• The Korean Journal of Air & Space Law and Policy
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• v.31 no.2
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• pp.177-214
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• 2016

During more than 20 years of practice, Civil Aviation Law has experienced three times of amendments since it was enacted in 1995. But these revisions are limited to the technical level. The problems and limitations have become increasingly prominent in its implementation. Firstly, the civil aviation law is the result of interests game among several departments and some legal issues was left behind and the regulation was very vague as a result. Secondly, the process of aviation legislation is the process that the country has undergone profound changes and social transformation. The 20 years is long enough for the society to undergo tremendous changes and 1995 version of civil aviation law does not keep pace of development of economy. There was a serious lag between reality and the law. In order to actively promote the development of the aviation industry and overcome implementation issues of the Civil Aviation Law, Civil Aviation Administration of China (CAAC) initiated modification procedure the law and published new draft of Civil Aviation Law in August 2016. The spirit of this modification is to learn and absorb new achievements of domestic and foreign legislation and the International Convention on civil aviation. Furthermore, the purpose of the revision is to provide favorable policy for the development of civil aviation industry and improve aviation safety and supervision, strengthen and protection of consumer rights and interests, to enhance the safety of civil aviation activities, and promote the development of general aviation. This revision concerned to the 78 articles which are revised or deleted and 24 articles added. The highlights of the draft include but not limited to the enhancement of security management, clarification of the main responsibility for production safety. And also it added the provisions related to the construction of effective tracking capability of public air transport enterprises and license system on the transport of dangerous goods. Compared with the existing civil aviation law, the draft has made a great improvements. But there are several deficiencies and limitations in the drafts. These problems need to be supplemented and perfected through further amendments in near future.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.117-138
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• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.

• Journal of Korean Society of Forest Science
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• v.1 no.1
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• pp.22-29
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• 1962

(1) The objects of this study are to observe the possibility of regenerating a young merchantable pitch pine stand by sprouts and to compare the growth trend of sprouts with that of seedlings of same age grown under the almost same circumstances. (2) A plot of 20 year old pitch pine plantation, i.e. 200 trees on 0.1 ha of average D.B.H. 14 cm was clearcut at 20 cm above ground in April, 1945. By the late spring of that year sixty per cent of the cut stumps had sprouted. (3) Fourty to eighty sprouts were found on each stump (maximum:412 sprouts) at the first, but many of them had gradually died out leaving only four to five sprouts per stump by the time of three years after cutting. At that time only one vigorous sprout was left per stump by eliminating the weaker ones. (4) The sprouts, as they grew, started to cover the old stumps with new tissues developed from lower part of sprouts;consequently forming new root systems from the base of new tissues, and they appeared to be seedlings. When the age of sprouts was thirteen years old, the old stumps were completely decayed away and the reproduced stand from sprouts was averaged at 9.7 cm in D.B.H. and at 5.5m in height. (5) When the age of sprouts was thirteen years old, the sprouts exceeded the seedlings in both of total present growth and mean annual increment in height, volume, D.B.H. and basal area, but the seedlings began to exceed the sprouts in current annual increment of height, volume, D.B.H. and basal area at about ten years of age. The rates of increment of the seedling in height, volume, ect. were larger than those of sprouts except when they were one to four years old. From above facts, the following may be concluded: (1) In regenerating a pitch pine stand by sprouts, the lower the stump height, the better the result. (2) If no light limit exists, regenerating a pitch pine stand by sprouts is well possible even at the age of 20 year. (3) Pitch pine reproduction started from sprouts exceeds the seedlings of same age in growth under the almost same circumstances until they get ten years of age.

