• Asian Journal of Atmospheric Environment
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• v.8 no.1
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• pp.35-47
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• 2014

The purpose of the study is to evaluate the pollution level (gaseous and particle phase) in the public facilities for the PAHs, non-regulated materials, forecast the risk level by the health risk assessment (HRA) and propose the guideline level. PAH assessments through sampling of particulate matter of diameter < 2.5 ${\mu}m$ ($PM_{2.5}$). The user and worker exposure scenario for the PAHs consists of 24-hour exposure scenario (WIES) assuming the worst case and the normal exposure scenario (MIES) based on the survey. This study investigated 20 PAH substances selected out of 32 substances known to be carcinogenic or potentially carcinogenic. The risk assessment applies major toxic equivalency factor (TEF) proposed from existing studies and estaimates individual Excess Cancer Risk (ECR). The study assesses the fine dusts ($PM_{2.5}$) and the exposure levels of the gaseous and particle PAH materials for 6 spots in each 8 facility, e.g. underground subway stations, child-care facilities, elderly care facilities, super market, indoor parking lot, terminal waiting room, internet caf$\acute{e}$ (PC-rooms), movie theater. For internet caf$\acute{e}$ (PC-rooms) in particular, that marks the highest $PM_{2.5}$ concentration and the average concentration of 10 spots (2 spots for each cafe) is 73.3 ${\mu}g/m^3$ (range: 6.8-185.2 ${\mu}g/m^3$). The high level of $PM_{2.5}$ seen in internet cafes was likely due to indoor smoking in most cases. For the gaseous PAHs, the detection frequency for 4-5 rings shows high and the elements with 6 rings shows low frequency. For the particle PAHs, the detection frequency for 2-3 rings shows low and the elements with 6 rings show high frequency. As a result, it is investigated that the most important PAHs are the naphthalene, acenaphthene and phenanthrene from the study of Kim et al. (2013) and this annual study. The health risk assessment demonstrates that each facility shows the level of $10^{-6}-10^{-4}$. Considering standards and local source of pollution levels, it is judged that the management standard of the benzo (a)pyrene, one of the PAHs, shall be managed with the range of 0.5-1.2 $ng/m^3$. Smoking and ventilation were considered as the most important PAHs exposure associated with public facility $PM_{2.5}$. This study only estimated for inhalation health risk of PAHs and focused on the associated cancer risk, while multiple measurements would be necessary for public health and policy.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Korean Journal of Environmental Biology
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• v.40 no.4
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• pp.413-422
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• 2022

Barnea manilensis is a bivalve which bores soft rocks, such as, limestone or mudstone in the low intertidal zone. They make burrows which have narrow entrances and wide interiors and live in these burrows for a lifetime. In this study, the morphology and the microstructure of the valve of rock-boring clam B. manilensis were observed using a stereoscopic microscope and FE-SEM, respectively. The chemical composition of specific part of the valve was assessed by energy dispersive X-ray spectroscopy (EDS) analysis. 3D modeling and structural dynamic analysis were used to simulate the boring behavior of B. manilensis. Microscopy results showed that the valve was asymmetric with plow-like spikes which were located on the anterior surface of the valve and were distributed in a specific direction. The anterior parts of the valve were thicker than the posterior parts. EDS results indicated that the valve mainly consisted of calcium carbonate, while metal elements, such as, Al, Si, Mn, Fe, and Mg were detected on the outer surface of the anterior spikes. It was assumed that the metal elements increased the strength of the valve, thus helping the B. manilensis to bore sediment. The simulation showed that spikes located on the anterior part of the valve received a load at all angles. It was suggested that the anterior part of the shell received the load while drilling rocks. The boring mechanism using the amorphous valve of B. manilensis is expected to be used as basic data to devise an efficient drilling mechanism.

