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해운이슈 - UNCITRAL 국제운송법조약 등 국제협약 선주책임 강화 - 아시아선주대표자회의(ASF), 선주책임 강화에 적극 대응 -
한국선주협회 한국선주협회 2008 해운 Vol.4 No.-
최근들어 선주책임과 관련한 국제사회에서의 논의가 심상치 않다. 해상안전 및 해양환경보전이라는 미명하에 선주책임을 대폭 상향 시키려는 의도가 다분하기 때문이다. 2008년 4월 8일 홍콩에서 아시아선주들이 회합을 갖고, 이러한 현황에 대해 심도 있게 논의하고 선주책임을 강화하려는 국제협약의 제정 및 개정 움직임에 적극 대응해 나가기로 했다. 다음은 선주책임을 대폭 강화하려는 국제협약의 제 개정 움직임을 요약하여 정리한 것이다.
해운이슈 - BBCHP 선박 수입신고는 반드시 해야 한다.(하) - 도입관세 없다고 수입신고 않으면 제재받아 -
한국선주협회 한국선주협회 2007 해운 Vol.2007 No.11
지난 1998년 이전 까지만해도 해운선사들은 BBCHP 선박확보절차(선주협회 실수요자 추천 $\rightarrow$ 해양부 선정 $\rightarrow$ 한국은행 신고)등을 이행하는 과정에서 자연스럽게 수입신고 절차를 숙지하였다. 그러나, 1998년 이후에는 외환자유화로 실수요자 선정절차가 폐지됨에 따라 신설회사 실무자나 새로 소임을 맡은 담당자들이 제반 절차를 제대로 숙지하지 못하여 수입신고를 누락하는 사례가 최근 적발되어 문제가 되고 있다. 다음은 BBCHP 선박의 수입신고의 필요성과 제반절차 등을 '브릿지 합동 관세사무소 김덕용 관세사'의 도움을 받아 정리한 내용을 (상)(하)로 나누어 싣는다.
오선주 청주교육대학교 교육연구원 2018 학교와 수업 연구 Vol.3 No.2
The purpose of this study is to propose self-study as a way to enhance the professionalism of a teacher by releasing the self-study case of a researcher. There have been various attempts to improve the professionalism of teachers. Teachers are trying to improve their individual expertise through self-study, training courses, guidance & consulting, graduate school and participation in learning communities. However, it is difficult for teachers to improve their professionalism due to the fact that they are made out of external force, and that guidance and training are not so effective. Most of all, teachers do not study 'himself/herself as a teacher' and there is no guidance about how to do it. The purpose of this study is to help the teachers who are concerned about the growth of professionalism by showing the cases how a teacher has improved her expertise through self-study. To do this, the research was carried out as follows. First, I presented the significance of self-study, key elements, and major methods. Secondly, I recorded diachronic self-study case and synchronic self-study case. The diachronic self-study was divided into two parts in order to understand how the researcher's identity as a teacher was formed : from the period of elementary school till the period just before being a teacher and the subsequent process of growth in the teacher community. In order to understand how the researcher's beliefs and identity are revealed in the classroom or to the students in the informal self-study, 50 pre-service elementary teachers of C National University of Education helped the synchronic self-study as critical colleagues in art, social practice, technology. The preliminary teachers' criticism of the researcher's class was analyzed based on Johari's Window and the part of the criticism and the thought of the researcher were included with subtitle. The conclusions of the researcher's self-study are as follows. The point of this study, which began as a question of the professionalism of the teacher, was to find my identity as a teacher and the self-study was used as the method. The process of experiencing a self-study can provide an experience of growth that clearly sees the teacher's own identity. In addition, it is not only able to raise the teacher 's own educational sensibility, but also has an expanding character that fosters the educational sensibility of pre-teachers and fellow teachers. Finally, it is possible to propose a different method of professional growth in pre-service teacher education programs and teacher education programs.