Understanding and contextualizing the Indo Pacific Economic Framework

학위논문(석사) -- 서울대학교대학원 : 국제대학원 국제학과(국제협력전공), 2023. 2. Sheen Seong-Ho.2016년 트럼프 행정부의 환태평양경제동반자협정(TPP) 탈퇴는 특히 경제정책과 무역규칙 설정 분야에서 아시아에서 미국의 입지를 크게 위태롭게 했다. 지난 몇 년 동안 다자간 및 지역 협력에 대한 미국의 참여 부족에 대한 전망은 중국이 주도하는 지역 협력의 증가로 인해 악화되었을 뿐이다. 그러자 바이든 새 행정부가 중국의 지역포괄적경제동반자협정(RCEP)과 균형을 맞출 수 있을 만큼 충분히 경쟁력 있는 구상을 제안하는 것이 시급해졌다. 바이든 대통령이 취임한 직후 현 정부의 아시아 재도전 전략으로 인도태평양경제체제(IPEF)가 제안될 것으로 보인다. 모두가 놀랍게도, IPEF는 자유무역협정이 아니며, 시장 접근 조항도 없을 것이며, 행정부는 현재 포괄적인 CPTPP에 가입하는 것을 고려하고 있지 않았다. 아시아 태평양 지역의 미·중 경쟁이 사상 최고조에 달하는 시대에 IPEF의 제안은 상대적으로 약하고, 그 개념에서 제한적이라고 인식될 수 있다. 냉전 초기부터 트럼프 행정부에 이르기까지 아시아태평양 지역 경제협력에 대한 미국의 역할과 참여에 초점을 맞춘 역사적 개요를 통해 현 행정부와 IPEF에 여전히 매우 만연해 있는 다른 구조적 요인들을 발견하지만, 많은 관행을 발견하기도 한다.그는 워싱턴에서 전례가 없었다. 우리는 미국이 쇠퇴하는 세계 경제 헤게모니로서 자신의 결점을 인식하고 있으며, 경제 분야에서 무역 규칙을 정하는 힘과 관련성을 되찾는 것을 목표로 하는 방식으로 창의력을 발휘하고 있다고 본다. IPEF에서 우리는 지역 FTA가 발생하기 전에 아시아 태평양에서 경제 협력을 위한 가장 일반적인 방법이었던 소프트 자발적 다자주의로 돌아가는 것을 볼 수 있다. 그러나 뜻을 같이하는 국가들 사이에서 서로 다른 협상이 소일하게 진행될 방식은 이 지역에서 증가하는 소일주의 선호와 일관성을 보일 뿐만 아니라 이 지역에서 미국의 통상적인 운영 방식과 많은 연속성을 보여준다. 중국 관련 양극화 가능성에 대해 IPEF는 TPP와 유사한 개방적이고 포괄적인 이니셔티브이자 중국을 명시적으로 겨냥한 무역 블록이 아닌 정책 결정 플랫폼으로 스스로를 제시한다. 그러나 이것은 IPEF가 제한이 없다는 것을 의미하지는 않는다. 시장 접근성의 부족은 일부 아시아 국가들에게 이 이니셔티브가 중국을 적대시할 만한 가치가 없을 수 있으며, 일부 국가가 첫 단계에서 협상에 참여하지 않는다는 사실은 동아시아 토종 국가들과 충돌하는 미국 주도의 지역주의에 대한 과거의 분노를 불러일으킬 수 있다. 이와 함께 다소 비공식적이고 토론 기반이었던 과거 조직들은 제한적인 결과와 구속력이 없는 합의를 이끌어냈으며, 이로 인해 IPEF는 미국이 규칙 제정 권한을 얻는 데 이상적인 도구가 아닐 수 있다. 앞으로 미국이 역사를 되돌아보고 아시아 태평양에서의 다자간 이니셔티브에 참여하거나 참여하지 않는 것과 관련된 과거의 실수를 피하는 것이 관건이 될 것이다. IPEF는 국내 경기 침체와 의회 비준을 뛰어넘는 혁신적인 방법을 제시하며, 높은 품질 기준을 만들고 패권 리더십을 재정의하는 데 초점을 맞추고 있다. 마지막으로, 우리는 과거의 실수를 피하고 중요한 결과로 이어지기 위해 이니셔티브가 충족되어야 하는 몇 가지 조건을 고려할 것이다.The withdrawal from the Trans Pacific Partnership (TPP) by the Trump administration in 2016 significantly jeopardized the United States position in Asia, specially when it came to economic policy and trade rules-setting arena. The prospects of said lack of participation of the United States during the last years in multilateral and regional cooperation only worsened with increased regional cooperation led by China. It, then, became urgent for the new Biden administration to propose an initiative that could be competitive enough to counter balance Chinas Regional Comprehensive Economic Partnership (RCEP). Soon after president Biden took office, the Indo Pacific Economic Framework (IPEF) would be proposed, as the current administrations grand strategy to re-pivot to Asia. To everyones surprise, the the IPEF was not going to be a free trade agreement, nor have any market access provisions, and the administration was not considering joining the now Comprehensive CPTPP. In an age where US-China competition in Asia Pacific is at an all-time high, the IPEFs proposal can be perceived as relatively weak, and limited from its very conception. Through a historical overview focused on the US role and participation in regional economic cooperation in Asia Pacific, ranging from the beginning of the Cold War to the Trump administration, we find different structural factors that are still very much prevalent in the current administration and the IPEF, but we also find many practices that have been unprecedented in Washington. We see a United States aware of its own shortcomings as a declining global economic hegemony, and for this creative in the ways it aims to regain trade rules-setting power and relevance in the economic field. In the IPEF we see a return to soft voluntary multilateralism that was the most prevalent method for economic cooperation in Asia Pacific before the rise of regional FTAs. However, the way the different negotiations will be undertaken, in a minilateral manner among like-minded countries, shows a lot of continuity with the US usual modus operandi in the region, as well as coherence with the increasing preference for minilateralism in the region. Regarding possible polarization with China, the IPEF presents itself as an open and inclusive initiative, similar to the TPP, as well as a policy-making platform rather than a trade bloc that targets China explicitly. This, however, does not mean that the IPEF is free of limitations. The lack of market access might make the initiative not be worth the risk of antagonizing China for many Asian states, and the fact that some countries are excluded from the negotiations in its first stages might bring back past resentments of US-led regionalism colliding with that native to East Asia. Together with this, past organizations that were rather informal and discussion-based have resulted in limited outcomes and non-binding agreements, which might make the IPEF not the ideal tool for the United States to gain rules-setting power. Going forward, it will be key for the United States to look back in history and avoid past mistakes related to its participation, or lack thereof, in multilateral initiatives in Asia Pacific. The IPEF presents an innovative way of going beyond domestic economic downturn and congressional ratification, focusing on creating high quality standards and redefining hegemonic leadership. Lastly, we will consider some conditions that the initiative should meet for it to avoid past mistakes and lead to significant outcomes.I. Introduction 4 1. Purpose of Research 5 II. Background 7 1. Biden Administration and the Indo Pacific Economic Framework 7 III. The United States role in East Asian and Asia Pacific regional initiatives 9 1. Cold War years: Southeast Asian Japan-led East Asian regionalism 9 2. Post-Cold War years: The rise of East Asian regionalism 25 3. Current day: Biden Administration 49 IV. Unpacking the Indo Pacific Economic Framework 62 1. Understanding the format of the IPEF 62 2. Potential limitations of the IPEF 72 V. Conclusion — Policy suggestions 80 Bibliography 85 Abstract in Korean 94석

