• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Economic and Environmental Geology
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• v.49 no.6
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• pp.491-504
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• 2016

Jinwon Au-Ag deposit is located in the Uijin gun which is southeast 300 km from Seoul. The deposit area consists of mainly Precambrian Hongjesa granite, which occurs as porphyroblastic texture, medium grain and composed of quartz, feldspar and mica. This deposit consists of four parallel hydrothermal quartz veins that fill NE oriented fractures in Precambrian Hongjesa granite. The grade of quartz veins contain from 3.0 to 21.4 g/t (average 6.4 g/t) gold and from 5.0 to 252.0 g/t (average 117.9 g/t) silver, respectively. They vary from 0.2 m to 0.6 m (average 0.3 m) in thickness and extend to about 200 m in strike length. Quartz veins occur as massive, network, cavity, breccia, crustiform, comb and zonal textures. Wallrock alteration has silicification, sericitization, pyritization and argillitization. The mineralogy of the quartz veins consists of quartz, arsenopyrite, cassiterite, pyrite, sphalerite, chalcopyrite, galena, electrum, tetrahedrite, canfieldite, argentite, Ag-Sb-S mineral, Mn-Fe-O mineral, Pb-O mineral and Pb-P-Cl-O mineral(chloro-pyromorphite). Chemical compositions of minerals from this deposit are as followed; Fe/Fe+Mg of sericite is from 0.32 to 0.71, As content of arsenopyrite ranges from 27.91 to 30.33 atomic %, FeS content of sphalerite range from 9.77 to 16.76 mole %, Ag content of electrum is from 29.42 to 37.41 atomic % and Ag content of tetrahedrite range from 32.17 to 36.53 wt.%, respectively. Baased on mineralogy and chemical compositions of minerals from Jinwon Au-Ag deposit, deposition of minerals was caused by a change in temperature, oxygen fugacity($fO_2$) and sulfur fugacity($fS_2$) from the near neutral hydrothermal fluid evolved by reaction with wallrock.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.45-64
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• 2009

The purpose of this study was to develope issue-centered teaching learning process plan for environment-friendly housing education and to apply it to the housing section of Technology Home Economics in a middle school. PRO-CON cooperative group model was used for the teaching learning process plans of 2-session lessons according to the ADDIE model. In the development stage, 7 activity materials and 20 teaching learning materials (4 reading texts, 12 pictures and photos, & 5 moving pictures) were developed for 2-session lessons. The plans applied to the 7 classes, 222 students, in the third grade of the G middle school in Gyeonggi-do during July 10th-17th, 2008. The results showed that the final pro-con was influenced by the rationals of juries' pro-con of each team and the representative's discussion besides one's environmental perspective. The intention to implement environment-friendly housing activities was significantly increased between before and after the lessons. The contents, methods, goals, and process of the 2-session lessons were evaluated over medium to somewhat higher levels. Those evaluations except methods and general satisfaction with the lessons were differed by sex, students' and their families' interests in environments but not by the type of housing. These results might support that pro-con cooperative group model of controversial issues on parking lot would be appropriate to environment-friendly housing lessons and could apply to broad issues on housing and various schools in other areas.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• Economic and Environmental Geology
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• v.30 no.5
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• pp.417-431
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• 1997

