• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.22 no.9
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• pp.579-588
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• 2010

According to the increasing concern about health and environment, students need to study in comfort and clean environment facilities. We did field survey on 40 primary schools to analyze the present condition of design and construction for the part of indoor environmental performance in the certificated green school building. We hope that this paper will offer the important data about the indoor environment standards and performances in primary school facilities.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.4
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• pp.3-12
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• 2010

In this paper, a current condition analysis of a certified environmentally-friendly school and a school forest demonstration school was made to understand how they have developed effective ecological environments and examine their specific technical methods for ecological planning. After taking into account the differences and current situations of the two types of schools this paper will present an effective method for the suitable implementation ecological environmental projects in domestic schools.

• THE HEALTH and ORGANIC FARMING
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• no.226
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• pp.1-12
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• 2006

5.31지방선거 때는 '친환경농산물 학교급식고약' 후보를 밀자!!/'칼로스 쌀' 무릎 꿇었다!!/우리의 산야초-오가피나무/인산이 작물에 왜 중요한가?/웃음에 대한 이야기/꽃 이름 속에 숨은 자연의 상형문자들/제2차 친환경농업 육성목표와 방향/두가지 비료로 유기농작물의 고품질 다수확 생산을 체계적으로 보다 쉽게 하는 방법/식물세균병 방제를 하려면/시설내 병해의 생태와 방제 잿빛곰팡이병/농업용수도 좋은 물을 사용해야 한다./4월중 본협회 친환경농산물인증 연장 및 신규획득농가/해충의 습성을 이용한 퇴치/유기농인상 후보자 추천 공고/유기 및 일반 농산물의 품질 비교에 관한 연구-채소, 감귤과 쌀을 대상으로-/과수의 적심

• The Journal of Sustainable Design and Educational Environment Research
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• v.9 no.3
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• pp.59-67
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• 2010

Architectural design for school can be completed well when the environment-friendly elements are satisfied. In other words, the environment-freindly element could be most important idea for school planning, and one should have this direction for each element as a design goal. In this study, I defined the "environment-friendly" as the environment for nature and human. I examined what could satisfy those and would be its principles. I set up the criteria to satisfy each priciple. Most important factor to keep the relation between nature and human would be reducing carbon dioxide emissions, and a green belt would absorb it. Therefore, I think that there would be effective possibility when suitable conditions are applied in phases. Every school can have comfort as environment-friendly facility, at the same time, contribute to nature. Also, students can learn and study nature, and perform a duty as human.

• Journal of the Korean Institute of Rural Architecture
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• v.13 no.1
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• pp.55-62
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• 2011

The purpose of this study is to clarify the actual condition of real certification schools of environment-friendly architecture per ecological environment elements through extracting ecological environment elements which is possible to analyze in quantity certification standards of environment friendly architecture. As the method of this study, firstly, certification as an examination on certification system of environment-friendly architecture, summary of certification system of environment-friendly architecture and eco-school pilot model project, ecological environment elements which is possible for quantitative analysis of ecological environment certification standards were extracted. Secondly, actual condition of ecological environment elements per school grade by collecting actual data of certification schools environment-friendly architecture were analyzed. The average of ecological area ratio was 24.5 percent in case of this certification regardless of school grade and region and it was analyzed that the natural based green area ratio was 22.9 percent, bio-tope area ratio was 0.60 percent and ecological learning places area ratio was 0.39 percent.

• Journal of the Korean Institute of Rural Architecture
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• v.12 no.4
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• pp.69-76
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• 2010

The purpose of this study is to clarify the actual condition of real certification schools of environment-friendly architecture per ecological environment elements through extracting ecological environment elements which is possible to analyze in quantity certification standards of environment friendly architecture. As the method of this study, firstly, certification as an examination on certification system of environment-friendly architecture, summary of certification system of environment-friendly architecture and eco-school pilot model project, ecological environment elements which is possible for quantitative analysis of ecological environment certification standards were extracted. Secondly, actual condition of ecological environment elements per school grade by collecting actual data of certification schools environment-friendly architecture were analyzed. The average of ecological area ratio was 23.3 percent in case of this certification regardless of school grade and region and it was analyzed that the natural based green area ratio was 20.6 percent, bio-tope area ratio was 0.73 percent and ecological learning places area ratio was 0.43 percent.

