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RISS 인기검색어
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- 저자 : 최임조 ( Im Jo Choi ) (검색결과 3 건)
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최임조 ( Im Jo Choi ),조완근 ( Wan Keun Jo ),신승호 ( Seung Ho Sin ) 한국환경과학회 2016 한국환경과학회지 Vol.25 No.5
The adequacy of urban air quality monitoring networks in the largest metropolitan city, Seoul was evaluated using multivariate analysis for SO2, NO2, CO, PM10, and O3. Through cluster analysis for 5 air pollutants concentrations, existing monitoring stations are seen to be clustered mostly by geographical locations of the eight zones in Seoul. And the stations included in the same cluster are redundantly monitoring air pollutants exhibiting similar atmospheric behavior, thus it can be seen that they are being operated inefficiently. Because monitoring stations groups representing redudancy were different depending on measurement items and several pollutants are being measured at the same time in each air monitoring station, it is seemed to be not easy to integrate or transmigrate stations. But it may be proposed as follows : the redundant stations can be integrated or transmigrated based on ozone of which measures are increasing in recent years and alternatively the remaining pollutants other than the pollutant exhibiting similar atmospheric behavior with nearby station’s can be measured. So it is considered to be able to operate air quality monitoring networks effectively and economically in order to improve air quality.
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다중 이용 건물 또는 지하 실내 공간의 용도에 따른 라돈 오염도 비교와 지하 공간의 시간대별 라돈 농도 변화
최임조(Im-Cho Choi),신승호(Seung-Ho Shin),조완근(Wan-Kuen Jo) 환경독성보건학회 2009 환경독성보건학회지 Vol.24 No.3
A lesser degree of research is available with respect to indoor radon characteristics associated with occupants' exposure. The present study evaluated the radon levels in several public-access buildings or underground facilities, and their temporal variation in underground facilities. Radon measurements were conducted in 2005 and 2006, utilizing a continuous radon detector. A solid alpha detector (RAD7) was utilized to measure indoor radon levels. The mean radon concentrations obtained from the building or facilities were in a descending order: platforms of Daegu subway line 2, 2005 (32 Bq/㎥), hot-air bathroom (14 Bq/㎥), basement of office building (14 Bq/㎥), underground parking garage (14 Bq/㎥), underground shop (12 Bq/㎥), nursery (10 Bq/㎥), platforms of Daegu subway line 2, 2006 (9.0 Bq/㎥), platforms of Daegu subway line 1, 2006 (8.9 Bq/㎥), supermarket (7.9 Bq/㎥), hospital (7.3 Bq/㎥), and second-floor of office building(5.7 Bq/㎥). In general, underground-level facilities exhibited higher radon levels as compared with ground-level facilities. It was suggested that ventilation is an important parameter regarding the indoor levels of a subway. There was a decreasing or increasing trend in hourly-radon levels in a subway, whereas no trend were observed in a basement of office building. In addition, the radon levels in the subway lines 1 and 2 varied according to the platforms. The radon levels in the present study were much lower than those of previous studies. The average annual effective dose (AED) of radiation from indoor radon exposure was estimated to be between 0.043 and 0.242 mSv/yr, depending on facility types. These AEDs were substantially lower than the worldwide average AED (2.4 mSv/yr).
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삼부이론을 적용한 창의적 사고 배양 수업안의 개발 : 지구과학 분야를 중심으로 Especially for High School Earth Science Education
최임조,임영구,강용희,유계화 慶北大學校 科學敎育硏究所 2003 科學敎育硏究誌 Vol.27 No.-
The enrichment triad model(Renzulli, 1977) which was originally developed for teaching and learning of gifted and talented children consists of three types of enrichment activities. Type Ⅰ enrichment activities build knowledge for later use in 'gifted behaviors', and type Ⅱ enrichment activities focus on the 'how-to skills,' attitudes and values the student must develop to become and effective investigator, problem solver and producer. Type Ⅲ enrichment activities, the pursuit of real problems and realization of gifted behavior, are the fundamental goal for this model. In this study we developed enrichment activities for high school earth science class. We could summarize enrichment activities as follows: In studying the fossil section, after reporting their research activities on fossil data, students can understand the fossil theory through questioning and answering their homeworks. They can enhance their interest and curiosity by watching the movie 'Jurassic Part'(type Ⅰ enrichment activities). After making replica of fossil samples(type Ⅱ), they can write their research reports or articles concerning fossils(type Ⅲ). Students can extend their knowledge about fossils through these types of enrichment activities. In studying weather map section, after collecting newspaper clippings or searching internet, students present their knowledge about weather and weather maps(type Ⅰ enrichment activities). Learning how to make weather maps and investigating how to analyze them, student can extend their knowledge(type Ⅱ). Through these activities, students can apply their knowledge to everyday life experience(type Ⅲ). The third program is 'igneous rock' section. Students investigate the fossil formation in Korea(type Ⅰ enrichment activities). They can understand the principle of volcanic activities through experiment of volcano eruption model type Ⅱ. Through drawing pictures, writing assignment of experiment activities and playing the role play of igneous rocks, teachers can help students to acquire cause or interest to study the igneous rocks(type Ⅲ). In conclusion, within a classroom instruction teachers would be utilizing all three types of activities, moving from one to the other as class, and individual needs, demand. By selecting what students want to do and making them to produce results of their activities, we are expecting that teachers can cultivate creative thinking and enhance problem solving ability of students.
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