• Journal of the Korean association of regional geographers
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• v.12 no.6
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• pp.645-655
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• 2006

Apsan, as part of the main ecosystem of Daegu city, plays an important role for maintaining the environmental sustainability of the large city. Especially varieties of valuable resources, which are cultural, historical, biological, geomorphological and geological, are distributed around Apsan. Therefore the positive preservation plan is required. This paper aims to examine the environmental characteristics of Apsan and then suggests the following ideas for the environmental preservation and sustainable use of Apsan. 1) 'The New Map of Apsan' that includes more exact information needs to be produced. 2) The Apsan ecosystem management plan should be made under the precision natural ecology investigation. 3) For the protection of inanimate object resources, such as geographical feature and geology, the Geotourism Department needs to be established within Daegu metropolitan office of education or the tourism division of Daegu city government. 4) An effective environmental-impact-assessment system should be officially established. 5) the positive administrative and financial support system led by local NGOs is required for the Apsan environmental protection activities and education. 6) It is necessary to bring out into the open prayer sites to prevent forest fire. 7) 'The nature rest year system' enforcement is required to restore the damaged ecological space of Apsan.

• 한국무역상무학회:학술대회논문집
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• 2006.06a
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• pp.45-72
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• 2006

The Equator Principles are a set of voluntary environmental and social guidelines for ethical project finance. These principles commit banks and other signatories to not finance projects that fail to meet these guidelines. The principles were conceived in 2002 on an initiative of the International Finance Corporation and launched in 2003. Since then, dozens of major banks have adopted the Principles, and with these banks among them accounting for more than three quarters of all project loan market volume the Principles have become the de facto standard for all banks and investors on how to deal with potential social and environmental effects of projects to be financed. While regarding the Principles an important initiative, NGOs have criticised the Principles for not producing real changes in financing activities and for allowing projects to go through that should have been screened out by the Principles, such as the Sakhalin-II oil and gas project in Russia. In early 2006, a process of revision of the principles was begun. The Equator Principles state that endorsing banks will only provide loans directly to projects under the following circumstances: - The risk of the project is categorized in accordance with internal guidelines based upon the environmental and social screening criteria of the International Finance Corporation (IFC). - For all medium or high risk projects (Category A and B projects), sponsors complete an Environmental Assessment, the preparation of which must meet certain requirements and satisfactorily address key environmental and social issues. - The Environmental Assessment report addresses baseline environmental and social conditions, requirements under host country laws and regulations, applicable international treaties and agreements, sustainable development and use of renewable natural resources, protection of human health, cultural properties, and biodiversity, including endangered species and sensitive ecosystems, use of dangerous substances, major hazards, occupational health and safety, fire prevention and life safety, socio-economic impacts, land acquisition and land use, involuntary resettlement, impacts on indigenous peoples and communities, cumulative impacts of existing projects, the proposed project, and anticipated future projects, participation of affected parties in the design, review and implementation of the project, consideration of feasible environmentally and socially preferable alternatives, efficient production, delivery and use of energy, pollution prevention and waste minimization, pollution controls (liquid effluents and air emissions) and solid and chemical waste management. - Based on the Environmental Assessment, Equator banks then make agreements with their clients on how they mitigate, monitor and manage those risks through an 'Environmental Management Plan'. Compliance with the plan is required in the covenant. If the borrower doesn't comply with the agreed terms, the bank will take corrective action, which if unsuccessful, could ultimately result in the bank canceling the loan and demanding immediate repayment. - For risky projects, the borrower consults with stakeholders (NGO's and project affected groups) and provides them with information on the risks of the project. - If necessary, an expert is consulted. The Principles only apply to projects over 50 million US dollars, which, according to the Equator Principles website, represent 97% of the total market. In early 2006, the financial institutions behind the Principles launched stakeholder consultations and negotiations aimed at revising the principles. The draft revised principles were met with criticism from NGO stakeholders, who in a joint position paper argued that the draft fails by ignoring the most serious critiques of the principles: a lack of consistent and rigorous implementation.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.454-472
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• 2014

This study is to analyze the approaches of development discourse and its representation in geography curriculum and textbooks for middle school in Korea. The paper examines the spectrum of development discourse in terms of modernization theory, dependency theory, neoliberalism, grassroots development, sustainable development, postcolonism, post-structuralism and post-development. The findings on geography textbook analysis based on them are as follows. First, Most of the textbooks don't include the definition and operational definition on development and sustainable development. Second, development indicators rely on normal economic indicators like GDP or GNI per capita. HDI that includes GDP per capita, level of education and life expectancy is treated in some of the textbooks, and gender index is never presented. Third, a textbook still uses biased terms such as developed and most developed countries instead of developing countries. Fourth, in plans to solve economic unequality and geographical problems, personal level is treated less than the global, nation and NGOs. Finally, statements on sustainable development contain only intergenerational equity, not intergenerational equity. And approaches on sustainable development are based on technocentric approaches more than ecocentric approaches. Thus geography textbooks should be carefully written on development discourse by authors.

• Journal of Korean Society of Forest Science
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• v.99 no.6
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• pp.816-826
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• 2010

The purpose of this study is to investigate the types and processes of corporate philanthropy programs on forestry in Korea 500 largest companies. The result shows that 75 companies of Korea 500 companies (15.0%) participated in corporate philanthropy program related to forestry and there are 113 programs that those companies are proceeding. The types of 108 programs can be divided into 5 parts; 1) volunteer work, 2) creating forests & management, 3) one-time planting work, 4) forest education, 5) training experts & job creation. Among them, volunteer work (55.6%) and creating forests & management (29.6%) showed high proportion. The process of programs depends on their types. The volunteer and one-time planting work were mainly proceeded directly by corporate volunteer organization. But creating forests & management, forest education and training experts & job creation were usually proceeded in consort with local governments, NPOs and NGOs, and so on. These results show that Korean corporate philanthropy in forestry is progressing to strategic philanthropy through participation and partnership of various social groups. This shows the possibility to progress corporate community investment (CCI) with forest education and training experts & job creation.

