• Journal of Environmental Health Sciences
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• v.20 no.4
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• pp.98-117
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• 1994

To provide data for the contents regarding environmental health (environmental hygiene, environmental pollution) in the textbooks of primary, middle and high schools, a total of 243 textbooks was analysed for two months from May, to July 31, 1993. Among the total 52844.50 pages, 1.65% was related to the environmental health, which account for 870.00 pages. In the textbooks by school level, the rate of the contents regarding environmental health in primary school was 1.63% (148.75 pages). that of middle school was 1.96% (243.25 pages) and that of high school was 1.53% (478.00 pages). The area of environmental hygiene was 0.24% (129.25 pages) and that of environmental pollution was 1.40% (740.75 pages) which is slightly high. In the field of environmental hygiene, the rate of the contents in the middle school textbooks was 0.53% which was the higher than that of the primary and high school textbooks. The rate of environmental pollution area was not significantly different by school level but the number of the pages was the higher at the high school than that of the primary and middle schools, which account for 428.8 pages. The contents related by the areas were as follows: 1. Contents related to environmental hygiene 1) Among environemtnal hygiene contents, the rate of housing sanitation was the highest as 0.14% (73.00 pages), that of air environment was 0.06% (33.00 pages) and that of water supply sanitation was 0.03% (17.25 pages). The portion of air environment was 5.00 pages in the primary school textbooks and that of housing sanitation at the middle and high schools was each 35.0 pages, 35.50 pages, which was the more than that of other fields. By school year, there was no contents related at the 1st and 2nd grades but were 4.75 pages at the 4th grade which were the more than those of other grades. At the 5th grade, water supply sanitation part was found but not air environment. Housing sanitation was found at the 3rd, 5th grades and insect or rodent control was at the 3rd, 4th, 5th, 6th grades. 2) In the middle school textbooks related to environmental health, 41.0 pages were included in the textbooks of pysical education, the highest number. The next was 19.5 pages in home economics, 2.8 pages in social studies and 3.00 pages in others. The contents of air environment were found in the textbooks of physical education and science, those of water supply and housing sanitation were in home economics and physical education and those of insect control were found 0.5 pages in home economics only. 3) In the high school textbooks, the highest number was 27.8 pages of home economics and the next was 11.5 pages of others, 7.8 pages of physical education, 2.0 pages of science and 0.3 pages of social studies. Air environment parts were included in the textbooks of science, physical education and home economics and water sanitation was in home economics, physical education and others. Housing sanitation was showed in home economics and social studies, on the other side the contents of insect or rodent control was found in home economics and physical education. 4) By the subjects related to environmental hygiene in the primary, middle and high school textbooks, 51.0 pages of home economics were the highest portion. It was also revealed that 49.5 pages of physical education, 14.5 pages of others, 13.5 pages of science and 0.8 pages of social studies were included. The number of 33.0 pages of air environment portion was distributed into 9.75 pages of science, 19.0 pages of physical education and 4.25 pages of others. Among 17.3 pages of water sanitation, 3.5 pages of home economics, 11.3 pages of physical education and 2.5 pages of others were included. Housing sanitation portions were 73.0 pages, which were distributed into 46.5 pages of home economics, 0.5 pages of social studies, 18.3 pages of physical education and 7.8 pages of others. 5) The number of photo, figure, illustration and table related in the primary school textbooks was 31. Among them, the number of photos was 21, that of figures or illustrations was 9 and that of table was 1. The number of 63 in the middle school textbooks was classified into 3 photos, 32 figures or illustrations and 28 tables. At the high school, the number of 56 was included 2 photos, 41 figures or illustrations and 13 tables.2. Contents related to environmental pollution 1) In the field of environmental pollution, the rate of water pollution was 0.39% (203.3 pages), that of air pollution was 0.31% (161.5 pages) that of soil pollution was 0.1% (57.3 pages), that of refuse disposal was 0.08% (40.3 pages) and others was 0.5% (278.5 pages) by school level, the rate of water pollution in the primary, middle and high schools was each 40.5, 48.0, 118.8 pages and that of air pollution was each 20.8, 38.3, 102.5 pages. 2) Environmental pollution areas were not inserted in the textbooks at the 1st grade of the primary school but foqnd 5.5 pages at the 2nd grade, 30.5 pages at the 4th grade, 36.3 pages at the 5th grade and a,9.5 pages at the 6th grade. Water pollution was included from the 2nd grade, air pollution and refuse disposal from the 3rd grade and soil pollution from the 5th grade. 3) In the middle school textbooks, environmental pollution was distributed into 90.25 pages of science, 42.8. pages of physical education, 20.5 pages of social studies, 19.5 pages of others and 4.0 pages of home economics. At the high school, the contents were found 191.3 pages in science, 119.3 pages in others, 88.5 pages in social studies, 28.5 pages in physical education and 1.3 pages in home economics. 4) By subjects of the primary, middle and high schools, the portion of environmental pollution was classified into 322.2 pages of science, 195.0 pages of social studies, 138.8 pages of others, 76.3 pages of physical education and 8.5 pages of home economics. Air and soil pollution parts were not found in the subjects of home economics. 5) The number of photo, figure or illustration and table related in the primary school textbooks was 218. Among them, the number of photos was 61, that of figures or illustrations was 149 and that of tables was 8. At the middike school, the number of 153 was distributed into 99 photos, 34 figures or illustrations and 20 tables. The number of 129 found in the high school textbooks was included 129 photos, 73 figures or illustrations and 100 tables.