• Korean Journal of Soil Science and Fertilizer
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• v.35 no.3
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• pp.153-161
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• 2002

The installation of subsurface drainage equipment is required for generalized use of paddy field and to improve soil productivity. The internal drainage of paddy field has improved root condition from the increasing of oxygen supply and removing noxious elements. This experiment was carried out to determine the effects of fertilization and drainage system on soil characteristic, growth and lodging trait of rice in paddy soil. A subsurface drainage system was installed a depth of 0.8m. Three fertilizer treatments were applied : 1) Conventional fertilized plot, 2) Controlled-release fertilized plot, 3) No-fertilized plot. In conventional plot, 110 kg N (as urea 46%), 45 kg P (as fused phosphate 20%) and 57 kg K (as potassium chloride 60%) per hectare fertilizers were applied. Controlled-release fertilizer was applied by 70% of N compared to the conventional plot. During the rice cropping, the water depth decrease was two times higher in subsurface drainage(SD) plot than non-drained(ND) plot. After harvesting of rice, the bulk density of sub-soil(10-20cm depth) was lower in SD plot than ND plot. After the experiment, the surface soil pH was high at SD plot but sub-soil was high at ND plot. Organic matter content was higher in all soil layer for SD plot than fro ND plot. Available $P_2O_5$ was not different between SD and ND plot for surface soil, but was high for SD plot for sub soil. The $NH_4{^+}-N$ content of soil, shoot dry matter, total nitrogen and $K_2O$ of rice plant were greater after panicle formation stage in SD plot. Total nitrogen content, $P_2O_5$ and $K_2O$ of rice root were high in SD plot after heading. Though the gravity center and 3rd internode length were greater, pulling force of rice root was higher in SD plot than ND plot. Rice yield in SD plot were low at conventional and controlled-release fertilized plot because of the greater field lodging, but yield in SD plot was high at no-fertilized plot. This study indicates that the fertilization level should be decrease on subsurface drainage system for rice cropping.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.138-159
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• 1996

There has been a tendency for Geomorphology and Climatology to be dominant in Physical Geography for 50 years in Korea. Physical Geography is concerned with the study of the totality of natural environment through the integrated approaches. But, an overall direction or a certain paradigm could not be found, because major sub-divisions of Physical Geography have been studied individually and the subjects and the approaches in studying Physical Geography are enormously diverse. A consensus of opinion could not also exist in deciding what kind of the sub-divisions should be included in the physical geography in general and how those should be summarized. Furthermore it would be considered imprudent to survey the studies of Physical Geography besides those of Geomorphology and Climatology due to the small number of researchers. Assuming that the rest of Physical Geographical studies with the exception of Geomorphological and Climatological studies are the Physical Geography in general, the studies of Physical Geogrpahy in general are summarized and several aspects are drown out as follows. First the descliption of all possible factors of natural environments was the pattern of early studies of Physical Geography and the tendency is maintained in the various kinds of research and project reports. Recently Physical Geographers have published several introductory textbooks or research monographs. In those books, however, the integrated approaches to Physical Geography were not suggested and the relationship between man and nature are dealt with in the elementary level. Second, the authentic soil studies of Physical Geographers are insignificant, because the studies of soil in Physical Geography have been mostly considered as the subsidiary means of Geomorphology Summarizing the studies of Soil Gegraphy by physical geographers and other Pedologists, the subjects are classified as soil-forming processes, soil erosions, soil in the tidal flat and reclaimed land, and soil pollution. Physical Geographers have focused upon the soil-forming processes in order to elucidate the geomorphic processes and the past climatic environment. The results of other subjects are trifling. Thirdy Byogeygrayhers and the results of studies are extremely of small number and the studies of Biogeography in Korea lines in the starting point. But, Biogeography could be a more unifying theme for the Physical-human Geography interface, and it would be expected to play an active part in the field of environmental conservation and resource management. Forth, the studies of Hydrogeography (Geographical Hydrology) in Korea have run through the studies of water balance and the morphometric studies such as the drainage network analysis and the relations of various kinds of morphometric elements in river. Recently, the hydrological model have introduced and developed to predict the flow of sediment, discharge, and ground water. The growth of groundwater studies is worthy of close attention. Finally, the studies on environmental problems was no mole than the general description about environmental destruction, resource development, environmental conservation, etc. until 1970s. The ecological perspectives on the relationship between man and nature were suggested in some studies of natural hazard. The new environmentalism having been introduced since 1980s. Human geographers have lead the studies of Environmental Perception. Environmental Ethics, Environmental Sociology, environmental policy. The Physical geographers have stay out of phase with the climate of the time and concentrate upon the publication of introductory textbooks. Recently, several studies on the human interference and modification of natural environments have been made an attempt in the fields of Geomorphology and climatology. Summarizing the studies of Physical Geography for 50 years in Korea, the integrated approaches inherent in Physical Geography disappeared little by little and the majol sub-divisions of Physical Ceography have develop in connection with the nearby earth sciences such as Geology, Meteorology, Pedology, Biology, Hydrology, etc been rediscovered by non-geographers under the guise of environmental science. It is expected that Physical Geography would revive as the dominant subject to cope with environmental problems, rearming with the innate integrated approaches.

