• BMB Reports
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• v.34 no.2
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• pp.139-143
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• 2001

Thioredoxin (Trx) is a redox protein possessing conserved sequence Cys-Gly-Pro-Cys in ail organisms. Trx acts as an electron donor of many proteins including thioredoxin peroxidase (TPx). Yeast Trx 2 has two redox active cysteine residues at positions 31 and 34. To investigate the redox activity of each cysteine, we generated mutants C31S, C34S, and C31S/C34S using site directed mutagenesis and examined the redox activity of Trx variants as an electron donor for yeast TPx enzymes. None of the three Cysmutated Trx proteins was active as a redox protein in the 5', 5'-dithiobis-(2-dinitrobenzoic acid) reduction under the condition of the presence of NADPH and thioredoxin reductase, and in the thioredoxin dependent peroxidase activity of yeast TPx II. C34S enhanced the glutamine synthetase protection activity of yeast TPx I, even though 100 times more protein was needed to exhibit the same activity to WT. The formation of a mixed disulfide intermediate between Trx and TPx II subunits was analyzed by SDS-PAGE. The mixed dieter form of TPx II was found only for C34S. These results suggest that Cys-31 more effectively acts as an electron donor for TPx enzymes.

• Nutrition Research and Practice
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• v.5 no.5
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• pp.429-434
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• 2011

Korean raspberry, Rubus coreanus Miquel (RCM), contains high concentrations of phenolic compounds, which prevent oxidative stress. To determine the effect of RCM on antioxidant capacity in humans, we assessed in vivo lipid oxidation and antioxidant enzyme activities from plasma in 15 healthy men. The subjects ingested 30 g of freeze-dried RCM daily for 4 weeks. Blood was taken at baseline and at the end of the study to determine blood lipid profiles, fasting plasma glucose, liver function, lipid peroxidation, and antioxidant enzyme activities. RCM supplementation had no effect on blood lipid or fasting plasma glucose concentrations but decreased alkaline phosphatase activity. RCM supplementation increased glutathione peroxidase activities (P<0.05) but had no effect on lipid peroxidation. These results suggest that short-term RCM supplementation may offer health benefits by enhancing antioxidant capacity in a healthy population.

• BMB Reports
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• v.33 no.6
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• pp.514-518
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• 2000

Two open reading frames of Haemophilus influenzae, HI0572 and HI0751, showing homology to a yeast thioredoxin peroxidase II (TPx II) and an E. coli thiol peroxidase $P_{20}$, respectively, were cloned and expressed in E. coli, and then the proteins were subsequently purified and characterized. HI0751 protein showed the thioredoxin (Trx)-dependent peroxidase activity, whereas HI0572 protein showed glutathione-dependent peroxidase. The HI0572 is the first peroxiredoxin with glutathione peroxidase activity rather than thioredoxin peroxidase. Purified HI0572 and HI0751 proteins protected specifically the inactivation of glutamine synthetase by metal catalyzed oxidation (MCO) systems composed of $Fe^{3+}$, $O_2$ and mercaptans such as dithiothreitol, ${\beta}-mercaptoethanol$ and glutathione (GSH). Unlike the HI0751 protein, the HI0572 protein was more effective in protecting glutamine synthetase from inactivation by the $GSH/Fe^{3+}/O_2$ system. It seems that these unique properties of the HI0572 protein are due to the structure containing a glutaredoxin domain at it's C-terminal in addition to a peroxiredoxin domain.

• Korean journal of food and cookery science
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• v.6 no.3 s.12
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• pp.105-113
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• 1990

The purpose of this study was to present the basic data for the education of nutrition to female teachers by surveying the degree of nutritional knowledge, the attitute toward nutrition and eating habits of the female teachers, and analyzing the present dietary food. 1. The average score of their nutritional knowledge was 17.53 (the highest mark was 25) and the percentage of the right answers was 73.6. 2. The nutritional knowledge was related to their ages, and whether or not they majored in domestic science. Younger and domestic science majors scores of nutitional knowledge were shown to be higher. 3. They had dinner more regularly than breakfast or lunch and the score of nutritional knowledge was higher in proportion to the regularity of their breakfasts. As nutritional knowledge was reflected in their daily lives and bread was used as a substitute of their meals, the degree of their nutritional knowledge was higher. 4. For self evaluation of nutritional knowledge, the higher the score of their nutritional knowledge was, the more they thought they knew and those with high scores seemed to get information about nutrition through specialized books and cookbooks.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.85-85
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• 1997

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.80-80
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• 1997

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.2
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• pp.145-159
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• 2016

This study developed the learning criteria for Science, Technology, Engineering, Arts & Mathematics to establish the theoretical background of the education pursued by STEAM. The learning criteria was developed on a basis of 6 kinds of Technology Home Economics textbooks by 2009 Amended Curriculum, and the factors of STEAM were extracted according to related contents. From the results of this study, the unit 'Dress and Self-expression' assimilated T.E.A.M with learning related to clothing psychology, consumer behavior, fashion design, and Korean fashion. The unit 'eco-friendly clothing and fixing clothes' was found to assimilate S.T.E.A.M. with learning related to clothes science and dress structure. Accordingly we can understand this unit also consists of the S. T. E. A. M assimilation such as clothes science, fashion marketing, dress structure, dress aesthetics, design and so on. Both units 'dress and self-expression' and 'eco-friendly clothing and fixing clothes' were found to consist of suggesting situations, creative planning and emotional experience following the learning criteria of STEAM. Therefore, these units will be the basic material for developing STEAM programs centering upon 'Home Economics' among the curriculum.

• Journal of the Korean Home Economics Association
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• v.36 no.7
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• pp.111-122
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• 1998

The purpose of this study was to investigate the relationship between parental attitude and social-emotional development of kindergarten children. The sample were 119 children and their parents(mothers and fathers) of a kindergarten in Seoul. The instruments for this study were the modified PM(Parental Modemity) by Schaefer and Edgerton and the modified social-emotional development scale by Korea Behavioral Science Institute. The data analyzed y frequency, mean, t-test, and Pearson's r. Major findings were that the mothers' parental attitude was related to the children's curiosity. Also, there were significant differences between the mothers' parental attitude and fathers' parental attitude according to their children's sex.

• Human Ecology Research
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• v.55 no.5
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• pp.539-553
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• 2017

This study explored the organization of high school Home Economics (HE) selective curriculum for the Fourth Industrial Revolution. We critically review the change process of HE curriculum as well as problems based on the understanding of the Fourth Industrial Revolution. The results were as follows. First, regarding the characteristic consistently shown in the revision process of high school curriculum, the huge increase of the number of subject organized resulted from the intensification of the selective-centered curriculum strengthening the choice for school and students. However, HE was reduced to some 'Technology-Home Economics' subject and a single subject 'HE Science' as a selective subject was subsequently combined with Technology after the $7^{th}$ curriculum period. Consequently, HE hard to organize the career-focused curriculum, emphasized by the revised 2015 curriculum due to the insufficient number of subjects. Second, the choice of HE in high school curriculum should be expanded as measures to organize the HE curriculum of high school to cope with changes that result from the Fourth Industrial Revolution. For the operation of the career-focused curriculum, career selective subjects and specialized subjects should be more diversely established. In accordance with changes in a future society that results from the Fourth Industrial Revolution, the HE education community should be prepared in advance to be organized as a selective subject when revising a subsequent curriculum, by newly establishing subjects necessary to students through collective intelligence and deliberation with pedagogists and scholars for subject content as well as by producing/getting approval from government-recognized textbooks.