재래시장 환경개선 지원정책 개발에서의 지역 장소적 기능 도입 (Introduction of region-based site functions into the traditional market environmental support funding policy development)
-
- 한국유통학회:학술대회논문집
- /
- 한국유통학회 2005년도 춘계학술대회 발표논문집
- /
- pp.383-405
- /
- 2005
재래시장은 지역의 중심지적인 특성과 문화적인 특성이 고스란히 반영된 지역 거점지이며 인근 지역주민의 상거래라는 1차적 장소적 기능과 사회문화적 측면의 상호 정보문화교류, 커뮤니티 공간 형성으로 유통의 집객시설과 집적시설로서 중요한 역할과 기능을 하고 있다. 5인 이하 가족 단위의 생계형으로 취급상품, 구입방범, 판매방식 등이 전근대적인 경영기법을 통해 한국의 대표적 소매업태로서의 역할을 해오고 있다. 1990년대 이후 신유통업태와 대형할인점 진출로 인해 재래시장은 급격한 경쟁력 상실과 소비자들의 생활수준의 향상, 구매패턴의 변화, 인터넷의 급속한 확산 등 외부적인 유통 환경변화에서 경쟁력을 상실하고 설 자리를 잃어가고 있다. 정부의 지역경제 활성화와 국민경제의 발전 측면에서 고령화된 재래시장에 대한 대책 중 정부의 예산지원 정책으로 환경개선사업, 연구용역, 경영현대화중심의 국고지원 사업은 2001년부터 2004년까지 총 3,853억원의 국고가 지원되었으나 활성화 사업의 실효성에는 아직 정확히 나타나고 있지 않은 상황으로 조사되었다. 또한 지원사업을 추진함에 있어 시장상인리더들의 전문성결여로 종합적인 추진전략과 중장기적 계획수립 및 자발적인 상인들의 합의점 유도 반감으로 지속적인 사업추진방향에 한계점을 나타냈다. 재래시장이 단순히 물건을 사고파는 물리적인 장소적 의미에서 벗어나 새로운 지역 장소적 생활공간으로 커뮤니티적 접근을 통한 장소적 창조전략이 필요하다. 이에 시대적 패러다임 변화에 따른 새로운 사업 방향 전환을 통해 재래시장의 장소적 기능 도입을 동해 문화적 경제적 의미를 지닌 공간으로 재조명을 동해 발전방향을 제시하고자 한다. 재래시장은 지역 기반으로 한 지역생활자들과 자연스럽게 커뮤니티를 상호 형성하고 정보와 지식 공유를 통해 부 창출 공간으로 재생되어야 할 것이다 재래시장이 부 창출 공간으로 재생하려면 시대적 장소적 환경에 맞는 시설과 교류활동을 통찬 상호신뢰구축 활동 속에서 고객이 원하는 방향으로 영업환경도 변화하여야 하며, 지역단위 중심 영국의 TCM, 미국의 BID, 일본의 TMO 등 해외 벤치마킹을 통한 단위 시장상가 점포단위의 점(點)정책에서 선(線)단위의 상가로 환경사업과 거시적인 지역단위중심인 면(面) 정책적 접근을 통한 커뮤니티적인 발상 전환이 필요하다. 국내외 사례비교 분석을 통해 사회적 정책수요 발굴과 기존의 추진방법에 대한 선진사례 연구를 통한 NPO, NGO 등의 시민기업가와 이를 수행키 위한 혁신성과 전문성조정능력을 갖춘 리더자 양성이 무엇보다 중요하다. 특히 지역자원 활용 소스 중심의 문화관린 산업의 seeds 발굴과 향토상품의 상품화와 네트워크 조직망 구축을 위한 지역중심의 복합 생활문화 공간이 필요할 것이며, 이를 촉진키 위한 mentor academy시스템 접근을 통해 점점 고령화되어 가고 있는 재래시장에 대해 차별적 특성이 반영된 종합적이고 체계적 접근 방법연구가 필요하다.
