• Journal of Korean Society on Water Environment
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• v.33 no.2
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• pp.160-169
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• 2017

The objective of this study are to analyze changes in future rainfall patterns in the Soyang-dam watershed according to the RCP 4.5 scenario of climate change. Second objective is to project peak flow and hourly sediment simulated for the future extreme rainfall events using the SWAT model. For these, accuracy of SWAT hourly simulation for the large scale watershed was evaluated in advance. The results of model calibration showed that simulated peak flow matched observation well with acceptable average relative error. The results of future rainfall pattern changes analysis indicated that extreme storm events will become more severe and frequent as climate change progresses. Especially, possibility of occurrence of large scale extreme storm events will be greater on the periods of 2030-2040 and 2050-2060. In addition, as shown in the SWAT hourly simulation for the future extreme storm events, more severe flood and turbid water can happen in the future compared with the most devastating storm event which occurred by the typhoon Ewiniar in 2006 year. Thus, countermeasures against future extreme storm event and turbid water are needed to cope with climate change.

• School Mathematics
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• v.18 no.1
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• pp.1-14
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• 2016

In this paper, in order to lay the foundation for clearly determining the scope of contents handled in elementary math textbooks in Korea, what may be issues are discussed with respect to the contents handled in the current math textbooks. First of all, handling of percent point, concave polygons, and possibilities of event that will happen are discussed, the handling of them can be a issue in the sense of inconsistencies to the curriculum. Next, handling of fractions attaching units of discrete quantities and fractions attaching 'times' are discussed, the handling of them can be a issue in the sense of gap between everyday life and definition in math textbooks. Finally, handling of representing natural numbers into fractions and the positional relationship of geometrical figures are discussed, the handling of them can be a issue in the sense of a logical jump. The following three implications obtained from these discussions are presented as conclusions. First, it is necessary to establish clearly the relationship of textbooks and curriculum. Second, it is necessary to give attention to using the way to define or deal with concepts in math textbooks mixed with the way to use them in everyday life. Third, it is necessary to identify and eliminate the logical jumps in math textbooks.