• Korean journal of communication and information
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• v.60
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• pp.52-74
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• 2012

Legislation needs to be understood within a political, societal relationship among lawmaking bodies rather than by legal provision itself. In order to examine features and functions of communication in the process of legislation, this study conducted focus group interviews with experts as well as in-depth individual interviews. The result of this research as follows: First, the study found that although the domestic legislative process has been made by active interactions among lawmaking subjects, it was hard to conclude that this procedure is providing effective and productive legislative agenda because of chaotic communications made along the process. Second, the study found that national legislative process has been gradually moving, although restricted, to an open political space, the National Assembly, from a closed space, the executive branch. Third, the study found a remarkable feature including growing influence of experts groups and civic organizations in the legislative process. It is a significant change that legislative staff such as National Assembly aides, investigators, expert committeemen and deputy director generals played a role of "insiders," unnoticeably influencing the legislative process, and that civic organizations and NGOs, which have been excluded in the previous legislative processes, emerged as a new influencing circle in the process. Lastly, the study found that media organizations, in the process of developing agenda, had a strong impact on the National Assembly as a subject forming public issues and as a messenger of the legislative agenda while they played a limited role in affecting the government. This study discusses why communication in the domestic legislative process is important and what are some hindering and facilitating factors in the process.

• Journal of the Korean association of regional geographers
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• v.7 no.4
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• pp.105-119
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• 2001

Currently serious conflicts arose for the use of coastal area in Korea. However, there is no mediation program or mediators' activities for conflict resolution which are shown in the developed countries. Even though, the MOMAF(Ministry of Maritime Affairs and Fisheries) was established in 1997 and the Division of Coastal Zone Management under the Ministry took over the authority to establish ICM program and formulated the CZMA(Coastal Zone Management Act) in 1998 after understanding the seriousness of coastal degradation due to the importance of coastal zone management and the understanding of dispute resolution, it still lacks consistency among legislative power on the continuous policy for wise coastal use and management which results coastal conflicts. The objective of this study is to lay the evaluation criteria for the formalized objective evaluation among disputants of coastal conflicts for the better understanding and characterizing of coastal conflicts in Korea. In order to do so, this study has adopted the PCA(Principal Component Analysis) for the subtraction of the components of evaluation mechanism to describe the present conditions of conflicts in the selected study area(Sihwa lake), to analyze the problems, and then to explore alternative approaches for resolving the conflicts. As research methodologies, we have depended upon literature review and field survey methods. As field survey methods, we employed structured questionnaires for the various samples from the experts of research institutes, professors, representatives of NGOs and citizens. Survey results suggested that 5 representative elements comprising 35 detailed elements could be identified. Based on these results, this study was able to identify and classify the evaluation mechanism and help to resolve coastal conflicts in Korea.

• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• 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.

• Korean Journal of Plant Resources
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• v.30 no.1
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• pp.110-123
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• 2017

The authors reviewed the history of creation and management, purposes, extents, methods of creation, planting species and mediums, structure of vegetation layers and legal management, etc. of coastal forests of Korea. Since the Goryeo dynasty, the inhabitants in the coastal regions has long been aware the safety from natural disasters and the local governments manages for the defence and natural disasters, and collaboration among GO and NGOs, as well as enterprises are participating to the conservation of coastal forests in Korea. The purposes of creation and management of coastal forests in historical aspects are prevention of disasters, safety by the Fengsui, military uses, and timber productions, but partly as the places for religious beliefs, safety from diseases and fires, increasing of forest products and fishes, as well as tourists, improving of amenity and landscapes and recreation, inherits of traditional culture, habitats for wildlife, and ecological corridors, etc. The inhabitant in the coastal region who experienced frequent natural disasters has strong supports for the conservation of coastal forest and as a natural resources to inherits to the coming generations as the coastal forests has high values of academic researches on human society, culture, ecology and recreational uses, etc. The extensive overall researches on the creation and managements of coastal forests, as well as cultural tradition in the coastal forests of Korean peninsula are critically essential.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.508-518
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• 2016

The purpose of this study was to develop a curriculum for international social workers. Due to the changed circumstances of social welfare agencies, the demand for international social welfare and the need for suitable training for social welfare education agencies has increased. This study explored the job competency of international social welfare and suggested a competency-based curriculum for international social welfare. Researchers analyzed the social welfare NCS, social welfare curriculum and job of international development cooperation agencies and presented a combined curriculum for international development cooperation and social welfare. The findings are as follows: the core subjects of international social welfare are "Human Rights and Social Welfare", "International Social Welfare", NGOs and International Development Cooperation", "the North Korea Development Project", "International Development Cooperation and ODA", "PCM (Project Cycle Management)", "Evaluation and Monitoring", "Seminars in International Social Welfare", "International Social Welfare Practicum", "International Social Welfare Internship", "Community Welfare and Practice", "Program Planning and Evaluation for Social Welfare", "Social Welfare Ethics and Philosophy", "Skills and Techniques for Social Work Practice", "Multicultural Social Welfare", "Poverty and Social Welfare", "Social Enterprise and the Third Sector", "Social Problems", etc.