• The Journal of the Petrological Society of Korea
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• v.20 no.1
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• pp.1-21
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• 2011

Eoil basalt in the Eoil basin and Yeonil basalt and its related volcanic rocks in Guryongpo and Daebo area were researched and analyzed to purse the tectonic settings and magma characteristics of those Tertiary volcanic rocks in the south-east Korean peninsula. It is highly suggested that zoning, resorption and sieve texture in plagioclase and reaction rim in pyroxene indicate unstable tectonic environments and complex volcanism in the study area. Volcanic rocks from Janggi basin are identified as basalt and basaltic andesite in TAS diagram and sub-alkaline series in terms of magma differentiation. $Na_2O$ and $K_2O$ show positive trend however FeO, CaO, MgO and $P_2O_5$ indicate negative trend in Harker variation diagram with $SiO_2$. Basaltic rocks from Eoil area are identified as calc-alkaline series in AFM diagram and show medium K series calc-alkaline in $K_2O-SiO_2$ diagram. Compatible trace elements of Co, Ni, V, Zn, and Sc in Yeonil basalt show negative trend with crystallization but incompatible trace element of Ba, Rb show positive trend with $SiO_2$ 0.81~1.00 of $Eu/Eu^*$ value suggests minor effect of plagioclase fractionation in Yeonil basaltic rocks. Plagioclase composition of Eoil basalt ranges from $An_{63.46-98.38}\;Ab_{1.62-32.96}\;Or_{0-3.58}$ (anorthite-labradorite) in core to $An_{40.89-82.44}\;Ab_{17.10-46.43}\;Or_{0-12.68}$ (bytownite-labradorite) in rim. $^{87}Sr/^{86}Sr$ and 143Nd;t44Nd ranges 0.704090~0.704717 and 0.512705~0.512822 respectively. Negative linear trends in 87Sr/86Sr and $^{143}Nd/^{144}Nd$ correlation diagram indicate that magma produced Yeonil basalt and basaltic andesite has been originated as partial melting product of mantle wedge by subducting Pacific plate affected by oceanic crust with less effect of continental crust indicating calc-alkaline magma characteristics.

• The Journal of the Petrological Society of Korea
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• v.18 no.1
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• pp.19-30
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• 2009