• Korean Journal of Soil Science and Fertilizer
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• v.33 no.2
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• pp.61-70
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• 2000

Soil erosion in the hilly and mountainous uplands in the Daekwanryong area, Kangwon-Do, were investigated through a field plot experiment. The plot size was 15m long and 2.5m wide with the average slope of 12.5 percents. Soil erodibility factor (K), surface coverage (SC), soil aggregate percentage and wind erodibility (I) were evaluated in the mountainous soils under different management practices for corn and potato cultivations. Soil erodibility factor (K) was greater in upper part than in lower part of the plots. Surface coverage (SC) values ranged from 0.01 to 0.84 depending on the amounts of crop residues. Soils having a greater crop residue in surface were less subjected to soil erosion. SC values after corn harvest were 0.4 to 0.8, while those after potato harvest were 0.4 to 0.5, indicating potato might be better than corn for erosion control. Soil aggregate percentages of the experimental plots ranged from 49.7 to 79.8%. Those were higher in potato-cultivated plots with higher surface coverage, organic fertilizer treatment and contour tillage. Soil aggregate percentage of potato-cultivated plots was significantly correlated to crop residue coverage after harvest. The dried soil aggregate percentage, showing the ranges of 26.4 to 56.4%, were higher in the plots with the increased crop residue incorporation. Wind erodibility (I) of the soil was decreased with increasing surface coverage. When soil had 26.4% of the dried aggregate percentage, wind erodibility was estimated to be $183Mgha^{-1}$ which was equivalent to soil loss of $0.5Mg\ha^{-1}day^{-1}$.

• Journal of Bio-Environment Control
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• v.32 no.2
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• pp.106-114
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• 2023

With rising concerns about pesticide spray drift by aerial application, this study attempt to evaluate aerodynamic property and collection efficiency of spray drift according to the leaf area index (LAI) of crop for preventing undesirable pesticide contamination by the spray-drift tunnel experiment. The collection efficiency of the plant with 'Low' LAI was measured at 16.13% at a wind speed of 1 m·s^-1. As the wind speed increased to 2 m·s^-1, the collection efficiency of plant with the same LAI level increased 1.80 times higher to 29.06%. For the 'Medium' level LAI, the collection efficiency was 24.42% and 43.06% at wind speed of 1 m·s^-1 and 2 m·s^-1, respectively. For the 'High' level LAI, it also increased 1.24 times higher as the wind speed increased. The measured results indicated that the collection of spray droplets by leaves were increased with LAI and wind speed. This also implied that dense leaves would have more advantages for preventing the drift of airborne spray droplets. Aerodynamic properties also tended to increase as the LAI increased, and the regression analysis of quadric equation and power law equation showed high explanatory of 0.96-0.99.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Magazine of the Korean Society of Agricultural Engineers
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• v.13 no.1
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• pp.2206-2217
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• 1971

Spillway and discharge channel of reservoirs require the Control of Large volume of water under high pressure. The energies at the downstream end of spillway or discharge channel are tremendous. Therefore, Some means of expending the energy of the high-velocity flow is required to prevent scour of the riverbed, minimize erosion, and prevent undermining structures or dam it self. This may be accomplished by Constructing an energy dissipator at the downstream end of spillway or discharge channel disigned to dissipated the excessive energy and establish safe flow Condition in the outlet channel. There are many types of energy dissipators, stilling basins are the most familar energy dissipator. In the stilling basin, most energies are dissipated by hydraulic jump. stilling basins have some length to cover hydraulic jump length. So stilling basins require much concrete works and high construction cost. Flip bucket type energy dissipators require less construction cost. If the streambed is composed of firm rock and it is certain that the scour will not progress upstream to the extent that the safety of the structure might be endangered, flip backet type energy dissipators are the most recommendable one. Following items are tested and studied with bucket radius, $R=7h_2$,(medium of $4h_2{\geqq}R{\geqq}10h_2$). 1. Allowable upstream channel slop of bucket. 2. Adequate bucket lip angle for good performance of flip bucket. Also followings are reviwed. 1. Scour by jet flow. 2. Negative pressure distribution and air movement below nappe flow. From the test and study, following results were obtained. 1. Upstream channel slope of bucket (S=H/L) should be 0.25<H/L<0.75 for good performance of flip bucket. 2. Adequated lip angle $30^{\circ}{\sim}40^{\circ}$ are more reliable than $20^{\circ}{\sim}30^{\circ}$ for the safety of structures.