• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.210-210
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• 2022

This study evaluates Japan's Official Development Assistance (ODA) projects in Thailand from 2011 to 2013 by deploying the Sendai Framework for Disaster Risk Reduction (SFDRR) and the Organization for Economic Cooperation Development (OECD) evaluation criteria. Special attention is placed on disaster-related development assistance activities of Japan through reviewing long-term impacts of the projects. The Japan International Cooperation Agency (JICA) has played a crucial role in transferring Japan's experiences on disaster risk management to developing countries, including Thailand. The study highlights two flood risk management projects in Thailand with the support of JICA after the 2011 floods, namely the Project for the Comprehensive Flood Management Plan for the Chao Phraya River Basin and the Project for Flood Countermeasures for Thailand Agriculture Sector. The case studies demonstrate that the projects were efficiently and effectively conducted for meeting Thailand's needs and requirements. JICA provided multi-hazards risk analysis through scientific data as well as local knowledge. However, achievements of the project did not last for long because of a lack of Thai stakeholders' commitment and JICA's post-project management. It is concluded that a development agency should consider impacts and sustainability of flood risk management projects more carefully from the stage of planning, and the practical application of the knowledge, and technologies should also be monitored progressively after the completion of the project.

• 월간산업보건
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• s.90
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• pp.9-21
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• 1995

1995. 3. 20일부터 6. 15일까지 JICA 연수기간중 일본 키타큐수에 있는 산업의과대학에서 연수받은 내용 중 일부를 소개합니다.

• Journal of Korean Society of Water and Wastewater
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• v.7 no.2
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• pp.55-57
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• 1993

• Proceedings of the Korean Society for Agricultural Machinery Conference
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• 1993.10a
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• pp.1073-1087
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• 1993

Many investigations have been carried out concerning tillage tool performance, including energy requirement . Since the performance of tillage could also be evaluated through the change of soil , then it is necessary to investigate the soil cutting process and the pattern of soil failure. This study was conducted using indoor soil bin, STILT (Soil Tillage Tool Interaction) system. The result shows that the soil bin experiments could provide the clear understandings about phenomena of soil failure. The movement of sil , the successive failures was clearly visualized. The relations between the horizontal and vertical forces to the linear motion blade, the shear force on the shear plane which devides soil layer into several segments were indicated by the fluctuation/vibration of the recorded resistance and forces. The results show that the horizontal force(Fx) and vertical force (Fz) develope their frequencies as the change of velocity of blade (10, 20, 40 mm/sec) for each cutting angle (35, 45, 60 degrees). Resultant force of Fx and Fz are much influenced by the cutting angle.

• Proceedings of the Korean Society of Crop Science Conference
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• 2019.09a
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• pp.21-21
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• 2019

Approximately 80% of rice field in Africa conducts in rainfed (Nishimaki 2017). The rice is damaged by water stress because fields like rainfed lowland repeat drying and humidity of soil because of impossible water control. Then water stress is one of the major limiting factors for decreasing rice yield. So, in initial growth stage, quick and efficient root development is useful way to avoid drought stress by getting water from deeper soil layer with roots elongation as the hypothesis. Daniel et al (2016) reported that NERICA1 and NERICA4 show different patterns of root plasticity for drought stress. NERICA1 has greater development of lateral root in shallow soil layer, while NERICA4 has greater development in deep root elongation to underground. This study was aimed to evaluate the effect of root development in initial growth stage on growing NERICA1 and NERICA4 under different soil moisture condition in rainfed lowland rice field. They were grown in same water condition until 35 days after sowing (35DAS), and after that each varieties were separated in dry and wet condition. The rice plants were grown until 60DAS. The results of soil moisture, the root extension angle, shoot dry weight and bleeding ratio showed that NERICA4 can mitigate dry stress from surface soil compered to NERICA1.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2004.08a
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• pp.113-120
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• 2004

