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日米同盟と東北アジアの安全保障 - 日米安保協力の現狀と課題 -
鄭勛燮 동북아시아문화학회 2005 동북아 문화연구 Vol.1 No.9
Since the end of the World War Ⅱ,a primary objective of the U.S. policy toward the Northeast Asia has been the promotion of peace and stability on this area, that is first and foremost maintained by a credible deterrent against the possible Soviet aggression. The continued basing of the U.S. forces in Japan under the Japan‐U.S. Security Treaty makes this deterrent both possible and credible. Recently, the Japan‐U.S. alliance has been undergoing some changes. The changes stem from the end of the Cold War, September 11 terrorist attacks, and the wars in Afghanistan and Iraq. These factors have forced Japan to form the new Japan‐U.S. security relations. Now, under the Global Posture Review (GPR) plan, Bush Administration is seeking to transform its military into a leaner, more mobile force to deal with the shifting post‐Cold War security environment. The Japan and U.S. also have been negotiating for more than a year over the reorganization of the U.S. forces in Japan. The U.S. still sees Japan as the linchpin of its security policy in the Northeast Asia. The purpose of this paper is mainly to analyze the present conditions and the issues of Japan‐U.S. security cooperation. This paper also examines about the correlation of a Japan‐U.S. alliance and the security of the Northeast Asia by considering the influences which Japan‐U.S. security cooperation has on neighboring countries.
MBR공정의 질소.인저감 효과 개선을 위한 영향인자분석
정훈섭 ( Hoon-sup Jung ),현길수 ( Kil-soo Hyun ) 한국수처리학회 2020 한국수처리학회지 Vol.28 No.4
This study aims to investigate the effects of carbon/nitrogen/phosphorus (C/N/P) ratio and recirculation on nutrient removal in a membrane bioreactor (MBR) and anaerobic/aerobic(AN/O) processes coupled with MBR by using real facilities. Treatment capacities of a MBR and an AN/O-MBR are 5,000 m3/d and 15,000 m3/d, respectively. Influent characteristics of real wastewater used for this study are BOD <200 mg/L, COD <220 mg/L, T-N <65 mg/L, T-P <8 mg/L, and E-coli.< 100,000 No/mL. In reducing organics and nutrients, AN/O-MBR performance achieved higher efficiencies (5-40% higher) than those of MBR. In particular, the removal efficiencies of N and P by AN/O-MBR were about 0.2-0.4 times higher than those by MBR while both MBR and AN/O-MBR achieved high efficiencies ( >95%) in reducing chemical oxygen demand (COD). For AN/O-MBR in reducing total nitrogen (T-N), internal recirculation (IR) of 1.5-2.0Q achieved higher efficiencies (10-30% higher) than those of IR. In particular, the addition of methanol as carbon source into MBR process achieved higher efficiencies (20-25% higher) than that without methanol. For total phosphorus (T-P) removal, the addition of polyaluminum chloride (PAC) as coagulant into the MBR process achieved higher efficiencies (30-80%) than that without PAC. For transmembrane pressure (TMP) build-up, the results reveal that the additions of methanol and PAC have effects in mitigating TMP build-up compared to MBR process without them.
직업계고 학점제 운영 담당자의 역량 및 교육요구도 분석
정훈섭(Hunseop Jeong),유병구(Byung-Ku Ryu),이병욱(Byung-Wook Lee) 한국직업교육학회 2023 職業 敎育 硏究 Vol.42 No.6
This study aimed to design the competencies of Teachers in Charge of the Vocational High School Credit System and to calculate their educational needs, utilizing The Locus for Focus Model for analysis. The research questions set for this study were as follows: First, what are the competencies of Teachers in Charge of the Vocational High School Credit System? Second, what is the educational need for each competency of these operators? Third, what are the priorities of these educational needs? The specific research results are as follows: Firstly, based on the literature review, a total of 31 competencies in 5 areas were identified for Teachers in Charge of the Vocational High School Credit System, which were finally reviewed through expert FGI. Notably, competencies in the curriculum organization and operation area, such as 'Ability to Organize School Curriculum Planning Meetings' and 'Ability to Organize Vocational High School Credit System Curriculum Operation Meetings', were emphasized as crucial. Secondly, across all areas, teachers' current performance levels were found to be lower than the importance of these competencies, with high educational needs identified. Particularly, the 'Introduction Environment Creation' and 'Curriculum Organization' areas showed the highest educational needs. Thirdly, based on the LF model, a total of 10 competencies were identified as top priority for Teachers in Charge of the Vocational High School Credit System, especially in the areas of 'Introduction Environment Creation', 'Curriculum Organization', and 'Career and Life Guidance'. Based on these findings, the recommendations are as follows: Firstly, stepwise training programs should be developed based on the identified competencies and priorities to enhance the capabilities of these teachers. Secondly, differentiated educational training programs should be designed and provided based on the prioritized competencies. Thirdly, detailed support from the Ministry of Education and local education offices is necessary for the successful establishment of the 2022 revised curriculum and the high school credit system. Fourthly, further research is needed on the competencies related to the credit system for vocational high school teachers, tailored to different types of teachers. 이 연구는 직업계고 학점제 운영 담당자의 역량을 구안하고 이를 기반으로 교육요구도 산출 및 The Locus for Focus Model을 활용하여 분석한 연구이다. 이를 분석하기 위해서 이 연구에서 설정한 연구 문제는 다음과 같다. 첫째, 직업계고 학점제 운영 담당자의 역량은 무엇인가? 둘째, 직업계고 학점제 운영 담당자의 역량별 교육요구도는 어떠한가? 셋째, 직업계고 학점제 운영 담당자의 역량별 교육요구도에 대한 우선순위는 어떠한가 구체적인 연구 결과는 다음과 같다. 첫째, 문헌 연구 결과를 기반으로 구안한 직업계고 학점제 운영 담당자의 역량을 전문가 FGI를 통해 최종 검토한 결과 5개 영역에서 31개의 역량이 도출되었고, 특히, 교육과정 편성 및 운영 영역에서는 ‘학교 교육과정 편성 협의회 조직 운영 능력’과 ‘직업계고 학점제 교육과정 운영 협의회 조직 능력’이 중요한 역량으로 강조되었다. 둘째, 모든 영역에 대해 교사들의 현재 수행 능력이 중요도에 비해 낮고, 교육요구도가 높게 나타났다. 특히 ‘도입 환경 조성’과 ‘교육과정 편성’ 영역에서 가장 높은 교육요구도로 조사되었다. 셋째, LF 모델에 기반하여 직업계고등학교 학점제 운영 담당자의 역량 교육요구도를 분석한 결과 1순위 역량으로 총 10개가 도출되었으며 특히, ‘도입 환경 조성’, ‘교육과정 편성’, ‘진로 및 생활지도’ 영역의 역량의 우선순위가 높은 것으로 조사되었다. 이상의 내용을 기반으로 제언은 다음과 같다. 첫째, 구안된 역량 및 우선순위를 기반으로 단계적인 연수 프로그램의 개발을 통해 교사의 역량 제고를 위한 활동을 실시해야 한다. 둘째, 제시된 역량의 우선순위를 기반으로 하여 차별화된 교육 훈련 프로그램을 설계하고 연수를 제공해야 한다. 셋째, 2022 개정 교육과정 정착을 위해 고교학점제에 대한 교육부 및 시・도교육청 차원의 세밀한 지원이 필요하다. 넷째, 차후 직업계고 전체 교원을 대상으로 교원 유형별 직업계고 학점제 역량 관련 연구가 이루어질 필요가 있다.