The main fault of Yangsan Fault Zone (YFZ) and Quaternary fault were found in a trench section with NW-SE direction at an entrance of the Sinheung village in the northern Eonyang, Ulsan, Korea. We interpreted the movement history of the southern part of the YFZ from the geometric and kinematic characteristics of basement rock's fault of the YFZ (Sinheung Fault) and Quaternary fault (Quaternary Sinheung Fault) investigated at the trench section. The trench outcrop consists mainly of Cretaceous sedimentary rocks of Hayang Group and volcanic rocks of Yucheon Group which lie in fault contact and Quaternary deposits which unconformably overlie these basement rocks. This study suggests that the movement history of the southern part of the YFZ can be explained at least by two different strike-slip movements, named as D1 and D2 events, and then two different dip-slip movements, named as D3 and D4 events. (1) D1 event: a sinistral strike-slip movement which caused the bedding of sedimentary rocks to be high-angled toward the main fault of the YFZ. (2) D2 event: a dextral strike-slip movement slipped along the high-angled beddings as fault surfaces. The main characteristic structural elements are predominant sub-horizontal slickenlines and sub-vertical fault foliations which show a NNE trend. The event formed the main fault rocks of the YFZ. (3) D3 event: a conjugate reverse-slip movement slipped along fault surfaces which trend (E)NE and moderately dip (S)SE or (N)NW. The slickenlines, which plunge in the dip direction of fault surfaces, overprint the previous sub-horizontal slickenlines. The fault is characterized by S-C fabrics superimposed on the D2 fault gouges, fault surfaces showing ramp and flat geometry, asymmetric and drag folds and collapse structures accompanied with it. The event dispersed the orientation of the main fault surface of the YFZ. (4) D4 event: a Quaternary reverse-slip movement showing a displacement of several centimeters with S-C fabrics on the Quternary deposits. The D4 fault surfaces are developed along the extensions of the D3 fault surfaces of basement rocks, like the other Quaternary faults within the YFZ. This indicates that these faults were formed under the same compression of (N)NW-(S)SE direction.

• The Journal of the Petrological Society of Korea
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• v.21 no.3
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• pp.287-307
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• 2012

The study area, which is located in the southeastern part of the Jirisan province of the Yeongnam massif, Korea, consists mainly of the Precambrian Hadong northern anorthosite complex (HNAC) and the Jirisan metamorphic rock complex (JMRC) and the Mesozoic granitoids which intrude them. Its tectonic frame is built into NS trend, unlike the general NE-trending tectonic frame of Korean Peninsula. This paper researched the structural characteristics at each deformation phase to clarify the geological structures associated with the NS-trending tectonic frame which was built in the HNAC and JMRC. The result indicates that the geological structures of this area were formed at least through three phases of deformation. (1) The $D_1$ deformation formed the $F_1$ sheath or "A"-type folds in the HNAC and JMRC, and the $S_{0-1}$ composite foliation and the $S_1$ foliation and the $D_1$ ductile shear zone which are (sub)parallel to the axial plane of $F_1$ fold, and the $L_1$ stretching lineation which is parallel to the $F_1$ fold axis owing to the large-scale top-to-the SE shearing on the $S_0$ foliation. (2) The $D_2$ deformation (re)folded the $D_1$ structural elements under the EW-trending tectonic compression environment, and formed the NS-trending $F_2$ open, tight, isoclinal, intrafolial folds with the $S_{0-1-2}$ composite foliation and the $S_2$ foliation and the $D_2$ ductile shear zone with S-C-C' structure and the $L_2$ stretching lineation which is (sub)parallel to the axial plane of $F_2$ fold. The extensive $D_2$ ductile shear zone (Hadong shear zone) of NS trend was persistently developed along the eastern boundary of HNAC and JMRC which would be to the limb of $F_2$ fold on a geological map scale. The Hadong shear zone is no less than 1.4 km width, and was formed in the mylonitization process which produced the mylonitic structure and the stretching lineation with the reduction of grain size during the $F_2$ passive folding. (3) The $D_3$ deformation formed the EW-trending $F_3$ kink or open fold under the NS-trending tectonic compression environment and partially rearranged the NS-trending pre-$D_3$ structural elements into (E)NE or (W)NW direction. The regional trend of $D_1$ tectonic frame before the $D_2$ deformation would be NE-SW unlike the present, and the NS-trending tectonic frame in the HNAC and JMRC like the present was formed by the rearrangement of the $D_1$ tectonic frame owing to the $F_2$ active and passive folding. Based on the main intrusion age of (N)NE-trending basic dyke in the study area, these three deformation events are interpreted to have occurred before the Late Paleozoic.

• Hwankyungkyoyuk
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• v.3 no.1
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.