• 한국작물학회:학술대회논문집
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• 한국작물학회 2020년도 춘계학술대회
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• pp.22-22
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• 2020

• 한국작물학회:학술대회논문집
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• 한국작물학회 2020년도 추계학술대회
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• pp.45-45
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• 2020

• 한국작물학회:학술대회논문집
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• 한국작물학회 2020년도 추계학술대회
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• pp.44-44
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• 2020

• 한국작물학회:학술대회논문집
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• 한국작물학회 2021년도 추계학술대회
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• pp.152-152
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• 2021

• 한국작물학회:학술대회논문집
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• 한국작물학회 2021년도 춘계학술대회
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• pp.47-47
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• 2021

• 한국작물학회:학술대회논문집
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• 한국작물학회 2021년도 춘계학술대회
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• pp.48-48
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• 2021

• Environmental Analysis Health and Toxicology
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• 제18권4호
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• pp.311-322
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• 2003

This study was carried out to investigate the 106 kinds of pesticide residues in agricultural products (n=3,614) by GC, for the northern area of Seoul from March (1999) to December (2000). The detection rate of pesticide residues in samples was 5.0% (mean =2.86$\pm$7.22 mg/kg, n=180). The order of the agricultural products in which pesticide residues were detected was korean lettuce > perilla leaf, pepper > chinese cabbage > leek > spinach. The percentage of the agricultural products in excess of MRL was 2.0% (n=73). The agricultural products in excess of MRL were korean lettuce (n=15), perilla leaf(n=13), leek (n=6), spinach (n=6), pepper (n=5), chwinamul (n=5), etc. The order of the pesticide residues which were detected in agricultural products was procymidone endosulfan chlorpyrifos vinclozolin chlorothalonil and diazinon. The average residual values of procymidone, endosulfan, chlorpyrifos, vinclozolin, chlorpyrifos, and diazinon were 4.07, 1.24, 1.27, 2.83, 17.71 and 1.48 respectively. The pesticide residues in excess of MRL were chlorpyrifos (n=19), endosulfan (n=12), procymidone(n=), vinclozolin (n=6), etc, and the measured concentration ranges of chlorpyrifos, endosulfan, procymidone, vinclozolin, pyrazophos, diazinon and EPN were 0.03-6.72, 0.18-5.8, 2.0-60.8, 1.70-20.33, 0.26-1.21. 0.59-4.3 and 0.28-4.19 respectively.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.28-39
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• 2001

The purpose of this study is to understand the characteristics and the differences regarding the teaching & learning objectives of Environment textbooks for middle school students with the consideration of the 7th Korean National Curriculum. For this the teaching & teaming objectives of three Environment textbooks currently used categorized according to the domain frame of environmental education in the Report of UNESCO(1980). three Environment textbooks and their teacher's guide books are those printed by three companies(A, B, and C) and Joongahng co.. The five objective categories recommended by UNESCO are awareness, knowledge, attitude, skills and participation and six types of skills by National Curriculum Council of England are communication skills, numeracy skills, study skills, problem-solving skills, personal and social skills and information technology skills. It is showed that'Human and Environment'domain is emphasized roughly in the awareness and the knowledge section without any statement of the participation section, 'Environmental Problems and its Counter-plan'domain in the knowledge and the skills section, 'Environmental Conservation'domain in the skills and the participation section of objectives. It is revealed that the skills section of the teaching 8t learning objectives is mainly involved in 'Environmental Problems and its Counter-plan'domain and'Environmental Conservation' domain. According to the result of the analysis of the connectivity between the Environment Curriculum of the 7th Korean National Curriculum and the Environment textbooks regarding objectives stated in the sub-domain level, it says those are generally appropriate ones. But some objectives are emphasized weakly or not at all in several sub-domains such as'The living environment to keep','The environmental problems of the earth','Making environment pleasant'. It is proposed that the efforts to state objectives in the Environment textbooks evenly are needed to be paid (or the well-balanced teaching & teaming of the Environment subject.

• 한국환경과학회지
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• 제23권8호
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• pp.1469-1480
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• 2014

This study, through the survey of citizens of Daegu in regard to the environment education experience and citizens perception, seeks to identify the order of importance and perception on the severity of environment. The survey has found that 36.4% citizens of Daegu have environment education experience. Those who have experience have high standard of living, live in high population density area and where pollutant generating plants are prevalent. In addition they are likely to live in apartment, are younger, and the higher the education level, more opportunities they have in getting environment education. The study has found that the environment education experience gives noticeable influence on environment perception, environment attitude, and environment activities. Also, those who have the environment education are likely to be interested in environment, know green growth policies, and are positive about local environment activities. Thus, they are willing to participate in activities to improve local environment and have emphasized the need for more environment education. As for what environment elements are most severe, they pointed to the "global warming and climate change" and "everyday garbage" and as for what are important, they chose "drinking water quality" and "global warming and climate change." Based on the study, we came to the conclusion that more environment education should be provided to elevate the interest in environment and subsequently, foster the sense of responsibility and civic mind toward the preservation of environment. In light of above, local governments must expand their supports and fully utilize the Local Agenda 21 to promote the education and increase the perception of citizens on the environment.

• 한국실내디자인학회논문집
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• 제28호
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• pp.124-132
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• 2001

The purpose of this study was to investigate the effects of physical environments change on children. Specifically, this study investigated the effects of a newly designed elementary school environment to implement open education on elementary school students. The changed environment was improved in various aspects including architectural type, the number of space types, layout, shape of the building, and color planning. This study showed evidence of interaction between aspects of the physical environment and the actual behaviors of children. The impacts of change in physical environment, more specifically, on children was confirmed by the study. Therefore, this study can be used as a basis to insist why physical educational environment needs improvement, to insist importance of physical educational environment and to justify importance of physical environment in educational setting.