• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2006.11a
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• pp.275-280
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• 2006

The protection of the environment is one of today's key demanding international activities and interests. All of aspects including industry, economy and society should be changed into environmental friendly industries. The building is not exception in this trend. What is not generally realized is that building, in the lifecycle of construction, use and demolition, account for large construction, not considered with environment impact and conservation in the lifecycle. Expecially, the construction materials and components used in the construction stage has much embodied energy. And much $CO_2$ emit on the production of the construction material and component. The energy use and $CO_2$ emission would continuously diminish the limited natural resources and impact the environment such as ozon layer destruction. In this paper, it studied the estimation of the amount of energy use and $CO_2$ emission in the building construction stage, it would provide the estimation process and applied with the multifamily housing.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.590-599
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• 2014

Environmental education, effectively performed at school, is very important to solve the environmental problems. Moreover the survey for teacher's perception is essential. The purpose of the study was to investigate the perception of environmental problems of middle school teachers in Pusan. The survey was done twice in 2007 and 2012, and based on the time intervals, careers, and major of the teachers. 200 teachers were chosen in 2007 and 300 teachers in 2012. How many environmental problems occurred during this time period affected the 471 teachers' perception was investigated and analyzed. The results are as follows. First, the perception difference of environmental problems was meaningful between two time intervals (p<.01). Especially, the perception of modern environmental problems and carbon emission showed considerable increase in both science and non-science major teachers. This may be caused by the climate change and the severity of lifestyles of indiscriminate consumerism. Second, the perception difference of environmental problems by careers was also meaningful (p<.01). Overall, the perception was obvious on the aspects of modern environmental problems, carbon emission, destruction of ozone layers, nuclear wastes, environmental hormones, and red tides. Teachers, having more careers irrespective of their teaching subjects, showed higher perception on the seriousness of environmental pollution, the necessity of environmental conservation, and the importance of health. Third, the perception of environmental problems between science and non-science major teachers was meaningful (p<.01). Particularly, the perception in the broad environmental problems was distinctive between them.