• Proceedings of the Korea Society of Environmental Biology Conference
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• 2004.05a
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• pp.31-31
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• 2004

• The Plant Pathology Journal
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• v.17 no.6
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• pp.369.1-369
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• 2001

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.254-271
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• 2012

The purpose of this study was to analyze water words written by college students in order to investigate their cognition by using 'contents of water education for sustainable development'. For this study, researchers applied qualitative analysis methods such as a mind map and a water word association test, as well as quantitative analysis methods including a water common sense quiz and a survey of water cognition. The results of this study were as follows; First, college students were rarely interested in water, since the score of a water common sense quiz was quite low; water cognition that college students felt in their daily life was also deficient. Second, college student data shows that while they had specific water cognition, they did not have integrated view of water. Therefore, the study on water cognition of balanced views related to water should be carried out through developing and appling a interdisciplinary subject.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.9 no.1
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• pp.72-88
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• 2006

The optimal environmental ranges of the establishment phase for the distribution of Zizania latifolia and Typha angustifolia was determined to develop a set of basic data and criteria of planting substrate for the restoration, conservation and management of wetlands. The study was carried at 17 wetlands in the Kyunggi-do and Gyeongsangnam-do region where inland wetlands place intensively in June, 2005. Total 127 quadrats were sets in growing areas of Zizania latifolia and Typha angustifolia. $NO_3-N$, K, Ca, Mg and Na in the water variables and soil texture, LOI (loss on ignition), soil pH and soil conductivity in the soil variables were analyzed. The optimal range of water depth for the distribution of Zizania latifolia was -5~39cm, $NO_3-N$ content of water was <0.01~0.19ppm, K content of water was 0.1~5.9ppm, Ca content of water 0.5~44.9ppm, Mg content of water was 1.2~11.9ppm, Na content of water 3.4~29.9ppm, water conductivity was 48~450${\mu}S$/cm, respectively. The optimal range of LOI for the distribution of Zizania latifolia was 1.7~11.9%, soil conductivity was 25.5~149.9${\mu}S$/cm, respectively. The optimal range of water depth for the distribution of Typha angustifolia was -20~24cm, $NO_3-N$ content of water was <0.01~0.19ppm, K content of water was 0.2~2.9ppm, Ca content of water 0.6~19.9ppm, Mg content of water was 0.2~5.9ppm, Na content of water 3.5~19.9ppm, water conductivity was 96~450${\mu}S$/cm, respectively. The optimal range of LOI for the distribution of Typha angustifolia was 2.4~15.9%, soil conductivity was 17.6~149.9${\mu}S$/cm, respectively. The optimal soil texture were loam, silt loam and sandy loam in both species. The lower water depth (-20~40cm) is appropriate to increase biodiversity in both species dominated community and it is better to maintain water depth of 40~100cm for water purification. Both species appear frequently in the soil with high silt content.

