• Title/Summary/Keyword: 사례서

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Analyzing the Negotiation Process for the Adoption of Nagoya Protocol on Access to Genetic Resources and the Fair and Equitable Sharing Arising from their Utilization using the Conflict Management Process (갈등 관리 프로세스에 의한 ABS협상의 갈등 사례 분석)

  • Min, Seo-Jeong;Lee, Gwan-Gyu;Kim, Joon-Soon
    • 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.

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A Study of Conceptual Change Processes among Pre-Service Science Teachers relating to Conductor and Electrolyte as Electrified Materials (전기가 흐르는 물질로서 도체와 전해질에 대한 예비과학교사들의 개념변화 과정에 대한 연구)

  • Paik, Seoung-Hey;Kim, Kyoung-Eun
    • Journal of The Korean Association For Science Education
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    • v.33 no.6
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    • pp.1103-1118
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    • 2013
  • In this research, we analysed definitions and examples of conductor and electrolysis concept in middle school science textbooks. We also surveyed 9 senior pre-service teachers' understanding of the concept definitions and appropriate examples. From the analysis of the textbooks, we found that the possibility of misunderstanding of learners is high because of the broad definition concept and narrow list of examples. After confirming the differences among pre-service teachers' understanding of the subject through questionnaires and interviews, they also debated for a need to an agreement on scientific concepts. The pre-service teachers recognized the meaning of social constructivism and the need for an agreement process in teaching science concepts.