QR-Learning: la romanización en la enseñanza de Historia

El proceso de enseñanza y aprendizaje en Ciencias Sociales permite el uso, cada vez en mayor medida, de dispositivos móviles y tecnológicos para promover la interacción del alumnado y apoyar así su propia construcción del aprendizaje. En este caso, se ha desarrollado una experiencia de innovación docente con el alumnado del Grado de Educación Primaria de la Universidad de Alicante, en la cual han trabajado de manera cooperativa los contenidos referidos al proceso de Romanización, y lo han hecho investigando y creando materiales didácticos mediante la aplicación de códigos QR en la asignatura de Didáctica de la Historia. Antes de comenzar la experiencia se detectaron los conocimientos previos del alumnado para conocer lo que previamente ya sabían de la romanización, a continuación, y trabajando en grupo, crearon un blog como soporte de la información que enlazarán con el código QR. Por último, la información volcada sobre el blog, fue presentada a través del código tratando que fuera lo más variado y didáctica posible

La formación de maestros en Historia a través de las tecnologías y el trabajo colaborativo

Esta investigación plantea una serie de experiencias en el ámbito de las Ciencias Sociales y, concretamente, en la enseñanza de la historia, a través de las cuales conoceremos diferentes herramientas que dirigen al futuro profesorado de Primaria hacia una nueva concepción de la didáctica de la historia, partiendo de la base de una enseñanza fundamentada en el método del historiador: el trabajo colaborativo, las fuentes y la investigación histórica. En este sentido nuestro objetivo principal es el de usar la innovación didáctica para apoyar el uso de la metodología investigativa en la enseñanza de la historia, de modo que consigamos un proceso de enseñanza y aprendizaje realmente significativo para nuestro alumnado. Así se plantea el uso de diferentes recursos educativos como Photo Peach, Glogster, las rutinas de pensamiento o la producción literaria para alcanzar los objetivos propuestos en esta experiencia didáctica. Entre los resultados obtenidos en este proceso se observan avances en el uso de las fuentes históricas, un análisis crítico de las mismas, la llegada de acuerdos y consensos a la hora de exponer estos resultados investigativos y, por último, un modelo creativo de presentar sus investigaciones desde mapas mentales hasta cuentos infantiles pasando por la producción de vídeos

