• Korean Journal of Food Science and Technology
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• v.45 no.2
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• pp.180-190
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• 2013

The purpose of this study was to determine the optimal amount of 2 ingredients, i.e., black barley flour ($X_1$), and olive oil ($X_2$), for the production of white pan bread from black barley flour. The experiment was designed according to the central composite design of response surface methodology, which showed 10 experimental points, including 2 replicates for black barley flour and olive oil. Significant differences were found in the results of the physical and mechanical properties analysis of each sample, including weight (p<0.05), volume (p<0.01), specific loaf volume (p<0.01), color L (p<0.01), color a (p<0.001), color b (p<0.05), hardness (p<0.001), springiness (p<0.01), cohesiveness (p<0.01), gumminess (p<0.001) and chewiness (p<0.05). Significant differences in the sensory measurements were observed in color (p<0.01), appearance (p<0.01), texture (p<0.05), taste (p<0.05) and overall quality (p<0.05). The optimum formulation, which was calculated using the numerical and graphical methods, was determined to be 18.00% black barley flour and 1.80% olive oil.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.519-532
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• 2016

Purpose: This study aimed to evaluate the effect of an HIV/AIDS education program for professional graduate medical school students using a teaching-learning methods. Methods: The design of this study was a nonequivalent control group pretest-posttest experiment. A total of 116 professional graduate medical school students in South Korea were included. They were randomly assigned to either a discussion-centered teaching-learning method group (n=60) or a lecture-centered teaching-learning method group (n=56). Data were collected between August and December 2015 and were analyzed using descriptive statistics, ${\chi}^2$-test, one-tailed independent t-test, one-tailed Mann-Whitney U-test, one-tailed Wilcoxon signed-rank test, and one-tailed paired t-test using SPSS WIN 19.0 program. Results: There was no statistically significant difference between the two groups with respect to HIV/AIDS knowledge, attitudes, and education satisfaction. However, the scores of knowledge and attitudes were statistically significantly increased after the education than before the education in both groups. Conclusion: To effectively improve the knowledge and attitude of HIV/AIDS, it is necessary to select an appropriate teaching-learning method for the target subjects and objectives of HIV/AIDS education.

• Journal of Korea Water Resources Association
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• v.55 no.2
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• pp.147-157
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• 2022

The backward-facing step (BFS) is a benchmark geometry for analyzing flow separation occurred at the edge and resulting development of shear layer and recirculation zone that are occupied by turbulent flow. It is important to accurately reproduce and analyze the mean flow and turbulence statistics of such flows to design physically stable and performance assurance structure. We carried out 3D RANS computations with widely used, two representative turbulence models, k-ω SST and RNG k-ε, to reproduce BFS flow at the Reynolds number of 23,000 and the Froude number of 0.22. The performance of RANS computations is evaluated by comparing numerical results with an experimental measurement. Both RANS computations with two turbulence models appear to reasonably well reproduce mean flow in the shear layer and recirculation zone, while RNG k-ε computation results in about 5% larger velocity between the outer edge of boundary layer and the free surface above the recirculation zone than k-ω SST computation and experiment. Both turbulence models underestimate the shear stress distribution experimentally observed just downstream of the sharp edge of BFS, while shear stresses computed in the boundary layer downstream of reattachment point are agree reasonably well with experimental measurement. RNG k-ε modeling reproduces better shear stress distribution along the bottom boundary layer, but overestimates shear shear stress in the approaching boundary layer and above the bottom boundary layer downstream of the BFS.

• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.53-68
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• 2003

The purpose of this study was to develop lesson plans and teaching materials applying practical reasoning instruction for the 7th home economics curriculum content, and to test the effect of practical reasoning instruction on morality of middle school students. This study is a quasi-experimental research with a pretest-posttest design. Practical reasoning instruction for experimental group and traditionally lecture oriented instruction for comparison group were input, and tested the statistical differences between two groups before and after the treatment. The subjects for this study were 8th grade students of a middle school located in Kwangju city. Two classes of 76 students homogeneous in characteristics and academic record for each experimental and comparison group were assigned. Instrument used for this study was a revised moral indicator, that was developed by KEDI(2001). Spss/win for 10.0 statistics program was used for analysis of data. ANCOVA was done for testing statistical difference between pretest and posttest of experiment group and comparison group. Result of study which showed statistically significant difference between groups were：1. Virtue of "responsibility for words and deeds"(from 3.22 to 3.61 for experimental group and from 3.27 to 3.26 for comparison group) in domain of responsibility and cooperation, and virtue of "punctuality"(from 3.59 to 3.76 for experimental group and from 3.41 to 3.28 for comparison group) in domain of trustworthiness, 2. Virtue of "conversation etiquette"(from 3.47 to 3.67 for experimental group and from 3.28 to 3.31 for comparison group) in domain of caring for others, 3. Virtue of "forgiveness other′s mistakes"(from 3.32 to 3.65 for experimental group and from 3.33 to 3.25 for comparison group) in domain of kindness, concession, forgiveness, and virtue of "volunteering activity"(from 2.89 to 3.71 for experimental group and from 3.36 to 3.45 for comparison group) in domain of compassion and service, 4. Virtue of "equip the convenient facility for handicapped"(from 4.19 to 4.29 for experimental group and from 4.17 to 3.91 for comparison group) in domain of equality and human rights, virtue of "recovering selfness for own community"(from 2.34 to 2.79 for experimental group and from 2.14 to 2.29 for comparison group), virtue of "opposing way of accomplishing purpose by an means"(from 3.27 to 3.31 for experimental group and from 3.47 to 3.05 for comparison group), virtue of "opposing election of considering acquaintance"(from 3.35 to 3.56 for experimental group and from 3.12 to 3.14 for comparison group) in domain of fairness, and virtue of "eradication of military force or violence among countries"(from 3.49 to 3.57 for experimental group and from 3.38 to 3.05 for comparison group) in domain of love for humanity. The morality of experimental group was improved more than that of comparison group in all of above items. From the results of this study, following conclusion was drawn. Practical reasoning instruction in home economics is effective in raising students′ virtue and value of responsibility in words and deeds, trustworthiness in punctuality, courtesy of not interrupting conversation, forgiveness of other′s mistakes, volunteering activity, equity for handicapped, fairness opposing selfness for own community, fairness opposing way of accomplishing purpose by all means, fairness opposing election of considering acquaintance, and love for humanity opposing war.