• Journal of Biosystems Engineering
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• v.38 no.2
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• pp.103-112
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• 2013

Background: The Korean government launched a project in 2008, where the amount of rice used as raw ingredient in rice-based foods in 2012 was planned to increase up to 10% (470,000 ton) of the total rice production through developing various new rice-based processed foods and their commercial manufacturing technology. Among the four major rice-based processed foods, rice cakes and noodles need rice flour as their main raw ingredient. Technology in rice flour utilization and manufacturing is far behind than the technology pertinent to wheat flour in many subject areas. Purpose: This review aims to provide information on rice flour utilization and manufacturing with some fundamental subjects in the area of size reduction. Results: A variety of food items including bread, noodle, cake, cookie, muffin, pre-mix, beverage, vinegar, surimi, and artificial meat have found rice flour as their raw ingredient. Rice bread made out of 100% rice flour has been developed and is now sold in retail stores. Various noodle products made from rice flour are also on the market. Issues on product definition and labeling regulation about rice flour content of the products were explored. Generalized grinding equations available in the literature were seldom used in practice; instead, it has been a general practice to develop empirical equations from test milling data. Introductory remarks on three popular particle size measurement methods (sieving, Coulter counter, light diffraction) were explained. Mathematical expressions frequently used to describe particle size distribution and to correlate cumulative quantity of particles with particle size were represented. Milling methods used in producing rice flour were described along with their advantages and disadvantages. Because of their profound effect on functional properties of the rice flour, four rice flour milling equipments used at both laboratory experiments and commercial manufacturing plants were discussed.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.87-99
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• 1998

The purposes of the study are to see as to how much of changes has occurred in the newly revised high school Home Economics Textbooks required by the 6th Curriculum and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 6 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part faUs into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pacover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weigh laboratory experiences, and illustrations and tables. To conclude the study, there found followings key features : 1) The new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. 2) The content area consists of 3 major areas of Human Development & Family Relationship. Food and Nutrition. Clothing and Textiles with ratio of 23.8%, 23.1%, and 21.9% respectively. 3) Human Development & Family Relationship area ranked first with 71 times in the numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea. numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.53-64
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• 1996

The purpose of the study is to see how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former 5th Curriculum, and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divide into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustration, total of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.79-91
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• 1996

The purpose of the study is to see as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former 5th Curriculum, and to seek future policy directions with can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1995 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection on contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks. Those restricting factors include letter type and size, coloring, paper quality, and volume size.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.12 no.1
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• pp.268-294
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• 1999

External therapy is a very useful method in today. But a study of theoretical basis of external therapy is very poor in Korea. So I carried out to investigate of 《Li Yue Pian Wen, 理淪騈文》. And I translated and analyzed to , firstly. Wu Shi Ji (吳師機) was one of the physician in qing(淸) dynasty (AD). He wrote the 《Li Yue Pian Wen, 理淪騈文》 which is the first special book on the external therapy(外治法). This is composed of 5 parts. In these parts,

• Korean Journal of Logic
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• v.19 no.1
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• pp.1-49
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• 2016

In the Tractatus, 'logical space' raises the several puzzles as follows. What are logical space, logical coordinates and logical place? What is the point of such analogies and what do they refer to exactly in the Tractatus? And what do occupy logical space? Can facts, proposition, propositional sign, situation and contradiction occupy it respectively? Or is it impossible to reconcile the remarks concerning logical place in the Tractatus? Futhermore, why did Wittgenstein need the concept of logical space? What is the problem that he tried to solve through this concept? In this paper, I will endeavor to answer to these problems. Logical space in the Tractatus is the system of propositions with senses. And it is the concept which Wittgenstein contrived by making model of Hertz's configuration space. Wittgenstein's fundamental coordinates are in some ways similar to geometrical ones. On the other hand logical coordinates are completely different from geometrical ones. Hence attempts to understand logical space by a kind of geometrical spaces cannot be right at all.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.205-214
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• 2019

In Korea, the first-price sealed bid auction and the constrained mean-price sealed bid auction(buchal-je in Korean) have been used alternatively as procurement auctions. In this paper, we characterize the constrained mean-price sealed bid auction in the context of mechanism design. We consider the general ?-bidder case in which each bidder has private information. Under the assumptions of uniformly distributed valuations and linear strategies, we derive the equilibrium of the constrained mean-price sealed bid auction. Furthermore, we analyze the efficiency and the expected revenue of this auction mechanism in comparison with the first-price sealed bid auction. Finally, we conclude with the critical remarks on the practical intention of the government which uses this auction.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.

