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김호석,송영일,김이진,임영신 한국환경연구원 2007 기본연구보고서 Vol.2007 No.-
Environmental Assessment (EA) is the systemic process for evaluating environmental impacts resulting from various development proposals in different stages of implementation. The primary purpose of EA is to assist decision-makers responsible for environmental management to determine how to control significant environmental aspects of development proposals. In addition to EA, Sustainability Assessment(SA) and Sustainability Impact Assessment(SIA) are recent ideas that have become widely used by advocates to ensure that development proposals are consistent with sustainable development strategies. Consequently, the role of EA in the decision-making process needs to be redefined. Due to several methodological differences between two assessment approaches, it is difficult to directly integrate EA into a more comprehensive and aggregated SA process. The indicator-based assessment method, the most commonly used approach in sustainability assessment, includes various environmental indicators which are closely related to environmental assessment, and it does not appear difficult to integrate them. However the differences in spatial, temporal, and sectoral coverage of the two assessments are obstacles that have to be overcome before any real progress can be achieved. This study aims to examine whether EA is the appropriate environmental management tool for facilitating sustainable development at the national and local level and how sustainable development indicators can be introduced as a part of the current EIA and SEA systems to enhance their role in sustainability analyses. Based on various initiatives related to the development of sustainability indicators, primary indicators of sustainable development are selected to establish a comprehensive set of measurable indicators of key themes regarding local and national sustainability. These indicators are divided into separate categories according to the thematic areas of UN CSD-ISD in order to ease linking between sustainable development indicators and environmental assessment items. Then, the final framework of indicators, ``Linked DPSIR Indicators Framework for Environment Assessment``, is established. This framework classifies environmental assessment items into driving force and pressure and state indicators, and sustainable development indicators into state and impact and response indicators in order for linking to be effective.
김호석,강상규,최석진외 한국환경연구원 2011 수시연구보고서 Vol.2011 No.-
Education for sustainable development (ESD) is essential to sustainable development, and, therefore, can be a strong platform and a diverse linkage to many forms of sustainable development tool that has been employed. ESD has encouraged consistent endeavors to support educational programmes and systems including both methods and contents for unsustainable and less developed societies and countries. ESD has an impact on all components of economy, ecosystem, education, legislation, policy, etc. That is to say, ESD can be used as a driving force to induce norms of lifelong learning and increase feasibility for sustainable development. In the case of South Korea, as that the educational needs of people in the world changes constantly, the roles of ESD in South Korea and the educational needs of Korean people changes as well. Accordingly, responding the needs and reinforcement of ESD in Korea for sustainable development including green growth, this paper introduces educational programs and contents for sustainable development in South Korea. Many individuals and organizations in Korea have already implemented ESD. For instance, educators not only weave substantiality themes into compulsory education employing participatory methods, but also a economic and social development decision makers intend to raise people’s awareness on ESD with the norms of sustainable development and green growth. In fact, the Ministry of Education of Korea has implemented many programmes using an ESD approach to learning which is essential for improving substantiality. In elementary and secondary education course of study, norm of ESD has been treated. In 2009, new curriculum for public education was adopted. Therefore, the paper analyzes the current status of ESD in South Korea, properties and problems of ESD in Korea, and introduces the case of Germany and Japan. In addition, in order to support educators at front-line who need an guidebook for his or her students, the introductory contents for ESD are included.
우주비행체 열차폐재료 연구를 위한 아크 플라즈마 특성 평가
김호석,최채홍,오필용,문세연,홍봉근 한국항공우주학회 2014 한국항공우주학회 학술발표회 논문집 Vol.2014 No.11
0.4 MW 급 분절형 아크 히터 플라즈마 풍동이 전북대학교 고온플라즈마 응용연구센터에 구축되어 있으며, 분절형 아크 플라즈마 토치는 마하 3 의 속도에서 13MJ/kg 이상의 엔탈피를 갖는 초음속 플라즈마 유동을 발생시킬 수 있도록 설계되었다. 플라즈마 유동 특성을 연구하기 위해 10g/s ~ 16g/s 의 가스 유량과 200A ~ 350A 의 입력전류 조건을 변화하면서 실험하였다. 본 플라즈마 풍동 시설은 10MW/㎡ 이상의 열유속을 발생하여 우주 비행체의 열차폐재료의 성능 시험에 이용한다. 0.4 MW class arc-heated plasma wind tunnel has been constructed at Chonbuk National University (CBNU) in Korea. A segmented arc plasma torch was designed to produce a supersonic plasma flow with enthalpy above 13 MJ/kg at a velocity of Mach 3. With flow rate of the gas in the range of 10 g/s to 16 g/s and the input current in the range of 200 A to 350 A, characteristics of the plasma flow were investigated. It is shown that this facility can produce high heat flux above 10 MW/㎡ relevant for the study of a heat shield material for aerospace application.
