• Fashion & Textile Research Journal
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• v.20 no.6
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• pp.744-751
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• 2018

This study aimed to provide the information on the thermal sensation and the amount of clothing worn of junior high school students in winter classroom the relation with their climate adaptability. Total usable questionnaires were obtained from 467 male and female students. The questionnaire included general characteristics, physical characteristics, self awareness of body shape, climate adaptability and subjective thermal sensation in winter classroom. The data were analyzed using SPSS Statistics 18.0 for frequency analysis, factor analysis, chi-square analysis, t-test and correlation analysis. The results were as follows. The average body type based on BMI was normal($20.1kg/m^2$ ). Females perceived their body type as thinner than males. They wore more (8.67 garment items compared to 8.14 for males). Only about 25% of students voted the thermal sensation to neutral(47% cool~very cold, 28% warm~very hot). Females were more sensitive to the cold, perceived less healthy, and wore more garments in the cold. Students felt colder in winter classroom when their cold adaptability was lower and they actively adjusted thermal insulation against the cold. It is recommended to suggest the guidelines for the proper indoor temperature and for the wear behavior in classroom in the perspectives of increasing the learning efficiency and improving the students' climate adaptability.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.1
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• pp.126-140
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• 2020

This study analyzed the self-identified cold tolerance and wearing behavior of teenagers inside and outside the classroom during winter, considering recent climate changes. A questionnaire was divided into four parts-general information, thermal and comfort sensation inside and outside classroom, self-identified cold tolerance, and wearing behavior to collect data from 322 students. Over several years, changes were noted in respondents' wearing behavior during winter outings, with the biggest being the purchase of a "long padded jacket" for warmth while outside. Most respondents showed similar wearing behavior, such as no difference between the number of clothes worn in a classroom maintained at 20℃ (girls: 8.0±3.1 layer, boys: 6.5±2.1 layer) and outside (girls: 8.8±3.4 layer, boys: 7.1±3.0 layer), despite feeling differently about the thermal sensation inside and outside the classroom. This difference may due to a teenager's lack of knowledge about temperature and their tendency to follow clothing trends. Female students were more sensitive to the cold and wore more garments inside and outside the classroom. Gender-related differences should be considered when educating teenagers about safe and healthy clothing.

• Journal of the Korean housing association
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• v.7 no.1
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• pp.105-116
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• 1996

The purpose of this study is to improve the quality of the light environment of classroom. To attain this purpose, this study estimated the physical factor and evaluation of the subjective response of classroon located in south and north in the summer and the winter. The results are as followed. 1. The evaluation of the illumination, uniformity factor, daylight factor as physical factor of light environment is good as classroom, but the classroom in south is better that that in north, the light environment in summer is better than winter. 2. The subjective response to light environment of classroom is positive on both seasons at all calssroom. Comparing summer with winter, I found that the difference of subjective response between both classrooms on summer is attentive. 3. The realtion between subjective response and physical factor of light environment in classroom is attentive on the light sense, content sense, uniformity.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.21 no.7
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• pp.402-408
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• 2009

In this paper, the effects of ventilation and humidification on thermal comfort and indoor air quality(IAQ) were evaluated in a classroom when a heat pump system was operated in winter. Thermal comfort parameters, such as temperature, relative humidity, globe temperature and air velocity, were measured at 9 points in the classroom. The concentration of $CO_2$ and total suspended particles(TSP) in the classroom were measured in order to analyze IAQ. Temperature distribution in the classroom was decreased by $2{\sim}5^{\circ}C$ when the ventilation system and the humidifier were operated. When the relative humidity was adjusted to 60% by operating the humidifier and the ventilation system, the predicted mean vote(PMV) in the classroom was within the comfortable range of $-0.5{\sim}0.5$. When the ventilation system was operated, the average concentration of $CO_2$ and TSP were decreased by 645 ppm and 0.17 $mg/m^3$, respectively. This paper suggests the humidification and ventilation conditions to maintain the comfortable environment in the school classroom in winter experimentally.

• Journal of the Architectural Institute of Korea Structure & Construction
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• v.36 no.4
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• pp.163-172
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• 2020

In this study, the effect of window opening, which is a control mechanism for air control in winter high school classrooms, on the change in air and indoor environment of the classroom was analyzed and physical conditions of indoor and air environment were observed during the classroom course, and satisfaction of the students and teachers was assessed with questionnaires. And the changes in air environment were assessed by the performance of the duster cleaning work in the classroom. It was found that 84.6% of the students surveyed said the air was stuffy. And among the alternatives, opening windows all times during class was most effective in reducing CO₂ concentration and PM concentration was measured within classroom's standard. In addition, the concentration change rate of duster cleaning work was reduced by 74.4% and 65.4% of PM10 compared to broom cleaning work.

