• Journal of the Korean Institute of Landscape Architecture
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• v.37 no.1
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• pp.131-138
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• 2009

This research was carried out to keep a sharp look-out on changes of estimated unit power and material in landscape architectural construction in Korea from 1962 to 2007 and to suggest basic information for its desirable direction in the near future. The research results are as follows. At first, work classification of estimated unit power and material landscape architectural construction was included under the earth work and in 1974 it had the name which was called landscape architectural process with earth works, and in 1984 the estimated unit power and material of landscape architectural construction was separated from the earth work but it was still under name of estimated unit manpower and material of the engineering construction. In 1972 the estimated unit power and material began with a 'planting' and a 'pruning' and still consists of 7 work classification total: 'sodding and herbaceous sowing', 'digging out', 'planting', 'digging round the root', 'keeping and management', 'rubble masonry' and 'planting for protection of rocks split section'. The processes consist of 29 sub-processes in total. The lawn construction was mainly established in the 1960s, the planting construction in the 1970s, the keeping and management in the 1980s, split section protection in the 1990s along with new technology with keeping management in the 2000s. On the basis of these research results, the process to be added in the near future could be related to new material and new technology and the process might be much more subdivided.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.151-164
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• 2019

The purpose of this study is to find out the effects of reconstructing unit 'Seasonal Change' using step-by-step questioning for concepts changes to adjusting misconceptions of elementary school students. Most students have pre-conceptions at describing seasonal changes based on their experiences. Therefore, in newly developed unit, we reconstructed unit to include core teaching and learning contents by finding out common pre-conceptions of students and specifying purpose of teaching at misconceptions found in pre-conceptions as 'constituent of class for conceptual change'. After the scientific concept test, the result of 24 students in experimental group is statistically significant. Also, according to the result of qualitative analysis, the number of activated conceptional resources and degree of specificity in explaining seasonal changes are higher than that of control group.

• KIEAE Journal
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• v.15 no.5
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• pp.89-94
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• 2015

Purpose: Various policies to reduce the energy consumption have been carried out to save Earth environment against global warming and environmental pollution in many countries. Energy consumption of buildings in Korea has reached 24% of total energy consumption, and energy consumption of apartment has been continuously increasing. Therefore, Korea government has executed building energy efficiency rating certification system to control energy consumption of buildings. Method: This study was conducted to evaluate the energy performance of apartment unit plans according to the increasement of front width of unit plans, and tried to present the basic data to design more energy conscious unit plans for apartments. For the study, three shapes of unit plans -the 2Bay, 3Bay and 4bay unit- were selected for imput models. They were simulated using ECO2 software to assess building energy efficiency rating certification in Korea. Result: According to the results, in cases that balcony windows were not installed, the primary energy consumption of the 3Bay and 4Bay units were less than 2Bay unit, respectively, 0.1% and 2,5%. The primary energy consumption of the 3Bay and 4Bay units, in cases that balcony windows were installed, was less than 2Bay unit, respectively, 1.7% and 3.2%.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.501-510
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• 2005

An analysis was done on the “inquiry sections” of Earth Science chapters of 10th grade science textbooks. The Inquiry sections were classified into different types and the frequencies of basic process skills, integrated process skills, and inquiry activities were measured in section to find out whether they sufficiently satisfy the requirements based on the 7th National Curriculum. The number of selected science textbooks that have been used in high school for this study were eleven. The number of inquiry tasks were on an average of 24.0. The types of inquiry sections and the elements of basic and integrated process skills were different in every textbooks. The number of inquiry activities were also different and analyzed more than those presented. They were not integrated activities but presented as scientific process skills. The basic process skills and integrated process skills presented in textbooks were $16\%\;and\;77.2\%$, respectively. However, the distribution of two kinds of process skills were analyzed to be $45.6\%\;and\;55.4\%$, respectively. In the process skills, the frequencies of inferring $(49.5\%)$ and data interpretation (68.7%) were the highest; however, the other process skills including recognizing problem, formulating hypothesis and generalization were not even presented in any of the text books. Due to the lack of the definitions of Science process skills and inquiry activities in the 7th National Curriculum, each text book defined these terms differently. It suggests that the meaning of inquiry, science process skills, and inquiry activities should be operationally defined in the national curriculum and the criteria for construction of inquiry activities are required.

