• Journal of Korea Water Resources Association
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• v.55 no.11
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• pp.931-939
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• 2022

In Korea, about two-thirds of the precipitation is concentrated in the summer season, so the problem of turbidity in the summer flood season varies from year to year. Concentrated rainfall due to abnormal rainfall and extreme weather is on the rise. The inflow of turbidity caused a sudden increase in turbidity in the water, causing a problem of turbidity in the dam reservoir. In particular, in Korea, where rivers and dam reservoirs are used for most of the annual average water consumption, if turbidity problems are prolonged, social and environmental problems such as agriculture, industry, and aquatic ecosystems in downstream areas will occur. In order to cope with such turbidity prediction, research on turbidity modeling is being actively conducted. Flow rate, water temperature, and SS data are required to model turbid water. To this end, the national measurement network measures turbidity by measuring SS in rivers and dam reservoirs, but there is a limitation in that the data resolution is low due to insufficient facilities. However, there is an unmeasured period depending on each dam and weather conditions. As a sensor for measuring turbidity, there are Optical Backscatter Sensor (OBS) and YSI, and a sensor for measuring SS uses equipment such as Laser In-Situ Scattering and Transmissometry (LISST). However, in the case of such a high-tech sensor, there is a limit due to the stability of the equipment. Therefore, there is an unmeasured period through analysis based on the acquired flow rate, water temperature, SS, and turbidity data, so it is necessary to develop a relational expression to calculate the SS used for the input data. In this study, the AEM3D model used in the Water Resources Corporation SURIAN system was used to improve the accuracy of prediction of turbidity through the turbidity-SS relationship developed based on the measurement data near the dam outlet.

• Atmosphere
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• v.33 no.2
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• pp.275-295
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• 2023

In Korea, there are four institutions related to atmospheric science: the university's atmospheric science-related department, the Korea Meteorological Administration (KMA), the ROK Air Force Weather Group, and the Meteorological Industry Association. These four institutions have developed while maintaining a deep cooperative relationship with the Korea Meteorological Society (KMS) for the past 60 years. At the university, 6,986 bachelors, 1,595 masters, and 505 doctors, who are experts in meteorology and climate, have been accredited by 2022 at 7 universities related to atmospheric science. The KMA is carrying out national meteorological tasks to protect people's lives and property and foster the meteorological industry. The ROK Air Force Weather Group is in charge of military meteorological work, and is building an artificial intelligence and space weather support system through cooperation with universities, the KMA, and the KMS. Although the Meteorological Industry Association has a short history, its members, sales, and the number of employees are steadily increasing. The KMS greatly contributed to raising the national meteorological service to the level of advanced countries by supporting the development of universities, the KMA, the Air Force Meteorological Agency, and the Meteorological Industry Association.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.