• Journal of Astronomy and Space Sciences
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• v.40 no.1
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• pp.1-10
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• 2023

Korea Polar Research Institute (KOPRI) and Korea Astronomy and Space Institute (KASI) have been participating in the European Incoherent Scatter (EISCAT) Scientific Association as an affiliate institution in order to observe the polar ionosphere since 2015. During the period of December 16-21, 2016 and January 3-9, 2018, the observations for the polar ionospheric parameters such as the electron density profiles, ion drift, and electron/ion temperature are carried out in the polar cap/cusp region by the EISCAT Svalbard radar (ESR). The purpose of the observations is to investigate the characteristic of the winter ionosphere in the dayside polar cap/cusp region. In this paper, we briefly report the results of the ESR observations for winter daytime ionosphere and also the simultaneous observations for the ionosphere-thermosphere system together with the balloon-borne instrument High-Altitude Interferometer WIND Experiment (HIWIND) performed by the High Altitude Observatory (HAO), National Center for Atmospheric Research (NCAR). We further introduce our research activities using long-term EISCAT observations for the occurrence of ion upflow and the climatology of the polar ionospheric density profiles in comparison with the mid-latitude ionosphere. Finally, our future research plans will briefly be introduced.

• Bulletin of the Korean Space Science Society
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• 2003.05b
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• pp.46-46
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• 2003

No Abstract, See Full Text

• Journal of Microbiology and Biotechnology
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• v.22 no.7
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• pp.902-906
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• 2012

Expressed sequence tags (ESTs) from the Antarctic green algae Pyramimonas gelidicola were analyzed to obtain molecular information on cold acclimation of psychrophilic microorganisms. A total of 2,112 EST clones were sequenced, generating 222 contigs and 219 singletons, and 200 contigs and 391 singletons from control ($4^{\circ}C$) and cold-shock conditions ($-2^{\circ}C$), respectively. The complete EST sequences were deposited to the DDBJ EST database (http://www.ddbj.nig.ac.jp/index-e.html) and the nucleotide sequences reported in this study are available in the DDBJ/EMBL/GenBank. These EST databases of Antarctic green algae can be used in a wide range of studies on psychrophilic genes expressed by polar microorganisms.

• Journal of Marine Life Science
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• v.4 no.1
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• pp.22-28
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• 2019

The bacterial diversity of an Antarctic hard coral, Errina fissurata, was examined by isolating bacterial colonies from crushed coral tissue and by sequencing their 16S rRNA gene. From the analyzed results, the bacteria were classified as Actinobacteria (56%), Firmicutes (35%) and Proteobacteria (9%). The thirty-four isolates were cultured in liquid media at different temperatures and their growth was assessed over time. The majority of the isolates displayed their highest growth rate at 25℃ during the first three days of cultivation, even though the coral was from a cold environment. Nevertheless, strains showing their highest growth rate at low temperatures (15℃ and 4℃) were also found. This study reports the composition of an Antarctic hard coral-associated culturable bacterial community and their growth behavior at different temperatures.

• Bulletin of the Korean Space Science Society
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• 2008.10a
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• pp.25.2-25.2
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• 2008

Polar rain is a spatially uniform precipitation of electrons with energies around 100eV that penetrate into the polar cap region where geomagnetic field lines are connected to the Interplanetary Magnetic Fields (IMF). Since their occurrences depend on the IMF sector polarity, they are believed to originate from the field aligned component of the solar wind. However, statistically direct correlation between polar rain and solar wind has not been shown. In this presentation, we examined specifically the IMF strength influence on the polar rain flux variation by classifying of IMF sector polarities. For this study, we employed the polar rain flux data measured by STSAT-1 and compared them with the solar wind parameters obtained from the WIND and ACE satellites. We found the direct mutuality between polar rain flux and IMF strength with correlation coefficient above 0.5. This proportional tendency appears stronger when the northern hemisphere is in the away sector of the IMF, which could be associated with a favorable geometry for magnetic reconnection. Simple particle trajectory simulation clearly shows why polar rain intensity depends on the IMF sector polarity. These results are consistent with the direct entry model of Fairfield et al.(1985), while low correlation coefficient with solar wind density, the similarity between slops of both energy spectra shows that transport process occur without acceleration.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.

• Journal of The Korean Astronomical Society
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• v.44 no.6
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• pp.209-215
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• 2011

In this paper, the long-term hemispheric variation of the polar faculae is investigated. It is found that, (1) both the N-S asymmetry and N-S asynchrony of the polar faculae exhibit a long-term persistence, which suggests that they should not be regarded as a stochastic phenomenon; (2) both the N-S asynchrony and N-S asymmetry of the polar faculae are functions of the latitude, implying that the N-S asynchrony of the polar faculae is related to the N-S asymmetry of the polar faculae; (3) from a long-term view, the dominant hemisphere of the polar faculae seems to have close connection with the phase-leading hemisphere of the polar faculae.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Bulletin of the Korean Chemical Society
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• v.33 no.7
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• pp.2411-2414
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• 2012