충남(忠南) 전북지방(全北地方) 적송림(赤松林)의 천이과정(遷移過程)을 연구(研究)하기 위하여 솔잎혹파리의 피해지속기간(被害持續期間)에 따라 피해극기지(被害極基地) (5년전(年前)에 피해발생(被害発生))인 공주(公州)(A), 피해지속지(被害持續地)(10년전(年前)에 피해발생(被害発生))인 부여(扶餘)(B), 피해회복지(被害回復地)(20년전(年前)에 피해발생(被害発生))로서 고창지역(高敞地域)(C)을 조사지역(調査地域)으로 설정(設定)하고, 각(各) 조사지역별(調査地域別)로 환경요인(環境要因)과 식생상태(植生狀態)를 調査하여, 환경요인(環境要因)과 식생상태(植生狀態), 삼림군집(森林群集)의 비교(比較), 식물상(植物相)의 변화(変化) 등(等)을 분석(分析)한 결과(結果)를 요약(要約)하면 다음과 같다 1. 임분(林分)이 솔잎혹파리피해(被害)로 부터 회복(回復)되어 감에 따라 식생구성(植生構成)에 변화(変化)가 오고 대상수종(代償樹種)으로 발달(発達)된 참나무류(類)의 상대우점치(相対優点値)가 감소(減小)되었다. 그러나 본(本) 조사지역내(調査地域內)에서는 상수리나무의 상대우점치(相対優点値)가 다른 참나무류(類) 보다 높았다. 2. 솔잎혹파리피해(被害)가 지속(持續)됨에 따라 삼림군집(森林群集)의 종구성상태(種構成狀態)가 점차 다양(多樣)하여진다. 그후 피해(被害)가 회복(回復)됨에 따라 임분(林分)의 종구성상태(種構成狀態)는 단순화(单純化)되는 것으로 나타났다. 3. 상대밀도(相対密度) 및 상대우점치(相対優点値)의 상대치(相対値)에 의(依)한 식생천이(植生遷移)를 종합분석(綜合分析)한 결과(結果) 솔잎혹파리피해(被害)의 극심(極甚)에서 우점종(優点種)을 이루던 참나무류(類)가 피해(被害)로부터 회복(回復)되어감에 따라 그 값이 감소(減少)되고, 싸리류(類), 진달래류(類) 등(等)이 하층식생(下層植生)을 형성(形成)하는 삼림군집(森林群集)으로 변화(変化)하여 갔다. 4. 식생(植生)에 미친 토심(土深), 토양함수량(土壤含水量), 유기물함량(有機物含量), 그리고 유기물층(有機物層)의 두께는 본(本) 조사대상지(調査対象地)의 범위내에 있어서는 거의 같은 것으로 사료(思料)되었고 연평균강수량(年平均降水量)과 온도(温度)도 유사(類似)하였다고 본다.
This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.
The main purpose of the investigation of an accident caused by aircraft is to be prevented the sudden and casual accidents caused by wilful misconduct and fault from pilots, air traffic controllers, hijack, trouble of engine and machinery of aircraft, turbulence during the bad weather, collision between birds and aircraft, near miss flight by aircrafts etc. It is not the purpose of this activity to apportion blame or liability for offender of aircraft accidents. Accidents to aircraft, especially those involving the general public and their property, are a matter of great concern to the aviation community. The system of international regulation exists to improve safety and minimize, as far as possible, the risk of accidents but when they do occur there is a web of systems and procedures to investigate and respond to them. I would like to trace the general line of regulation from an international source in the Chicago Convention of 1944. Article 26 of the Convention lays down the basic principle for the investigation of the aircraft accident. Where there has been an accident to an aircraft of a contracting state which occurs in the territory of another contracting state and which involves death or serious injury or indicates serious technical defect in the aircraft or air navigation facilities, the state in which the accident occurs must institute an inquiry into the circumstances of the accident. That inquiry will be in accordance, in so far as its law permits, with the procedure which may be recommended from time to time by the International Civil Aviation Organization ICAO). There are very general provisions but they state two essential principles: first, in certain circumstances there must be an investigation, and second, who is to be responsible for undertaking that investigation. The latter is an important point to establish otherwise there could be at least two states claiming jurisdiction on the inquiry. The Chicago Convention also provides that the state where the aircraft is registered is to be given the opportunity to appoint observers to be present at the inquiry and the state holding the inquiry must communicate the report and findings in the matter to that other state. It is worth noting that the Chicago Convention (Article 25) also makes provision for assisting aircraft in distress. Each contracting state undertakes to provide such measures of assistance to aircraft in distress in its territory as it may find practicable and to permit (subject to control by its own authorities) the owner of the aircraft or authorities of the state in which the aircraft is registered, to provide such measures of assistance as may be necessitated by circumstances. Significantly, the undertaking can only be given by contracting state but the duty to provide assistance is not limited to aircraft registered in another contracting state, but presumably any aircraft in distress in the territory of the contracting state. Finally, the Convention envisages further regulations (normally to be produced under the auspices of ICAO). In this case the Convention provides that each contracting state, when undertaking a search for missing aircraft, will collaborate in co-ordinated measures which may be recommended from time to time pursuant to the Convention. Since 1944 further international regulations relating to safety and investigation of accidents have been made, both pursuant to Chicago Convention and, in particular, through the vehicle of the ICAO which has, for example, set up an accident and reporting system. By requiring the reporting of certain accidents and incidents it is building up an information service for the benefit of member states. However, Chicago Convention provides that each