• 한국환경교육학회지:환경교육
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• 제11권2호
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• pp.130-143
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• 1998

This study was conducted as a preliminary step to establish a model for the practical application of environmental education related to food wastes collected from elementary school foodservices. Methods of treatment and present recycling status of food wastes in elementary schools in Kyonggido were surveyed. The consciousness of dieticians who have been serving for elementary school foodservices was also analyzed through the survey questions concerning environmental education for the reduction and recycling of food wastes. The results derived from this survey were as follows: The major portion of food wastes from elementary school foodservices was constituted with vegetables and soup, and an average amount of food wastes per day was highest in June and July. Therefore environmental education related to reduction of wastes was needed in the first semester of school terms, and the possible reduction of food wastes achieved through the proper planning of school foodservice menu was also needed. In most cases food wastes were collected and treated by animal growing farmers or composted by machines in school. In operating composting machines microorganism inoculant was mostly used but dieticians pointed out the problem of a nasty odor, insects, and high energy consumption. This situation means it has not been operated efficiently and suggests an efficiency problem of machine composting in elementary schools because composting itself is based on the aerobic digestion and high temperature fermentation which kills insects and harmful microorganisms. Elementary school dieticians in Kyonggido were aware that food wastes cause main pollution problem, and that food wastes are valuable resources which can be recycled, and recycling of food wastes is inevitable. But more than half of the schools surveyed have not been reused food wastes in school, so a proper model for recycling and reuse of food wastes in school grounds was thought to be needed. Environmental education programs related to food wastes have not been peformed in more than half of the schools surveyed. It was concluded that the following three plans will be helpful to reduce school food wastes. First, environmental education should be enforced, second, teachers' and dieticians' intensive teaching concerning food wastes should be needed, and finally establishment of a model for recycling and reuse of food wastes in school grounds and its application to environmental education would offer a valuable field experience to school students.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• 대한토목학회논문집
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• 제33권1호
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• pp.305-316
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• 2013

현대식 회전교차로의 장점이 부산광역시 내의 운전자 행태 및 여건에서도 그 효과가 있는지를 검증하기 위해 회전교차로 도입에 따른 사전 사후 효과분석을 수행하였다. 회전교차로에서의 속도프로파일을 분석한 결과 차량간 속도의 편차가 낮아지고, 회전차로부의 평균주행속도가 회전차로의 설계속도에 근접하여 대부분의 회전차로가 이상적으로 설치된 것으로 분석되었다. 교통운영 측면에서는 평균통행속도가 신호교차로를 회전교차로로 전환 시에서는 평균 약 87.2% 향상되는 것으로 분석되어 회전교차로의 도입이 통행속도 및 지체측면에서 효과가 있는 것으로 판명되었다. 또한, 신호교차로를 회전교차로로 전환 시 연간 발생되는 편익은 교통소통 측면에서 4억1천만원, 교통안전 측면에서 3천9백만원, 에너지절감 측면에서 2억5천5백만원, 대기오염절감 편익에서는 9천5백만원, 그리고 신호등 설치비용 편익에서 7천3백만원으로 총 8억7천2백만원의 편익이 발생하는 것으로 나타났다. 이는 부산광역시 전체 신호교차로 1,926개소의 10%인 193개소를 회전교차로로 전환한다면, 연간 부산광역시 예산의 약 1천6백8십3억원을 절약할 수 있다. 또한 회전교차로 사업투자비용 대비 회전교차로 설치로 인한 편익분석 결과, 회전교차로 1개소당 6억7천9백만원의 사업비 절감액이 발생되며, 부산광역시 신호교차로의 10%를 고려하면 연간 약 1천3백1십억원의 사업비 절감효과를 기대할 수 있다. 회전교차로 내에서의 교통사고는 운전자의 통행우선권 미인지로 인한 것으로 회전교차로의 통행우선권이 자리 잡게 되면 충분히 감소될 여지가 있는 것으로 판단되며, 회전교차로에서의 자동차 운전자, 보행자, 자전거 이용자의 교육 및 홍보가 시급히 이루어져야 한다.

• 초등상담연구
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• 제6권1호
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.