• KIEAE Journal
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• v.11 no.5
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• pp.107-117
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• 2011

This paper aims to analyze architectural planning factors that could contribute to reductions in electricity consumption in the household of apartments, to apply energy saving methods at the design phase. These six architectural planning factors were orientation, building type (flat, tower block), standard floor access type (corridor access type, stair case type, EV hall access type), household location (floor), household opening type (one side opening, right angle opening, two sides opening or three sides opening), and bay on the facade (one bay, two bays, three bays, four bays), and these were derived from literature review. Household electricity consumption data were gathered from 2168 households with a total area of 135~150$m^2$ of 6 apartment complexes over 1000 households in Seoul. The annual characteristics of electricity consumption according to architectural planning factors were analyzed. And, variances between groups with respect to the mean of summer, winter, and annual electricity consumption according to each architectural planning factors were analyzed using ANOVA and t-test. The results showed that an annual electric energy saving of over 1000kWh was facilitated by these planning factors. In addition, high energy efficiency architectural planning factors based on the analysis were as follows: southwest orientation, flat type, corridor access type and staircase type, household loation below the 20th floor, two sides opening and three sides opening, and 2 bays and 3 bays.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.57-76
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• 2017

Since the 1990s, Korea has been developing various policies and materials for the improvement of basic learning abilities. In this study, the cases of policies for underachievers in Korea and the US were compared and analyzed the programs for mathematics underachievers in elementary school with Chuncheon office of education and Seattle public schools. All of them started from the point of relief of underachievers, but they differed in the process of operating them specifically. This study suggests the followings. First, active utilization of vacation programs to solve problems such as low-income meal service, prevention of stigma effects, securing teacher's instruction time, teacher-instructor cooperation. Second, the necessity of detailed activity-centered textbooks that underachievers can explore with interest in mathematics learning and easy to use by teachers. Third, specific cooperation for inducing interest of their own children's learning and forming close ties between parents and teachers. Fourth, program analysis by a professional evaluation group to improve the quality of underachiever program.