• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.4
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• pp.100-108
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• 2016

The climatic index for tourism(CIT) has recently been advanced, which includes complete human energy balance models such as physiological equivalent temperature(PET) and universal thermal climate index(UTCI). This study investigated human thermal sensation and comfort at Woljung-ri Beach, Jeju, Republic of Korea, in spring and summer 2015 for landscape planning and design in beach areas. Microclimatic data measurements and human thermal sensation/comfort surveys from ISO 10551 were conducted together. There were 869 adults that participated. As a result, perceptual and thermal preference that consider only physiological aspects had high coefficients of determination($r^2$) with PET in linear regression analyses: 92.8% and 87.6%, respectively. However, affective evaluation, personal acceptability and personal tolerance, which consider both physiological and psychological aspects, had low $r^2s$: 60.0%, 21.1% and 46.4%, respectively. However, the correlations between them and PET were all significant at the 0.01 level. The neutral PET range in perceptual for human thermal sensation was $25{\sim}27^{\circ}C$, but a PET range less or equal to 20% dissatisfaction, which was recommended by ASHRAE Standard 55, could not be achieved in perceptual. Only PET ranges in affective evaluation and personal tolerance affected by both aspects were qualified for the recommendation as $21{\sim}32^{\circ}C$ and $17{\sim}37^{\circ}C$, respectively. Therefore, the PET range of $21{\sim}32^{\circ}C$ is recommended to be used for the human thermal comfort zone of beach areas in landscape planning and design as well as tourism and recreational planning. PET heat stress level ranges on the beach were $2{\sim}5^{\circ}C$ higher than those in inland urban areas of the Republic of Korea. Also, they were similar to high results of tropical areas such as Taiwan and Nigeria, and higher than those of western and middle Europe and Tel Aviv, Israel.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.18 no.4
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• pp.234-265
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• 2013

Oceanic current maps in the secondary school science and earth science textbooks have played an important role in piquing students's inquisitiveness and interests in the ocean. Such maps can provide students with important opportunities to learn about oceanic currents relevant to abrupt climate change and global energy balance issues. Nevertheless, serious and diverse errors in these secondary school oceanic current maps have been discovered upon comparison with up-to-date scientific knowledge concerning oceanic currents. This study presents the fundamental methods and strategies for constructing such maps error-free, through the unification of the diverse current maps currently in the textbooks. In order to do so, we analyzed the maps found in 27 different textbooks and compared them with other up-to-date maps found in scientific journals, and developed a mapping technique for extracting digitalized quantitative information on warm and cold currents in the East Sea. We devised analysis items for the current visualization in relation to the branching features of the Tsushima Warm Current (TWC) in the Korea Strait. These analysis items include: its nearshore and offshore branches, the northern limit and distance from the coast of the East Korea Warm Current, outflow features of the TWC near the Tsugaru and Soya Straits and their returning currents, and flow patterns of the Liman Cold Current and the North Korea Cold Current. The first draft of the current map was constructed based upon the scientific knowledge and input of oceanographers based on oceanic in-situ measurements, and was corrected with the help of a questionnaire survey to the members of an oceanographic society. In addition, diverse comments have been collected from a special session of the 2013 spring meeting of the Korean Oceanographic Society to assist in the construction of an accurate current map of the East Sea which has been corrected repeatedly through in-depth discussions with oceanographers. Finally, we have obtained constructive comments and evaluations of the interim version of the current map from several well-known ocean current experts and incorporated their input to complete the map's final version. To avoid errors in the production of oceanic current maps in future textbooks, we provide the geolocation information (latitude and longitude) of the currents by digitalizing the map. This study is expected to be the first step towards the completion of an oceanographic current map suitable for secondary school textbooks, and to encourage oceanographers to take more interest in oceanic education.