• Journal of the Korean Home Economics Association
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• v.41 no.3
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• pp.93-111
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• 2003

This study aimed to examine the water consumption of urban households according to pro-environmental attitude for environmental protection. In contrast to preview studies, this study purposed to include various related independent variables, motive to environmental behavior, in special, in the model, and suggest informative data for research, education and strategies related to environmental protection. The data were from 665 housewives living in five urban areas. For the analysis of data, frequencies, means, percentages, GLM analysis, DMR test and Chi-square test were used. The main results of this study were as follows; 1. The respondents held high pro-environmental attitude that pro-environmental behaviors are important to protect environment. The pro-environmental attitude among the respondents were statistically different from the independent variables : spouse's occupation, living area, help of housekeeper, knowledge about environmental protection, convenience to check water consumption, and perception of voluntary conservative behavior among neighborhood 2. There were great difference on water consumption among respondents. The significant independent variables to have effects on water consumption were different between water consumption per person and higher/lower average water consumption. The relationships of pro-environmental attitude and motive to pro-environmental behavior with two water consumption as dependent variables were unique. Also, living areas and knowledge about environment protection were consistently important to explain the difference of water consumption.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.11-31
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• 2011

The purpose of this study was to develope an Inquiry-Based Environmental Education Program for Elementary School Students by Using DO meter based on the theory of the inquiry-based environmental education. The developed program consisted of 5 constituents of Environmental Studies for the Environmental Education (ESEE) and was applied to the 6th grade students of elementary school. The inquiry activities have been conducted around Gigyechon stream in Pohang city where the school was located. The evaluation form to evaluate the environmental education programs in the perspective of the Inquiry-Based Environmental Education was developed and used to evaluate after applying the developed programs. As a result, it was known that the developed programs have been well constructed and this program would help fostering the environmental understanding of the world. And also the inquiry-based environmental education was suitable for the environmental education targeting the elementary school students. This study has a significance in the perspective that the concept and the theory of inquiry-based environmental education has been realized into the program suitable for the elementary school students and that the new direction of the environmental education for the elementary school has been suggested. In addition, the developed evaluation form to assess the effectiveness of the program is expected to be helpful for the future studies related to development of the inquiry-based environmental education programs.

• Hwankyungkyoyuk
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• v.9 no.1
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• pp.58-71
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• 1996

The purpose of this study was to investigate the rural housewives' recognition and practice on environmental preservation. The subjects of this study were 300 rural housewives living in Chung-buk province. Questionaires were distributed to them during a week from August $25^{th}$ to August $31^{th}$ in 1995. Major findings were as follows: 1. The saved water quite well in washing their faces and the dishes compared with urban housewives, but they did not save water so well in using the lavatory. They used synthetic detergent, one of water pollutants, more often than natural soaps in shampooing and laundering. In addition, they did not use a measuring cup. It resulted in the waste of detergent and aggravation of water pollution. 2. Food waste was disposed of properly, but used batteries were not collected separately. A disposable vinyl bag was more commonly used than a reusable shopping basket. The reason for not using a shopping basket was bothering or uncustomary. Since most of them did not know refillable products of goods with environmental mark, they did not use those. Therefore, housewives should be educated in order to prevent soil pollution. 3. The use of spry-type pesticide and hair treatment, one of air pollutants, was wide-spread among them. They hardly recognized and practiced saving of electric power when they used household electric appliances. 4. The major source of environmental knowledge was mass media like TV of radio. Many of them did not know the practical ways to solve the environmental education program. In conclusion, low level of recognition and practice of rural housewives on environmental preservation indicated that a systematic environmental education program should be developed and implemented.

• Journal of The Korean Society of Agricultural Engineers
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• v.65 no.2
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• pp.21-33
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• 2023

While the main purpose of irrigation reservoirs is to supply agricultural water, the needs of environmental flow and flood control has been expanded. The agricultural reservoirs have been operated in the form of carry-over system until now. Therefore, the supply of agricultural water is difficult when the storage rate is not sufficiently secured after large volume of irrigation. In addition, there are regulation of the upper storage rate for some large reservoirs during the flood season, but lower storage rate is not regulated. Accordingly, this study aims to evaluate the capacity of agricultural water and environmental flow supply by setting the management lower storage rate of reservoir. The changes in the supply of agricultural and environmental flow was simulated according to the three different regulating lower storage rate scenarios. As a result, it was judged effective in terms of water supply managing the lower storage rate up to 30% when the initial storage rate of farming period is above annual average for the Naju reservoir considering existing water management practice. If the lower storage rate would have been controlled above 30%, the supply of agricultural water might be increased and non-effective discharge amount would be decreased compared to other scenarios during dry period of 2016-2018.

• Proceedings of the Korea Society of Environmental Biology Conference
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• 2004.05a
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• pp.42-42
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• 2004