ChatGPT를 활용한 <인공지능 수학> 교수·학습 자료 개발 연구
김호석,고호경 영남수학회 2024 East Asian mathematical journal Vol.40 No.4
This study aims to develop AI mathematics teaching and learning materials for high school students using interactive AI (ChatGPT). The selected topics include text representation, classification, and prediction related to natural language processing, which are key contents of the 'AI Mathematics' curriculum. Python programming language and ChatGPT are employed as educational tools, with Python being accessible through Google Colab. The developed teaching and learning materials are structured into six block sessions, designed to leverage ChatGPT's language proficiency, information provision, creativity, and programming capabilities. Specifically, students sequentially experience code inspection, improvement, explanation, and generation using ChatGPT's programming abilities, culminating in creating their own chatbot program code. The application of these teaching and learning materials resulted in the participating high school sophomores understanding the principles of chatbots using natural language processing and the mathematical aspects within AI technology. The students exhibited positive responses toward using ChatGPT and Python. This suggests that classes utilizing ChatGPT can enhance students' interest and engagement in AI technology, mathematics, and related tools.
김호석 한국환경연구원 2020 환경포럼 Vol.241 No.-
지난 2018년 10월 20일, 덴마크 코펜하겐에서는 제1차 ‘녹색성장 및 글로벌 목표 2030을 위한 연대(Partnering for Green Growth and the Global Goals 2030, 이하 P4G)’ 회의가 개최되었다. 우리나라를 포함한 P4G 회원국 정상과 기관·기업·시민사회 파트너 대표들은 지속가능발전과 기후변화 대응을 위한 ‘혁신적 민관 파트너십’을 확대하기로 뜻을 모으고, 이러한 내용이 담긴 ‘코펜하겐 행동 선언’을 채택하였다. P4G는 식량·농업, 물, 에너지, 도시, 순환경제 5개 분야에서의 SDGs 달성을 지원하기 위한 혁신적인 솔루션 개발을 목적으로 설립된 글로벌 파트너십이다. ‘민관 협력(public-private partnerships)’을 파트너십의 기본 모델로 삼고 있다는 점과 이를 실제 사업으로 연결하기 위해 필요한 지식, 경험, 네크워킹, 국제적 인지도 등을 자금과 함께 지원한다는 점에서 다른 SDG 파트너십과 구별되는 특성을 갖는다. P4G는 우리나라의 『2030 의제』 이행 측면에서 두 가지 중요한 의의를 갖는다. 첫째, P4G는 우리나라가 개발도상국의 SDGs 달성을 지원하는 수단 중 하나이다. 전 세계적으로 다양한 SDGs 파트너십이 운영되고 있는데, 그 중 P4G는 우리나라를 포함한 회원국과 다양한 민간 파트너가 참여하는 독특한 파트너십을 통해 개발도상국의 SDGs 달성을 지원하고 있다. 둘째, P4G는 우리나라의 산업, 제품, 기술, 지식, 경험이 국제적으로 진출·확산되는 기회를 제공한다. 이는 국내 기업들이 개발도상국 SDGs 도전 해결에 기여할 수 있는 기회인 동시에 새로운 시장 개척의 기회가 된다. 이러한 맥락에서 본고는 첫째, 국내에 P4G의 구조와 활동을 소개하여 여러 이해당사자들의 인식을 제고하고 참여를 촉진하고, 둘째, 우리나라가 핵심참여국으로서 P4G의 발전에 기여하는 방안을 모색하는 동시에, 셋째, P4G와 국내 정책과의 연계를 통해 국내 이해당사자들의 참여 확대 방안을 제시하고자 한다.