• Journal of the Society of Disaster Information
• /
• v.13 no.4
• /
• pp.442-454
• /
• 2017

Biological weapon is manipulated and produced from microorganisms such as bacteria, virus, rickettsia, fungi etc. It is classified as one of the Weapons of Mass Destruction (WMD) along with chemical weapon and radiological weapon. Biological weapon has a number of operational advantages over the other WMDs including ease of development and production, low cost and possibility of covert dissemination. In this study we analyze the history of biological weapon's development and the existing biological threats. Then, we predict the social impact of biological attack based on the physical properties of biological agent and infection mechanisms. By analyzing the recognition, dispersion pattern of agents, characteristics of the diseases in the biological weapon related historical events such as Sverdlovsk anthrax accident, 2001 anthrax attack, we found out some of the facts that biological attack would not likely to be recognized rapidly, produce large number of the exposed, increase number of paients who suffed from severe respiratory illness. It would lead the public health and medical service providers to be struggled with hugh burden. Base on the facts that we found from this case study, we suggested the main capabilities of public health required to respond to bioterrorism event efficiently. Syndromic surveillance and other reporting system need to be operated effeciently so that any suspicious event should be detected promptly. the pathogen which suspected to be used should be identified through laboratory diagnostic system. It is critical for the public health agency to define potentially exposed population under close cooperation with law enforcement agencies. Lastly, massive prophylaxis should be provided rapidly to the people at need by operating human and material resources effeciently. If those capacities of public health are consistantly fortified we would be able to deal with threat of bioterrorism successfully.

• Journal of the Korean Society of Radiology
• /
• v.16 no.4
• /
• pp.373-379
• /
• 2022

The radiation source used for non-destructive testing have permeability and cause a scattered radiation through collisions of surrounding materials, which causes changes in the surrounding spatial dose. Therefore, this study attempted to evaluate and analyze the distribution of spatial dose by source in the working environment during the non-destructive test using monte carlo simulation. In this study, Using FLUKA, a simulation code, simulates ⁶⁰Co, ¹⁹²Ir, and ⁷⁵Se source used in non-destructive testing, The reliability of the source term was secured by comparing the calculated dose rate with the data of the Health and Physics Association. After that, a non-destructive test in the radiation safety facility(RT-room) was designed to evaluate the spatial dose according to the distance from the source. As a result of the spatial dose evaluation, ⁷⁵Se source showed the lowest dose distribution in the frontal position and ⁶⁰Co source showed a dose rate of about 15 times higher than that of ⁷⁵Se and about 2 times higher than that of ¹⁹²Ir. In addition, the spatial dose according to the distance tends to decrease according to the distance inverse square law as the distance from the source increases. Exceptionally, ⁶⁰Co, ¹⁹²Ir, and ⁷⁵Se sources confirmed a slight increase within 2 m of position. Based on the results of this study, it is believed that it will be used as supplementary data for safety management of workers in radiation safety facilities during non-destructive testing using radioactive isotopes.

• Journal of The Korean Association For Science Education
• /
• v.44 no.2
• /
• pp.167-178
• /
• 2024

In this study, we investigated the perceptions of science-related careers and career education among middle school science teachers. Sixty-four science teachers experienced in teaching unit 7 in the first year of middle school participated. The results of the study revealed that not only careers in science but also careers with science were found to be quite high when teachers were asked to provide examples of science-related careers. Jobs related to research/engineering, which are careers in science, comprised the highest proportion of teachers' answers, followed by jobs related to education/law/social welfare/police/firefighting/military, and health/medical, which are careers with science. However, the proportion of jobs mentioned related to installation/maintenance/production was extremely low. The skills required for science-related careers were mainly perceived to consist of tools for working and ways of working. The number of skills classified under living in the world was perceived to be extremely low across most careers, irrespective of career type. Most teachers only taught unit 7 for two to four sessions and devoted little time to science-related career education, even in general science classes. In the free semester system, a significant number of teachers responded that they provide science-related career education for more than 8 hours. Teachers mainly utilize lecture, discussion/debate, and self-study activities. Meanwhile, in the free semester system, the resource-based learning method was utilized at a high proportion compared to other class situations. Teachers generally made much use of media materials, with the use of textbooks and teacher guides found to be lower than expected. There were also cases of using materials supported by science museums or the Ministry of Education. Teachers preferred to implementing student-centered classes and utilizing various teaching and learning methods. Based on the above research results, discussions were proposed to improve teachers' perceptions of science-related careers and career education.