La enseñanza de la Historia a través de las tecnologías, la creatividad y el trabajo colaborativo

En el ámbito de la Didáctica de las Ciencias Sociales, la enseñanza de la disciplina histórica, suele normalmente asociarse a un proceso de enseñanza-aprendizaje basado en el conductismo, por eso a través de esta investigación hemos llevado a cabo experiencias didácticas que ahondasen en la innovación educativa partiendo de la base de una enseñanza fundamentada en el método del historiador: la investigación, el trabajo cooperativo y el análisis de las fuentes históricas. Para desarrollar esta concepción en la enseñanza de la Historia hemos tenido en cuenta que el proceso se convirtiese en un elemento significativo de aprendizaje, de modo que los procedimientos se transformaban, gracias a la indagación, en un nuevo centro de interés para el alumnado. De ese modo hemos querido apostar por novedades metodológicas que implicasen el trabajo con las TIC, como los programas Photopeach o Glogster, el uso de las rutinas de pensamiento, para afianzar un aprendizaje crítico y reflexivo, así como la producción literaria para favorecer el uso de las fuentes históricas y al mismo tiempo trabajar la creatividad de nuestro alumnado. Entre los resultados obtenidos en este proceso se observan avances en el uso de las fuentes históricas, un análisis crítico de las mismas, la llegada de acuerdos y consensos a la hora de exponer estos resultados investigativos y, por último, un modelo creativo de presentar sus investigaciones desde mapas mentales hasta cuentos infantiles pasando por la producción de vídeos

Use of a temporary immersion bioreactor system for the sustainable production of thapsigargin in shoot cultures of <i>Thapsia garganica</i>

Abstract Background Thapsigargin and nortrilobolide are sesquiterpene lactones found in the Mediterranean plant Thapsia garganica L. Thapsigargin is a potent inhibitor of the sarco/endoplasmic reticulum calcium ATPase pump, inducing apoptosis in mammalian cells. This mechanism has been used to develop a thapsigargin-based cancer drug first by GenSpera and later Inspyr Therapeutics (Westlake Village, California). However, a stable production of thapsigargin is not established. Results In vitro regeneration from leaf explants, shoot multiplication and rooting of T. garganica was obtained along with the production of thapsigargins in temporary immersion bioreactors (TIBs). Thapsigargin production was enhanced using reduced nutrient supply in combination with methyl jasmonate elicitation treatments. Shoots grown in vitro were able to produce 0.34% and 2.1% dry weight of thapsigargin and nortrilobolide, respectively, while leaves and stems of wild T. garganica plants contain only between 0.1 and 0.5% of thapsigargin and below detectable levels of nortrilobolide. In addition, a real-time reverse transcription PCR (qRT-PCR) study was performed to study the regulatory role of the biosynthetic genes HMG-CoA reductase (HMGR), farnesyl diphosphate synthase (FPPS), epikunzeaol synthase (TgTPS2) and the cytochrome P450 (TgCYP76AE2) of stem, leaf and callus tissues. Nadi staining showed that the thapsigargins are located in secretory ducts within these tissues. Conclusions Shoot regeneration, rooting and biomass growth from leaf explants of T. garganica were achieved, together with a high yield in vitro production of thapsigargin in TIBs

Didáctica de las Ciencias Sociales

El trabajo de la Red de innovación didáctica en la asignatura de Didáctica de la Historia durante el curso 2014/15 giró en torno al trabajo con las TIC y el método investigativo como eje para enseñar los contenidos conceptuales de este ámbito. Para unir estos dos ejes la RED de innovación didáctica sobre la enseñanza de la Historia realizó una pequeña experiencia didáctica en clase a través del QR-Learning en la que los alumnos debían investigar por grupos sobre el contenido de la romanización para trasladar después el conocimiento adquirido a través de los dispositivos móviles. Se analizó el conocimiento previo del que partía el alumnado y se comparó con el surgido después del trabajo, aportando resultados muy positivos y reveladores, sobre su modo de aprendizaje a través de la investigación y de la tecnología