Characteristics of sedimentary rocks and enrichment of toxic elements in shale and coal from the Chungnam coal field were investigated based upon geochemistry of major, trace and rare earth elements. Shale and coal of the area are interbedded along the Traissic to the Jurassic Daedong Supergroup, which can be subdivided into grey shale, black shale and coal. The coal had been mined, however all the mines are abandonded due to the economic problems. The shale and coal are characterized by relatively low contents of $SiO_2$, and $Al_2O_3$ and high levels of loss-on-ignition (LOI), CaO and $Na_2O$ in comparison with the North American Shale Composite (NASC). Light rare earth elements (La, Ce, Yb and Lu) are highly enriched with the coal. Ratios of $Al_2O_3/Na_2O$ and $K_2O/Na_2O$ in shale and coal range from 30.0 to 351.8 and from 4.2 to 106.8, which have partly negative correlations against $SiO_2/Al_2O_3$ (1.24 to 6.06), respectively. Those are suggested that controls of mineral compositions in shale and coal can be due to substitution and migration of those elements by diagenesis and metamorphism. Shale and coal of the area may be deposited in terrestrial basin deduced from high C/S (39 to 895) and variable composition of organic carbon (0.39 to 18.40 wt.%) and low contents of reduced sulfur (0.01 to 0.05 wt.%). These shale and coal were originated from the high grade metamorphic and/or igneous rocks, and the rare earth elements of those rocks are slightly influenced with diagenesis and metamorphism on the basis of $Al_2O_3$ versus La, La against Ce, Zr versus Yb, the ratios of La/Ce (0.38 to 0.85) and Th/U (3.6 to 14.6). Characteristics of trace and rare earth elements as Co/Th (0.07 to 0.86), La/Sc (0.31 to 11.05), Se/Th (0.28 to 1.06), V/Ni (1.14 to 3.97), Cr/V (1.4 to 28.3), Ni/Co (2.12 to 8.00) and Zr/Hf (22.6~45.1) in the shale and coal argue for inefficient mixing of the simple source lithologies during sedimentation. These rocks also show much variation in $La_N/Yb_N$ (1.36 to 21.68), Th/Yb (3.5 to 20.0) and La/Th (0.31 to 7.89), and their origin is explained by derivation from a mixture of mainly acidic igneous and metamorphic rocks. Average concentrations in the shale and coal are As=7.2 and 7.5, Ba=913 and 974, Cr=500 and 145, Cu=20 and 26, Ni=38 and 35, Pb=30 and 36, and Zn=77 and 92 ppm, respectively, which are similar to those in the NASC. Average enrichment indices for major elements in the shale (0.79) and coal (0.77) are lower than those in the NASC. In addition, average enrichment index for rare earth elements in coal (2.39) is enriched rather than the shale (1.55). On the basis of the NASC, concentrations of minor and/or environmental toxic elements in the shale and coal were depleted of all the elements examined, excepting Cr, Pb, Rb and Th. Average enrichment indices of trace and/or potentially toxic elements (As, Cr, Cu, Ni, Pb, U and Zn) are 1.23 to 1.24 for shale and 1.06 to 1.22 for coal, respectively.

• Korean Journal of Environmental Agriculture
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• v.24 no.2
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• pp.91-97
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• 2005

This study was conducted to evaluate the influence of pollutant loads on the water quality in the Dongjin River area from January 2003 to December 2004. The average value of BOD and T-N showed the highest peak in Yongho, Dukcheon watershed among Dongjin River. Concentrations of BOD, T-N and T-P in Jeongeup watershed were 2.29 mg $L^{-1}$, 4.40 mg $L^{-1}$ and 0.27 mg $L^{-1}$, respectively. Concentration of BOD in Chilbo was 1.19 mg $L^{-1}$ which would be in the grade I according to water quality criteria by Ministry of Environment. The BOD level in Wonpeung and Sinpeung watershed ranged from 4.06 to 7.35 mg $L^{-1}$. The T-N effluent loads of non-point pollutants were high in Wonpeung, Gobu, Yongho Dukcheon, Jeongeup and Sinpeung watershed in order. The major sources of BOD, T-N and T-P effluent loads were Livestock. The T-P effluent load of non-point pollutant was 68 kg $day^{-1}$ in Wonpeung, 58 kg $day^{-1}$ in Yongho Dukcheon and 45 kg $day^{-1}$ Jeongeup watershed. The delivered loads of BOD was high in Gobucheon, while both T-N and T-P were high in Yongho Dukcheon. The delivery ratio of BOD and T-N at dry season was below 100% in all watershed of Dongjin River. The delivery ratio of T-N at raining season was high in Yongho Dukcheon and Chilbo watershed

• Journal of Korean Academy of Nursing
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• v.7 no.2
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• pp.60-82
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• 1977

