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A Critical Review of Gender in South Korea’s Official Development Assistance
SONG, Jisun,KIM, Eun Mee 이화여자대학교 아시아여성학센터 2013 Asian Journal of Women's Studies(AJWS) Vol.19 No.3
This paper critically examines the gender aspects of South Korea’s Official Development Assistance (ODA) with a focus on its legal and policy framework, financial and human resource input, using data on ODA activities from 1991 and 2006 to the present based on KOICA and OECD’s gender marked data, respectively. Gender equality is an important cross-cutting issue for poverty reduction through women’s empowerment in developing countries. It is also recognized by the OECD and other international organizations as being key to enhancing aid effectiveness. The OECD pointed out in its Special Review on South Korea’s ODA, conducted in 2008, that South Korea has not paid much attention on cross-cutting issues, particularly gender equality. This paper concludes that although the South Korean government has made some progress toward enhancing gender issues in its ODA policy framework and guidelines, major challenges remain in emphasizing the significance of gender among its various ODA-related ministries and implementation agencies. There is no consistently holistic approach to gender in government and its actual implementation, as reflected in aid projects, different sectors, types of aid, and the organizational structure of ODA. 한국은 2010년 경제협력개발기구 (OECD) 개발원조위원회 (DAC)에 가입한 이후 본격적으로 원조공여국으로 서구 강국들과 어깨를 나란히 하고 있으며DAC에 가입하면서 한국의 원조사업에서 성주류화를 추진할 의무를 갖게 되었다. 본 연구는 한국의 공적개발원조를 성인지적 관점에서 분석하면서 특히 국제개발협력기본법, 관련 정책, 원조사업비 내역 및 무상원조 집행 기관인 한국국제협력단의 성 주류화 가이드라인과 조직체계를 토대로 공적개발원조 내 성 주류화의 추진 방향 및 발전 정도를 살펴보았다. 이 중 원조사업비 자료는 한국국제협력단이 1991년부터 제공한 분야별 자료와 2006년부터 적용한 OECD 통계시스템 내 젠더마커 반영 자료를 사용하였다. 원조에서의 성 주류화는 개발도상국의 여성역량강화, 원조효과성 향상 및 빈곤퇴치와 지속가능한 발전을 위한 주요 과제이다. 본 연구는 한국정부의 성 주류화 추진이 발전해 오고 있으나 본 연구는 한국정부의 성 주류화 추진이 발전해 오고 있으나 모든 원조사업을 아우르는 포괄적인 성 주류화 정책이 부재할 뿐 아니라 상당부분이 무상원조에 제한되어 있고 관련 예산 및 인력 또한 매우 적음을 보여준다.
부산글로벌파트너십(GPEDC) 활성화 전략 도출을 위한 탐색적 연구 : 델파이 방법을 적용하여
송지선(Jisun Song),김지현(Ji Hyun Kim),박혜민(Hyemin Park),안지용(Jiyong An),한승헌(Seungheon Han) 국제개발협력학회 2021 국제개발협력연구 Vol.13 No.2
연구목적: 본 연구는 개발효과성 향상을 위한 논의와 실천의 플랫폼으로서 GPEDC 활성화를 위한 개선 전략 도출을 목적으로 한다. 지난 10년간 GPEDC 활동을 점검하고 효과적인 이행 방안을 도출함으로써 개발효과성 담론 강화에 기여하고자 하였다. 연구의 중요성: GPEDC 활동에 대한 선행연구가 미비한 바, 활동을 “거버넌스- 이행-교육 측면”에서 분석하고, 당면 과제와 개선 방안을 분석적 방법으로 도출 했다는 점에서 중요성과 독창성을 갖는다. 연구방법론: 국내 개발협력 전문가와의 심층인터뷰 및 델파이 패널을 구성하 여 총 3회에 걸쳐 델파이 조사를 실시하였다. 연구결과: 거버넌스 체계 강화와 SDGs와의 연계성 확보, 명확한 모니터링을 통한 결과 활용도 제고, 플랫폼으로서 GPEDC 활동의 실효성 제고 등에서 델파 이 패널 간 의미있는 합의를 도출하였다. 결론 및 시사점: 운영위원회와 고위급 참여 강화, SDGs와의 연계 강화, 모니터링 의 일관성을 보장할 수 있는 개도국의 역량 구축 및 LAP의 핵심 기능 재편 등 GPEDC의 역할과 기여를 강화하기 위한 후속 조치를 실행해야 한다. Purpose: This study explored a strategy to revitalizing the GPEDC as a platform to promote development effectiveness in the era of SDGs. With this study, we tried to contribute to the development effectiveness discourse by accessing GPEDC activities over the past 10 years. Originality: It analyzed the GPEDC’s activities in the “governance-performance-education” framework and derives the challenges and means for improvement in an analytical manner, as it lacks previous research on GPEDC activities. Methodology: In-depth interviews with development cooperation experts in Korea and Delphi panels were organized to conduct three rounds of Delphi surveys. Result: Significant agreements were reached between Delphi panels in strengthening governance systems, securing connectivity with SDGs, enhancing utilization of monitoring results, and enhancing the effectiveness of GPEDC activities as a platform for achieving development effectiveness. Conclusions and Implication: Following measures should be implemented to enhance the further advance GPEDC’s role and contribution in the SDGs era: reinforce the steering committee and high-level participation, strengthen linkages with the SDGs, build developing countries’ capacity to ensure consistency in monitoring and reorganize the core functions of LAP.
Mesenchymal Stem Cell Therapy Alleviates Interstitial Cystitis by Activating Wnt Signaling Pathway
Song, Miho,Lim, Jisun,Yu, Hwan Yeul,Park, Junsoo,Chun, Ji-Youn,Jeong, Jaeho,Heo, Jinbeom,Kang, Hyunsook,Kim, YongHwan,Cho, Yong Mee,Kim, Seong Who,Oh, Wonil,Choi, Soo Jin,Jang, Sung-Wuk,Park, Sanghyeo Mary Ann Liebert 2015 STEM CELLS AND DEVELOPMENT Vol.24 No.14
Park, Jisun,Song, Jinwoong,Abrahams, Ian Springer-Verlag 2016 SCIENCE & EDUCATION Vol.25 No.1
<P>This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term 'unintended' learning to distinguish it from 'intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers' deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.</P>