QR-Learning: educar en igualdad de género a través del arte

La aplicación de tecnologías móviles (m-learning) se va abriendo pasos en las aulas conectando así los dispositivos más usados en la vida cotidiana de los estudiantes con las estrategias metodológicas que usan los profesores para enseñar en el aula. En la investigación que se presenta se ha realizado una experiencia didáctica en la asignatura de Didáctica de la Historia en el Grado de Educación Primaria para crear nuevos recursos móviles de enseñanza a través del QR-Learning, que se basa en la realización de códigos bidimensionales para transmitir una información que previamente ha sido investigada y trabajada por parte del alumnado. El tema que ha centrado la investigación a través de códigos QR ha sido la de la igualdad de género en la Historia del Arte al ser un tema prácticamente invisible dentro de la enseñanza de la historia y, en el que los alumnos tenían que investigar partiendo prácticamente de cero. Formando grupos de trabajo, investigaron sobre las mujeres artistas de la Historia del Arte y con esa información crearon códigos QR que sirviesen como un recurso didáctico para futuros alumnos de Educación Primaria

El desarrollo del pensamiento visible en la enseñanza de la Historia en alumnos de Magisterio

Se trata de una propuesta didáctica basada en el diseño de nuevas estrategias de enseñanza y aprendizaje, consistente en la elaboración de una programación de la asignatura de Didáctica de las Ciencias Sociales: Historia, en la que la teoría y la práctica están totalmente integradas de manera que la realización de la práctica suponga un avance más eficaz en el conocimiento y aprendizaje teórico. Para ello se ha utilizado una metodología activa, fundamentada en el desarrollo del pensamiento visible, en dónde el alumno es el sujeto sobre el que descansa toda la responsabilidad de su propio aprendizaje, pero siempre bajo la supervisión y colaboración del docente. También se ha incluido una batería de cuestiones sobre la docencia en la enseñanza de la Historia que inducen a la reflexión y al debate. De igual manera se ha modificado el modelo de evaluación, de forma que ésta sea formativa, no sumativa, y en la que el alumnado demuestra no solo su conocimiento, sino su saber hacer utilizando una gran variedad de instrumentos que le facilitan su planteamiento didáctico como futuro docente y su capacidad para ser consciente de su propio pensamiento, haciéndolo más visible para él mismo y para los demás

Connecting moss lipid droplets to patchoulol biosynthesis

Plant-derived terpenoids are extensively used in perfume, food, cosmetic and pharmaceutical industries, and several attempts are being made to produce terpenes in heterologous hosts. Native hosts have evolved to accumulate large quantities of terpenes in specialized cells. However, heterologous cells lack the capacity needed to produce and store high amounts of non-native terpenes, leading to reduced growth and loss of volatile terpenes by evaporation. Here, we describe how to direct the sesquiterpene patchoulol production into cytoplasmic lipid droplets (LDs) in Physcomitrium patens (syn. Physcomitrella patens), by attaching patchoulol synthase (PTS) to proteins linked to plant LD biogenesis. Three different LD-proteins: Oleosin (PpOLE1), Lipid Droplet Associated Protein (AtLDAP1) and Seipin (PpSeipin325) were tested as anchors. Ectopic expression of PTS increased the number and size of LDs, implying an unknown mechanism between heterologous terpene production and LD biogenesis. The expression of PTS physically linked to Seipin increased the LD size and the retention of patchoulol in the cell. Overall, the expression of PTS was lower in the anchored mutants than in the control, but when normalized to the expression the production of patchoulol was higher in the seipin-linked mutants

Thapsigargins and induced chemical defence in Thapsia garganica

Thapsigargin and related compounds are produced by Thapsia garganica L. (Apiaceae) and are thought to be a defence compound against herbivory. Thapsigargin inhibits the sarco-endoplasmic reticulum Ca2+-ATPase (SERCA) in both vertebrates and invertebrates. This activity is responsible for its potent toxicity, as well as the potential use to treat solid tumours. However, the ecological role and regulation of thapsigargin are not well understood, and the aim of this study was to investigate if thapsigargin biosynthesis was responsive to leaf damage. To test the response to potential leaf damage during a herbivory, greenhouse plants were subjected to clipping to mimic the physical damage. Unclipped versus clipped plants were sampled for chemical analysis and the gene expression for the two known thapsigargin biosynthetic genes (TgTPS2 and TgCYP76AE2) was investigated. Data obtained by LC–ESI–MS/MS were used to perform molecular networking to identify chemical constituents related to thapsigargin and its biosynthesis. The results show a significant change in a plant’s chemical profile after mimicking an herbivory event. Both the chemical analysis and gene expression data show that T. garganica plants can induce the biosynthesis of this class of defence compounds at the site of an attack. Thapsigargins are clearly the dominant defence compounds in these plants, and they seem to be produced through a common biosynthetic pathway with little diversity. This likely means that T. garganica has a relatively simple response to herbivory, as opposed to many other plant species that have been shown to have complex metabolite responses to herbivory