• Journal of Sasang Constitutional Medicine
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• v.13 no.2
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• pp.94-109
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• 2001

1. Background and Purpose ${\ulcorner}$DongyiSooseBowon${\lrcorner}$ is the book that was mixed ${\ulcorner}$GaboBon${\lrcorner}$ and ${\ulcorner}$KyungjaBon${\lrcorner}$ which was written by DongMu. But hardly any clause or text of the GaboBon excepting ${\ulcorner}$DongyiSooseBowon${\lrcorner}$ has been described. At the year of 2000, the society of sasang constitutional medicine acqired ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ which is seen as a written copy of ${\ulcorner}$GaboBon${\lrcorner}$. According to Lee Sung-Su who is the great-grandson of DongMu's older brother, ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ was worked by Lee Jin-Yoon who is the grandson of DongMu's older brother, and it was copied by Han Min-Gab and now is owned by Lee Sung-Su who is son of Lee Jin- Yoon. 2. Methods This paper was written in order to understand of ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ through the study to focus on the bibliographical character. 3. Result and Conclusion 1) It is reasonable that ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ had copied to the original ${\ulcorner}$DongyiSoose Bowon GaboGubon${\lrcorner}$ which was written by DongMu. 2) We can find the character of ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ as follows. (1) It has the table of contents, the definition of the number of the texts, and the article number of each texts. (2) ${\ulcorner}$KyungJaBon${\lrcorner}$ and ${\ulcorner}$SinchukBon${\lrcorner}$ has different number of the texts about ${\ulcorner}$The general remarks on the Soyangin${\lrcorner}$. (3) It is different with original ${\ulcorner}$GaboBon${\lrcorner}$ because of the extracting marks of the text. (4) It is supposed that it has the pares which was additionally or wrongly amended by someone. 3) We can consider that the character of original ${\ulcorner}$GaboBon${\lrcorner}$ which was written by DongMu from ${\ulcorner}$HamsanSachon DongyiSooseBowon GaboGubon${\lrcorner}$ as follows. (1) ${\ulcorner}$The Discourse on Nature and Order${\lrcorner}$${\sim}$${\ulcorner}$The Discourse on the Four Principles${\lrcorner}$ is original articles of ${\ulcorner}$GaboBon${\lrcorner}$. (2) The head title of${\ulcorner}$The Discourse on the Origin of Oriental Medicine${\lrcorner}$ was not in ${\ulcorner}$GaboBon${\lrcorner}$. (3) It is not clear whether ${\ulcorner}$The Discourse on the General Health Maintenance${\lrcorner}$ and ${\ulcorner}$The Discourse on Identifying Four Constitutions${\lrcorner}$ is original texts or amended texts of ${\ulcorner}$GaboBon${\lrcorner}$. So it is required more study about it.

• KOMUNHWA
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• no.68
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• pp.7-24
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• 2006

This article is the critical review of the methods and assumptions with which the Korean archaeologists have tried to approach to the Bronze age society. It was not until the 1980s' that there had been any attempt to define the relevant units for the study of past societies. Before the archaeological records of megalithic builders in the Bronze age began to be analyzed to find out the general traits of chiefdom society, Korean archaeologists had described the variations in the cultural, rather than the social, entities. From the 1990s' , some scholars have attempted to reconstruct the scale and organization of the social groups and explain the growth of polities in evolutionary view, analyzing the hierarchical distributions of settlement data. In the concluding remarks of the review, I would like to indicate the some problems in the conceptualization of the material culture patterning in the regional and/or inter-regional level. First, the conceptual problem which appeared when the Bronze archaeologists define the distribution of artifact assemblages, composed of the specific artifact traits , beyond the instrumental categories that are efficient for the establishments of regional chronologies. It is evidently erroneous conceptualization that we define the artifact assemblages as the socio-cultual entities which came into being in specific time and place, geographically expanded, and finally disappeared based on the view of essentialism. Second, the interpretative problems about wide distributions of certain bronze artifacts must be indicated. I would like to suggest that the wide distributions of the specific bronze dagger or mirror types should be explained not by the cultural area concept related to the ethnicity assumptions, but by the world system or the inter-regional interaction models.