• Korean Journal of Construction Engineering and Management
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• v.19 no.2
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• pp.61-72
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• 2018

Conflicts in public construction projects lead to increase social costs as well as construction costs and schedule delay. Therefore, it is important to evaluate the conflict in construction project and find appropriate solutions based on previous cases. In this research, the conflict factors and criteria for evaluating conflict are derived and 30 cases are evaluated by 11 conflict experts. Using k-means clustering, the cases are clustered by three clusters. The cases were analyzed according to the characteristics of each cluster and labeled as 'NIMBY and harmful facility conflict cluster', 'environmental and pollution conflict cluster', and 'PIMFY and small conflicts'. In the future, when conflict occurs in the public construction projects, the conflict can be evaluated using this clustering and the characteristics of the conflicts can be found. As a result, it will be helpful to mitigate the conflict quickly and effectively by looking for previous cases that are suitable for resolving the conflict through appropriate clusters.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2023.05a
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• pp.114-115
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• 2023

공공갈등을 예방하고 효과적으로 대응하기 위해 다양한 제도적 체계가 마련되고 있으나 항만분야를 비롯하여 공공갈등은 오히려 증가하고 있는 추세이다. 이에 본 연구는 항만분야에서 발생한 갈등사례를 다양한 채널을 통해 수집·분류 및 유형화하고 유형별 갈등종결방법을 살펴봄으로써 항만분야 갈등의 유형과 특징을...

• Journal of Environmental Policy
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• v.10 no.2
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• pp.3-19
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• 2011

Nagoya Protocol designed to establish criteria about material trade of biological genetic resources(ABS) was adopted in the 10th conference of the Parties to the Convention on Biological Diversity. In the course of the negotiation for adoption of the protocol, there was conflict between developed and developing countries, resource-rich and poor countries, and multinational corporations and environmentalists. This study investigates conflict process, subjects, issues and major factors in the negotiation case, and analyzes the negotiation by using the Conflict Management Process. To develope conflict management strategies for various conflict cases, we examine previous studies and analyze the intersectional conflict factors of this case and general cases, such as Fundamental side, Resource-allocation side, and Communication/Information-sharing side. These analyses of conflict prevention/resolution of the ABS negotiation show the importance of building mutual trust among stakeholders, enhancing mediator training, and constructing appropriate legislative/policy systems for successful conflict management.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.747-750
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• 2007

오늘날 사회적 다양성이 높아짐에 따라 정책결정을 둘러싼 정부간, 사회집단 간 갈등 역시 증가하고 있으며, 이러한 갈등은 사회발전을 저해하는 요소일 뿐만 아니라 이를 해결하는 과정에서 발생하는 사회적 비용이 매우 크다는 점에서 문제를 발생하고 있다. 따라서 사회적 갈등을 최소화하고 합리적인 의사결정을 도출해낼 수 있는 어떤 의사결정 조정기제가 필요하다고 할 수 있다. 본 연구에서는 새만금 간척사업 사례와 영월댐 사례의 비교를 통하여 갈등의 원인과 관련하여 각 이해 당사자들의 별도 인식 프레이밍이 상호 어떻게 형성, 대립되고 조정되는지, 그리고 이 과정이 어떻게 갈등에 영향을 미치는지 알아보고자 한다.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.303-313
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• 2009

The purpose of this study is to suggest the analysis of disaster conflict and strategies of Conflict Management based on Case of Hebei Spirit Oil Spill Accident. For accomplishing the purpose, we analyzed process and features of conflict in area of Taean after disaster. When we overview literature study about conflict research of korea society, we know that we have no studying disaster conflict in spite of important cause of regional society conflict. Recently, we have been experienced major disaster every year. When disaster such as Case of Hebei Spirit Oil Spill Accident occurred, it is accompanied with a conflict in disaster area. So, we argue that it is important to analyzed disaster conflict and propose strategies of Conflict Management.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.237-260
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• 2015

This study sought to explain the process of conflict between early childhood teacher and parent (T-P conflict) and was guided by the following three questions: (a) how does a T-P conflict begin? (b) how does a T-P conflict develop over time? and (c) how does a T-P conflict end? One hundred cases were provided by private kindergarten teachers with experiences of T-P conflict. A qualitative grounded theory design was used for analysis of the data. Open coding and axial coding resulted in six categories: (a) "causes of conflict" (b) "conditional context of conflict" (c) "state of conflict" (d) "amplification of conflict" (e) "problem solving strategies of conflict", and (f) "cease of conflict". The stage of selective coding drew out three core categories: (a) "prelude with tuneless instruments" (b) "duet for discords and concords, and (c) "splendid finale vs. unplanned intermission". Additionally the study raised the doubts about current early childhood education policies based on neo-liberalism and their impacts on relationships between teachers and parents.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• 한국항공운항학회:학술대회논문집
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• 2015.11a
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• pp.138-143
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• 2015

운항승무원 갈등에 의한 항공기 사고사례에서 볼 수 있듯이, 기장과 부기장 간 갈등이 주요원인이 되어 항공기가 추락하는 등 안전사고가 발생하고 있다. 갈등관련 기장 및 부기장 인터뷰 결과, 기장 승급 기준 불투명, 무리한 비행스케줄에 따른 불만, 대립적인 노사문제, 기장의 권위주의, 군 경력자와 민간비행훈련원 출신 간에 갈등, 격무와 스트레스 등이 주요 갈등원인 이었다. 항공안전관리를 위해서는 갈등원인을 정확히 진단하여 부정적인 갈등이 표출되기 전에 해소시켜야 한다. 또한 건전한 조직문화를 위해서 상호신뢰와 CRM을 바탕으로 한 안전문화를 정착시킬 수 있도록 갈등관리에 대한 지속적인 연구 및 해소대책 강구가 필요하다. 이에 따라 본 연구에서는 갈등에 의한 항공기 사고사례와 운항승무원 갈등원인을 시스템적, 조직 문화적, CRM 적 측면에서 분석하여 각 분야별로 갈등해소 방안을 제시하였다.

• Korean Journal of Construction Engineering and Management
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• v.10 no.6
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• pp.78-87
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• 2009

Because of a wide range of performance and diversity of project and uncertainty caused by complexity and a number of stakeholder, conflict occur necessarily in Urban generation including large-scale and many project which do the same time, for long time. so active conflict management which recognized risk before the fact and deal with conflict is necessarily needed. Therefore, This study is typing conflict cases and indicating critical conflict type through analysis on conflict case about process and stakeholder of urban generation to offer information which is referred to finding a solution when conflict occur by forecasting conflict that can occur before the fact.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.56-64
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• 2007

This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.