• Proceedings of the Korea Society of Environmental Toocicology Conference
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• 2001.11a
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• pp.90-90
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• 2001

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.177-187
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• 2006

Due to a lack of reproducibility and visibility of the conventional equipment for westerly wave simulation, it is difficult to have indoor experiments at high school that show the stream of Hadley cell. A modified improvement of the old one improves the problem. The side wall and bottom of the new equipment is made by copper and acrylic resin, respectively, in order to clarify the difference between the water temperature inside and outside of the water tank. The equipment also has a high quality digital record for generating exact analysis of the results. And we also carried out several experiments that relate theoretical and experimental aspection of westerly wave. Temperature Detected Sheet (TDS) in flow visualization unit provides not only visual information of liquid flow, but also clear understanding of the relation between upper and lower wind flow structure. And the liquid stream simulated in indoor experiment using proposed equipment is commensurate with westerly wave in real atmosphere. The efficiency of educational properties of the proposed equipment is verified indirectly by Likert Scales survey of high school teachers.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.48-54
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• 2009

This study aims to find out any effect of a POE model in the earth science unit of middle school(POE: prediction-observation-explanation). So this report compared and analyzed the effect that POE class and teacher-oriented class have on the level of learner science process skill and science academic achievement. Two groups, which were composed of 66 students and 64 students of middle school 2rd grade in Gyeongsangnamdo for this study, respectively, were selected as an experimental group and a comparative group. Through the pretest, the level of learner science process skill and science academic achievement were investigated. And learner science process skill and science academic achievement was verified with t-test. The findings of the study are as follows: First, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science process skill, the class offering the POE model was shown effective for improving learner science process skill. However, the POE class was found significantly effective for improving the sub-factors of operationally defining, designing investigations, graphing and interpreting data, but not effective for identifying and stating hypothesis, identifying variables. Second, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science academic achievement the class offering the POE model was shown effective for learner science academic achievement.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.2 no.2
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• pp.125-137
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• 1997

To study the vertical variation of heavy metal and Rare Earth Element (REE) contents in deep-sea sediments, eighteen cores were sampled from the Korea Deep-sea Environmental Study (KODES)-96 area in the C-C zone (Clarion-Clipperton fracture zone), northeast equatorial Pacific. Sediment columns can be divided into three units based on sediment colors and geochemical characters; uppermost Unit I with brown color, middle Unit II with pale brown color and smaller Ni/Cu ratio than the ratio in Unit I, and lowermost Unit III with dark (brown) colors and higher contents of Mn, Ni, Cu, and REEs than those in Unit I and II. Unit II can be divided more into two layers of upper Unit IIa and lower Unit IIb. Unit IIb is characterized by high contents of Cu, 3+REEs (REEs except Ce), smectite, and severely deteriorated fossil tests. Unit III can also be divided into two units; upper Unit IIIa with dark brown color, and lower Unit IIIb with black color and enriched Mn and Fe. The KODES area was located near from the East Pacific Rise (EPR) When Unit III Sediments were deposited, considering the hiatus between Unit II and III (Quaternary-Tertiary boundary) and the spreading rate (10 cm/yr) and direction (north southern west) of the Pacific plate from the EPR. High contents of Mn and Fe in Unit IIIb may be related with hydrothermal influence from the EPR. Meanwhile, Unit IIb (about 2~3 Ma) and Unit III (11~30 Ma) layers were probably formed near (or under) the equatorial high productivity zone, and accordingly received a lot of organic materials. As a result, Cu and 3+REEs, closely associated with organic materials, are enriched in smectite and/or Ca-P composites (fish bone debrise, biogenic apatite) after decomposition and reprecipitation on the sea floor. Higher contents of Cu and 3+REEs in Unit IIb and III are suggested to be the result of abundant supply of organic substances in the equatorial high productivity zone.

• Geomechanics and Engineering
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• v.15 no.4
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• pp.937-945
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• 2018

A probabilistic study of a reinforced earth wall in a frictional soil using the surface response methodology (RSM) is presented. A deterministic model based on numerical simulations is used (Abdelouhab et al. 2011, 2012b) and the serviceability limit state (SLS) is considered in the analysis. The model computes the maximum horizontal displacement of the wall. The response surface methodology is utilized for the assessment of the Hasofer-Lind reliability index and is optimized by the use of a genetic algorithm. The soil friction angle and the unit weight are considered as random variables while studying the SLS. The assumption of non-normal distribution for the random variables has an important effect on the reliability index for the practical range of values of the wall horizontal displacement.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.602-616
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• 2008

The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.