• Hwankyungkyoyuk
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• v.22 no.3
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• pp.112-124
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• 2009

Visual images are important elements of the communication of environment in secondary school environment textbooks, which dominate classroom approaches to teaching and learning. This study was to analysed the perspectives of pedagogical and social-pedagogic of visual images in 'global warming' unit of six different Korean environment textbooks. Analysis makes use of the dimensions pedagogical functions, content specialization, social-pedagogic relationships, and abstraction of the visual codes. The results showed that most of the visual images in school environment textbooks tend to establish social-pedagogic relationships with students. The results of our study have implications for textbook authors and secondary environment teachers. We suggest that future studies may focus on students' and teacher's interpretation of visual images new secondary environment textbooks.

• Journal of Korean Society for Atmospheric Environment
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• v.24 no.5
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• pp.523-537
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• 2008

In Korea, the global warming leads to more frequent high temperature region. increasing the need for research into physical damage caused by high temperature. We therefore analyzed the differences of mortality, caused by extreme heat, among gender and age. We also examined the trend of mortality from high temperature-sensitive diseases. Women are more affected by exposure to high temperature than are men; People over 65 years old have higher mortality rate (1.5 times) than under 65. As for high temperature-related diseases, cerebrovascular disease was the number one cause of death, and chronic lower respiratory disease and cardiovascular disease followed.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.87-98
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• 2010

This study examined college students' environmental knowledge, attitudes as well as their behaviors in Busan. Among four areas (biodiversity, carbon cycle, ozone, and global warming) of environmental knowledge, students represented the most understanding on global warming, and the least understanding on biodiversity. In regards to environmental attitude, students represented the lowest scores in reality of limits to growth, and the highest scores in antianthropocentrism. With respect to environmental-friendly behavior, less than 30% of students responded that they always tried to use less paper towels. In addition, only 24% of students responded that they always recycle e-waste. These college students did not represent gender difference in environmental knowledge, attitude as well as behavior. Moreover, there was a strong relationship between environmental knowledge and attitude, while no relationship between environmental knowledge and behavior as well as between environmental attitude and behavior.

• International journal of advanced smart convergence
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• v.12 no.4
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• pp.451-457
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• 2023

Global warming is causing abnormal climates such as floods, droughts, and typhoons all over the world. According to some scientists, carbon dioxide emitted from automobiles is the main cause of global warming. To cope with this, each country is making efforts to replace the existing fossil fuel-powered engine-driven cars with electric vehicles. In order to commercialize small electric vehicles in Korea, it is necessary to solve many problems such as improvement of hill climbing capacity and improvement of power performance. In this study, we propose a proprietary model for a continuously variable transmission(CVT) of a small electric vehicle that can be operated on hills, in which a spring is mounted on a driving pulley and a driven pulley. A prototype of the CVT model using a spring was manufactured and attached to a small electric vehicle body.

• Hwankyungkyoyuk
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• v.24 no.1
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• pp.76-87
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• 2011

The purpose of this study was to investigate middle school students' perceptions about global environmental problems using drawings. The study was involved the collection of drawing data from 112 ninth grade students from a middle school in Daegu Metropolitan City. The environment task was administrated to students drew a drawing of an global environmental problems and explained their drawing in their own words. Also, students was asked to write what he or she can do to solve global environmental problems. The results are as follows: First, air pollution is the most important global environmental problem, followed by water pollution, global warming, sea level rise, deforestation, waste, loss of biodiversity, and so on. Second, the students' drawings were characterized into two aspects: One is a macroscopic viewpoint and the other is everyday viewpoint. Third, the students' practical action plan to do solve global environmental problems were walk, public traffic, do not throw trash, plant trees, etc. Educators should take into account the perceptions of global environmental problems and teaching-learning strategies to enhance students' understanding of global environment.

• Proceedings of the Korea Water Resources Association Conference
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• 1999.05a
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• pp.165-170
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• 1999

• Proceedings of the KGS Conference
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• 2005.05a
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• pp.76-77
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• 2005

• Review of Korea Contents Association
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• v.12 no.4
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• pp.39-46
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• 2014

• Proceedings of the Korea Water Resources Association Conference
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• 1999.05a
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• pp.141-146
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• 1999

• Proceedings of the Korea Society of Environmental Toocicology Conference
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• 2004.11a
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• pp.98-98
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• 2004