• The Journal of Sustainable Design and Educational Environment Research
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• v.13 no.3
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• pp.15-22
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• 2014

Proceeded with a research with basic data about the qualification standard improvement scheme about the environment school architecture in which a comparison analyze the specialized field of BREEAM system of LEED of the hit environment building qualification standard G-SEED of the domestic and U.S Green Building Counci evaluated with the certification system of the world top class and Building Research Establish, essential item, and mark distribution and weight in this study at this and which I hit with a domestic afterward. The school facility with a hub among the equipment receiving the hit environmental qualification standard, and the range of this research does LEED of the domestic green building certification system February is revised in 2013 G-SEED and which US and BREEAM in UK with a range. The way of the research checked the environment school building certification system and situation hit home and abroad, and a comparison analyze the division of the specialized field of each country qualification standard, essential item, and mark distribution and weight.

• Journal of the Korean Institute of Rural Architecture
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• v.14 no.1
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• pp.75-82
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• 2012

Today, educational facilities are considered to be one of the most important built environment. And the appropriate combinations and applications of technical elements related to green building on the education facilities are emphasized and demanded. These are must be compatible with the occupants' activities and their needs. The objective of this research is to identify and analyze of green building technologies, based on Green Educational Facilities' Case Study in Korea, USA, and Japan. As a result of the comparative analysis of this research, the green technological approaches, problem, and characteristics on educational facilities in different area, climate zone are identified and analyzed by external environment, energy, materials and resources, and indoor environment. It is useful as basic reference for future green educational facilities' planning and design in Korea.

• KIEAE Journal
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• v.11 no.2
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• pp.97-104
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• 2011

Over the years, there have been many school construction projects resulting from the activation of the Build Transfer Lease(BTL). Furthermore, due to the need for the qualitative expansion of educational facilities, as well as the attempt to fulfill social requirements and the need for eco-friendly learning environments, these projects have become a major priority. As a result, the government has established a proper standard for school construction based on a certain level of green certification that has been mandated. The aim of this study is to assess the status of schools as relates to the composition of the ecological environment surrounding them. These elements of eco-friendly school facilities are larger than the educational environment and are directly related to the environmental and educational effects on the students. Looking at the overall results of this study, the areas of ecological environment outside school are found to be inadequate. Therefore, this field needs to adopt more realistic goals, and focus on the areas where the most improvement is needed.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.6
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• pp.861-869
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• 2012

This study was conducted to investigate the purchasing status and to compare supplier performance evaluations between competitive bidding and negotiated contracts in school foodservice in Changwon, Korea. A total of 190 questionnaires were distributed and 167 (return rate 87.9%) were collected from June 29 to September 28, 2010, and then a total of 151 (analysis rate 79.5%) were used for the final analysis. First, 91.4% of food product purchases for school meals were contracted through competitive bidding, especially limited competitive bidding. It mainly consisted of agricultural products, processed food, and eco-friendly agricultural products (fruit). Second, 78.8% of schools purchased food products by negotiated contracts, while single negotiation accounted for 59.7%. Food products by negotiated contract consisted of meat, kimchi, and fish. Third, the purchase status of competitive bidding and negotiated contracts showed a significant difference in agricultural products (p<0.001), fish (p<0.001), meats (p<0.001), poultry (p<0.001), antibiotic-free poultry (p<0.001), eco-friendly grain (p<0.001), eco-friendly agricultural products (fruit) (p<0.001), eco-friendly processed food (p<0.001), processed products (p<0.001), milk (p<0.001) and general grain (p<0.001) except for kimchi. Fourth, comparative analysis of supplier performance evaluation (on a 5-point Likert scale) of school foodservice showed that price of product of competitive bidding (3.73) was significantly higher than that of negotiated contract (2.95) (p<0.001), and the overall performance level of the negotiated contract (3.85) was significantly higher than that of competitive bidding (3.61) (p<0.01). The supplier performance evaluation levels of product packaging (p<0.01), product quality at the time of delivery (p<0.001), hygiene of products (p<0.001), consistency to specification (p<0.001), swiftness of return and exchange (p<0.001), emergency delivery (p<0.001), service of delivery staff (p<0.05), and handling of complaints (p<0.001) of negotiated contracts were significantly higher than those of competitive bidding of school foodservice. In conclusion, school foodservice selected food suppliers both by adopting competitive bidding and negotiated contracts. And there was a significant difference of school foodservice supplier performance between competitive bidding and negotiated contracts in Changwon, Korea.