The purpose of this study is first, to analyse the present nursing education and the curriculum in Korea in view of the changes and the new tendency of nursing education and second, to compare our curriculum with that of America, where nursing activities are actively earring on and, third, to try to find out what we should reconsider and improve in our nursing education. The object of this study is the educational program and the curriculum from 1973 to 1976 by selecting each five from colleges and department of nursing in Korea and America. The results of the study were as fellows : . 1. The aim of nursing education puts impassion the role of leader, knowledge and technology of nursing, welfare of society and service of community in both the America and Korea. In Korea nursing is mainly restricted to the treatment of diseases, while in the America the items of the aim of nursing are mainly extended to the capacity for Self- realization of nurse, in Korea they are restricted to the treatment of diseases. 2. In Korea the rate of credit of the curriculum of nursing education is the highest in professional education, next in general education, next in supporting science and educational subject, while in America the rate of the credit is the highest in general education, next professional education and then supporting Science and educational subject isn′t included in the curriculum. 3. In both Korea and America the role of the animal credit allotment in general education, is the highest in the first year and the rate in supporting science is the highest in the second year. In Korea professional subjects are concentrated in the third year while in America there is a tendency that they are increasing in number in the grade order. 4. There is a tendency that the rate of the credit allotment of the main professional subjects in curriculum is higher in Korea than in America : that is, in Korea the rate of the allotment of the credit is the highest in medical - surgical nursing, next maternal - child nursing, next community - health nursing and the psychiatric nursing and there in a great difference in the rate of the allotment of each credit. While in America the rate of the allotment of the credit is the highest in community - health nursing, next in medical- surgical nursing, next in maternal - child nursing, and then in psychiatric nursing and there is little difference in the rate of tile allotment of each credit. 5. From general education, supporting science and professional education, they have considered the continuity and sequence in the structure of nursing curriculum of Korea and America. While in Korea we have partly made integration in tile content of the subjects. Most of the school in America, they have made integration in the content of subjects especially in all subjects, but in Korea we haven't made it in all subjects. 6. In the system and form of nursing education Problem solving method, Dialectical method and operational method are introduced in some America schools and in others there is a tendency that the whole nursing education has the system based on Preventive frame - work or Health -illness frame work ; while only one college has an attempt for Health - Illness continue in Korea. 7. In Korea nursing education, as the importance of health- nursing and team nursing, the aim which is also comparatively emphasized is about health management and service of collective community. The subject pertaining to the aim is the studies of community health nursing, which are more in number in America. 8. When we consider the association between the social, general aims ?f the nursing education and the formation of the curriculum in Korean nursing school the courses of study concerning "the role of leadership and cooperative personal relation": "nursing care for the group": dynamic nursing care": and "the system of the public health nursing associated with the understanding of the regional community" are insufficient as compared with those of America. Especially, the lack of the behavioral science including the nursing care connected with the care for the group, the basic science on the clinical and developmental psychology, anthropology in known to be a prominent issue.

• Journal of the Korean Crystal Growth and Crystal Technology
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• v.8 no.2
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• pp.193-204
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• 1998

The single crystal of the $LiTaO_3$has large electro-optic effects, so it is applied to optical switch, acousto-optic deflector, and optical memory device as hologram using photorefractive effect. In this study, optic-grade undoped $LiTaO_3$and Fe:LiTaO$LiTaO_3$single crystals were grown by the Czochralski method and optical transmission and absorption spectrums were measured in the wavelength of UV-VIS range. The curie temperature was determined with DSC and by measuring capacitance for the grown undoped crystal and ceramic powder samples of various Li/Ta ratio. In case of having a 48.6 mol% $Li_2O$ as a starting Li/Ta ratio, the results of concentration variations were below 0.01 mol% $Li_2O$ all over the crystal, so it was confirmed that $LiTaO_3$single crystals were grown under congruent melting composition having optical homogeneity. The curie temperature of the Fe:$LiTaO_3$crystal was increased with increased with increased doped Fe concentrations;by the ratio of $7.5^{\circ}C$ increase per Fe 0.1 wt%. Also, the optical transmittance was about 78 %, which was sufficient for optical device.

• Journal of dental hygiene science
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• v.14 no.2
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• pp.248-255
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• 2014

The objective of the paper is to analyze the extent to which elementary school students acquired, perceived, and practiced oral health knowledge provided by an elementary school-based oral health clinic (SBOHC). It is respectively investigated by gender and year of school. The paper will be relevant for developing specified oral health programs in elementary SBOHCs. By choosing three elementary schools that operate SBOHC in the school district of Daejeon Metropolitan City from April 11 to April 30, 2013, a self-administered questionnaire was given out to be answered directly by 350 students in the 4th, 5th, and 6th grades and their responses were collected. Of the collected responses, 326 responses were explored by using the SPSS 12.0. Those students' scores of oral health knowledge are found to be statistically meaningful for school year, not for gender. In them are included correct tooth brushing time, dental caries symptoms, gum disease symptoms, and correct tooth brushing method. Change in tooth brushing method after oral health education showed the statistically meaningful difference for gender and school year. In conclusion, every SBOHC should develop a variety of specified educational programs that depend on gender and grade in each elementary school.

• Journal of Science Education
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• v.32 no.2
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• pp.1-16
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• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.