the city. The results regarding knowledge about bokbunja products showed that the bokbunja wine score was highest (3.66), and intake frequency showed that over half of the respondents had never eaten bokbunja products. The preference for bokbunja wine by males was higher than that for females, whereas the others products showed higher scores for females than for males. When asked about how they knew about bokbunja products, 37.0% of males and 46.9% of females responded a family member or neighbor. When purchasing bokbunja products, males and females answered that they considered taste, country of origin, and manufacturer, and price. Approximately 48% of the respondents answered that they purchased bokbunja products in the grocery and department store. As a result, popularization of bokbunja products was based on product development and sales promotion, and the product development factor significantly influenced preference for bokbunja products.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.5
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• pp.674-680
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• 2005

The purposes of this study were to compare the effect of several reheating treatments (heating in the frying pan, convection oven and microwave oven) on sensory characteristics and to evaluate the safety during storage period of cook/chill Pajeon. The sensory evaluations were made on 5 sensory attributes by a 9-member panel using quantitative descriptive analysis (QDA). The fresh cooked Pajeon and the Pajeon reheated in the frying pan obtained a significantly (p<0.01) higher score in taste than the ones reheated in a convection oven and microwave oven. The reheated cook/chill Pajeon had a significantly (p<0.01) lower score in flavor than the freshed cooked one. Regardless of the reheating methods, sensory scores in texture of the Pajeon reheated at $v$ for 1 day were not different from that of fresh cooked one. However, the scores of the reheated ones in a convection oven and in a microwave oven decreased with storage time up to 5 days at $3^{\circ}C$. On the other hand, the Pajeon reheated in the frying pan, even after 3 days' storage at $3^{\circ}C$, was not found to be inferior to the freshed cook one in every quality attributes except flavor. Therefore, the reheating treatment in frying pan may be superior to those in a convection oven and a microwave oven. The safety of Pajeon was also evaluated by measuring total count, coliform count, psychrotrophic count, acid value and peroxide value during 5 days of storage periods at $4^{\circ}C$. Total counts of Pajeon was ranged from not detectable to $5.2\times10^2$ CFU/g. The coliform and psychrotroph were not detected at all experiments. The acid values were ranged from 1.90 to 4.03 mg of KOH/g of fat until 5 days at $4^{\circ}C$. And the peroxide values were ranged from 3.63 to 12.50 meq of peroxide/kg of fat until 5 days of storage period. Therefore, these results demonstrated that Pajeon is microbiologically and chemically safe during 5 days of storage period at refligeration temperature.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.6
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• pp.850-856
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• 2005

The sensory and safety of cook-chilled Buchu-jeon were evaluated to provide to foodservice operation during chilled storage for 5 days. The sensory evaluations of cook-chilled Buchu-jeon were conducted according to 3 reheating methods which was frying pan, steam/convection oven and microwave oven. The sensory evaluations were made on 4 sensory attributes (taste, odor, color, and texture) by a 9-member panel using quantitative descriptive analysis (QDA). The Buchu-jeon reheated in the steam/convection oven, after 1 day storage at $3^{\circ}C$, obtained higher score in taste, odor and texture than the ones reheated in a frying pan and microwave oven. Three reheating methods didn't show any difference in taste, odor, color, and texture of Buchu-jeon at $3^{\circ}C$ for 3 days. The Buchun-jeon reheated in microwave oven at $3^{\circ}C$ for 5 days had a significant $(p\leq0.05)$ lower score odor and color than the ones reheated in frying pan and steam/convection oven. The safety of Buchu-jeon was also evaluated by measuring total count, coliform count, psychrotrophic count, acid value and peroxide value during 5 days of storage periods at $4^{\circ}C$C. Total counts of Pajeon was ranged from $5.0\times10^{1}$ CFU/g to $2.2\times10^{2}$ CFU/g and the coliform and psychrotroph were not detected at most experiments. The acid values were ranged from 1.80 to 2.18 mg of KOH/g of fat until 5 days at $4^{\circ}C$. And the peroxide values were ranged from 4.44 to 17.87 meq of peroxide/kg of fat until 5 days of storage period. Therefore, these results demonstrated that the cook-chilled Buchu-jeon is microbiologically and chemically safe during 5 days of storage period at refrigeration temperature.

• 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.