contracting state undertakes collaborate in securing the highest practicable degree of uniformity in regulations, standards, procedures and organization in relation to aircraft, personnel, airways and auxiliary services in all matters in which such uniformity will facilitate and improve air navigation. To this end, ICAO is to adopt and amend from time to time, as may be necessary, international standards and recommended practices and procedures dealing with, among other things, aircraft in distress and investigation of accidents. Standards and Recommended Practices for Aircraft Accident Injuries were first adopted by the ICAO Council on 11 April 1951 pursuant to Article 37 of the Chicago Convention on International Civil Aviation and were designated as Annex 13 to the Convention. The Standards Recommended Practices were based on Recommendations of the Accident Investigation Division at its first Session in February 1946 which were further developed at the Second Session of the Division in February 1947. The 2nd Edition (1966), 3rd Edition, (1973), 4th Edition (1976), 5th Edition (1979), 6th Edition (1981), 7th Edition (1988), 8th Edition (1992) of the Annex 13 (Aircraft Accident and Incident Investigation) of the Chicago Convention was amended eight times by the ICAO Council since 1966. Annex 13 sets out in detail the international standards and recommended practices to be adopted by contracting states in dealing with a serious accident to an aircraft of a contracting state occurring in the territory of another contracting state, known as the state of occurrence. It provides, principally, that the state in which the aircraft is registered is to be given the opportunity to appoint an accredited representative to be present at the inquiry conducted by the state in which the serious aircraft accident occurs. Article 26 of the Chicago Convention does not indicate what the accredited representative is to do but Annex 13 amplifies his rights and duties. In particular, the accredited representative participates in the inquiry by visiting the scene of the accident, examining the wreckage, questioning witnesses, having full access to all relevant evidence, receiving copies of all pertinent documents and making submissions in respect of the various elements of the inquiry. The main shortcomings of the present system for aircraft accident investigation are that some contracting sates are not applying Annex 13 within its express terms, although they are contracting states. Further, and much more important in practice, there are many countries which apply the letter of Annex 13 in such a way as to sterilise its spirit. This appears to be due to a number of causes often found in combination. Firstly, the requirements of the local law and of the local procedures are interpreted and applied so as preclude a more efficient investigation under Annex 13 in favour of a legalistic and sterile interpretation of its terms. Sometimes this results from a distrust of the motives of persons and bodies wishing to participate or from commercial or related to matters of liability and bodies. These may be political, commercial or related to matters of liability and insurance. Secondly, there is said to be a conscious desire to conduct the investigation in some contracting states in such a way as to absolve from any possibility of blame the authorities or nationals, whether manufacturers, operators or air traffic controllers, of the country in which the inquiry is held. The EEC has also had an input into accidents and investigations. In particular, a directive was issued in December 1980 encouraging the uniformity of standards within the EEC by means of joint co-operation of accident investigation. The sharing of and assisting with technical facilities and information was considered an important means of achieving these goals. It has since been proposed that a European accident investigation committee should be set up by the EEC (Council Directive 80/1266 of 1 December 1980). After I would like to introduce the summary of the legislation examples and system for aircraft accidents investigation of the United States, the United Kingdom, Canada, Germany, The Netherlands, Sweden, Swiss, New Zealand and Japan, and I am going to mention the present system, regulations and aviation act for the aircraft accident investigation in Korea. Furthermore I would like to point out the shortcomings of the present system and regulations and aviation act for the aircraft accident investigation and then I will suggest my personal opinion on the new and dramatic innovation on the system for aircraft accident investigation in Korea. I propose that it is necessary and desirable for us to make a new legislation or to revise the existing aviation act in order to establish the standing and independent Committee of Aircraft Accident Investigation under the Korean Government.