• Journal of Environmental Health Sciences
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• v.13 no.2
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• pp.25-33
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• 1987

This study was carried out to evaluate student exposures to dust in classroom of middle schools. A total of four schools, such as two in an urban and two in a rural area, were selected for this study. In this study, airborne dust concentrations were measured during a period from July 8 to July 18, 1986. Additional measurements of dust concentrations were conducted from November 4 to 7, 1986 to compare the results by seasonal variation. The results of this study were as follows. 1. Respirable dust concentrations were measured by both filtration method (C mg/m$^3$) and Digital Aerosol Monitor (cpm) to calculate anexchange factor K. K- value was 0.159 as follows. $K=\frac{c}{cpm} = \frac{2.71}{17.09} = 0.159$ 2. In summer when windows were opened, the concentrations of airborne respirable dusts measured by filter sampling method were 0.54-1.37 mg/m$^3$ in the morning and 0.79-1.75 mg/m$^3$ in the afternoon. Thus, higher levels were indicated in the afternoon. Meanwhile, the concentrations of airborne respirable dusts measured in winter were approximately twice as high as those in summer. 3. The highest dust concentrations were determined in School D which is a coeducational school with classroom of concrete floor. Walking roads in School D were not paved and students did not wear indoor-shoes. Dust levels in School D were approximately twice as high as levels in School B. All of the measured dust levels in four schools exceeded Korean Standard for outdoor air, 0.3 mg/m$^3$ for 24 hours. Results by Digital Aerosol Monitor indicated that there was no significant difference in dust levels among grades. The concentration of airborne dusts in the classroom was 1.5-3.0 times higher than that in the hall way. The concentration of airborne dusts during recess was 1.3-1.6 times higher than that during class. In winter, the dust concentrations during clean-up exceeded the permissible exposure limit, 10 mg/m$^3$ (as total dusts), for occupational exposures. 4. The concentrations of total dusts measured in winter were 1.5-2.4 times higher than those of respirable dusts measured simultaneously.

• Proceedings of the SAREK Conference
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• 2008.06a
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• pp.1213-1219
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• 2008

This experimental study was to analyze thermal comfort and indoor air quality(IAQ) with ventilation and humidification in the classroom when system air conditioner was operated. The thermal comfort was estimated by the PMV index and the concentration of $CO_2$ and total suspended particle(TSP) were measured and compared with ventilation and humidification. As a result, the class room temperature distribution was $2{\sim}5^{\circ}C$ low during operating ventilation system and humidification. At 60% RH, PMV values of measuring points were ranged from +0.5 to -0.5 indicating optimal the range of thermal comfort. The average concentration of $CO_2$ gas and TSP were reduced 645 ppm, 0.17 mg/$m^3$ respectively, during operating the ventilation system. From the results, to maintain comfortable environment in the heated classroom, the ventilation and humidification were needed in winter season.

• Journal of the Korean Home Economics Association
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• v.35 no.3
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• pp.193-204
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• 1997

The purpose of this study is to measure some physical environmental factors and to doucument students' perceptions of them. 11 middle schools in Cheju City were divided into four areas according to their locations and two schools were selected for the study. 144 thirteen-year-old students in two middle school in a overcrowded area in Cheju City-one middle school building is insulated and the other is not insulated-were taken for the questionnaire survey. The finding of the study are as follows: 1) The classrooms were not equipped with any heating equipment. The buildings are not insulated well. As a result, the room temperature was much lower(12.9-16.2℃) than comfortable indoor temperature in winter(21.5-24.5℃). The classroom were found to be colder(12.9-16.2℃) than usual pleasant indoor temperature(21.5-24.5℃) in winter. 2) The classroom were so far from the street(20m) that there was little noise from traffic. Nevertheless, the noise level was higher(62.5-66.2 dB(A), when the windows were open; 51.7-62.8dB(A), when closed than the noise tolerance level specified in the Environment Protection Laws(50.0dB(A)). 3) As for the visual environment, the location of classroom, the adequate sun exposure, and the total states of windows in classrooms influenced on the illuminance. While standard indoor illuminance is 300 Lux, the classrooms facing south had illuminance of 231 Lux, from day light: and the ones facing west, 380 Lux. 4) Students generally found other aspects of the physical environment of their classrooms unsatisfactory. Chalk dust was generated to a serious extent near the main chalkboard(0.25mg/㎥) of classrooms.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.18 no.1
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• pp.61-93
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• 2007

This study aims at presenting the scheme for operation of reading classroom programs through analysis of present situation of reading education programs in public libraries. To collect data for analyzing the present situation, the plan and its report in relation to operation of reading classroom programs in 22 public libraries, implemented in winter, 2007, were used. In addition, questionnaire surveys to the librarians in charge of reading classroom programs in 22 public libraries were also carried out. As the remedies to problems of the program operations were presented in identification and participation, contents of education, manpower, reeducation of librarians, budgets, facilities, and work structure. The scheme for operation of reading classroom programs for keeping the characteristics and tradition of public libraries needs to develop an operation manual for reading classroom programs.

• Korean Journal of Human Ecology
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• v.18 no.2
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• pp.509-522
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• 2009

This is a basic study to improve air quality of school classrooms in winter time. The purposes are to check indoor thermal and air environment in school classrooms during winter and to analyze influencing factors on indoor environment. The measurements of students' physical elements with questionnaire surveys were carried out in a total of 6 classrooms. As a result, this research shows that the temperature of one classroom was below indoor thermal standard level, three classrooms had lack of heat, and two classrooms are heated much, which induce relatively low humidity. All of 6 classrooms had lack of ventilation, being high level of $CO_2$ concentration and 2 classrooms are in condition of high PM10 concentration. The majority of students(76%) answered that the cause of their 'heated space syndrome' is because of the lack of ventilation. Students' opening windows for ventilations is hardly carried out at normal times, except that indoor temperature is over standard. That is, we can suggest one of solutions, which is to enable students to operate heating and ventilating system by themselves according to students' physical condition.