Considering the present and expected demand for human resources by the maritime community, its quantity and quality depend on the number of the ships and the technology applied to them. Scientific and economic developments in this community bring the intensive use of modem technology for many of ships operation. Generally it effects to reduce the quantity of manpower, while it increases the requirement of qualifications of human resources to utilize such advanced technology. Considering above, the maritime education, training and research activities should be revised and updated according to the demand of the community. Because of a difference between the transition of the demand for the human resources and development of the maritime education, training and research activities, there are two most common questions as “What to teach” and “How to teach”. The first question has been asked for many years. The contents of maritime education and training are always related to the existing maritime knowledge and technology and should be updated with consideration of changes of the demand namely “Globalisation of maritime community”. It brings globalisation of the maritime education, training and research activities. The second question is still keeping us busy to look for the best way. Presently traditional methods are used together with new system, while the use of sophisticated simulation, communication and information systems etc. and it is changing our understanding on teaching. This paper introduces the new role of Maritime Institutions from the viewpoints of the maritime education. training and research activities. The role of guide for seafarers and maritime companies is always essential and the concepts such as “Refreshment Training”, “On the Job Training”, “Lifelong” or “Continuous Training” bring new understanding to the training period, trainee's age and position. As a result, the maritime institutions should be ready for their new role, which is, in brief, guiding the maritime society, recommending and providing new learning environments, organising research and developments, performing the education, training and assessment, improving existing methods and developing new methods of the education, training and assessment.

• Journal of the Korean association of regional geographers
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• v.21 no.2
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• pp.411-425
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• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Proceedings of the Korea Water Resources Association Conference
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• 2015.05a
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• pp.128-128
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• 2015

본 연구는 공적개발원조 사업 중 하나로 개발도상국의 실무자 및 정책결정자의 물 관련 재해위험경감 역량 강화를 위한 교육 훈련 프로그램을 검토하고 개발하는데 목적이 있다. 특히, 물 관련 재해에 대한 구조적, 비구조적 대응방식을 균형있게 논의하고 지방정부 및 관련기관과의 협력, 지역사회기반의 재해경감정책 등 새로운 대응방식관련 교육 프로그램을 검토한다. 2000년-2006년 기간 Emergency Disasters Database (EM-DAT)에 기록된 전 세계 2,163건의 물 관련 재해는 총 29만 명 이상의 인명피해와 4,220억 달러의 재산피해를 초래하였다. 이런 재해는 개발도상국이나 선진국 모두에게 치명적이지만 특히 재해대응역량이 부족한 개발도상국에 막대한 손실을 초래하여 국가개발과 존망에 큰 위협이 되고 있다. 그럼에도 불구하고 대부분의 개발도상국은 재해관리를 간과하여 빈곤의 악순환에서 벗어나지 못하고 있는 실정이다. 본 연구는 2005년 효고행동강령(Hyogo Framework for Action: HFA)의 기본원칙, 2011년 중간평가 검토, 2015년 이후 제시될 새로운 재해위험경감 정책의 틀 속에서 재해위험경감 교육 프로그램을 연구하고자 한다. 이를 위하여 개발도상국 공무원을 대상으로 공적개발원조 프로그램을 운영한 천안의 중앙민방위방재교육원과 일본 고베시의 JICA 등을 방문하여 물 관련 재해 대응의 실질적 개선방향을 모색하였다. 물 관련 재해대응을 위한 교육 프로그램 대상은 실무자와 정책결정자로 설정하고 예방/대비/대응/복구의 유형에 따른 교육과정을 검토한다. 재해 대응 역량강화를 위하여 댐이나 제방 등 홍수위험관리기술과 같은 구조적 방식뿐만 아니라 근본적인 재해위험경감을 위한 홍수위험도 분석과 관리, 도시홍수위험경감계획, 관련 법규제정, 지역홍수위험경감과 민관협력 등과 같은 비구조적 방식에 대한 교육도 포함한다. 이런 측면에서 한국의 경제발전 경험과 물 관련 재해관리 경험을 정책, 사업, 사례와 연관시켜 교육을 진행하고 장단점 비교를 통하여 개발도상국 현지에 적합한 모델을 모색한다. 또한 재해발생시 피해규모를 최소화하게 하는 초동대응을 위해서 행정뿐만 아니라 지역, 시민, 기업 등 다양한 이해 당사자와 주체가 참여하는 종합대책교육을 포함한다. 사회경제발전의 지속을 위해서는 재해에 대한 관리가 매우 중요하다. 특히 인간의 삶에 너무도 익숙하지만 홍수, 가뭄 등으로 치명적인 피해를 야기하는 물 관련 재해에 대응하기 위해서는 물 관리와 관련 재해에 대한 전반적인 이해가 필수적이다. 따라서 한국의 물 관리 경험에 기초한 재해위험경감 교육과 훈련은 개발도상국의 효과적인 재해관리를 가능하게 할 것이다.