Diverging Threat Perceptions and Conflicting National Strategic Identities

학위논문(석사) -- 서울대학교대학원 : 국제대학원 국제학과(국제협력전공), 2021.8. 박철희.Trilateral security cooperation amongst the United States, South Korea, and Japan has been a long-standing, vital feature of the East Asian security architecture since the Cold War, but its levels over time have been highly inconsistent. Within the contemporary period, trilateral security cooperation reached a high point in 2016. However, these increased levels of coordination did not last, and cooperation began a slow decline through 2019 and into 2020. Why did this deterioration occur, despite the fact that the international threat situation remained relatively constant as compared to when trilateral security cooperation was at a zenith? This paper will explain the growing inefficiency of trilateral security cooperation with a neoclassical realist perspective using a combination of the balance of threat theory and the concept of national strategic identities. This will allow for a two-level analysis of why this integral feature of the East Asian security architecture appears to have been shunted to the side by the aligned parties. Ultimately, this paper aims to argue that the deterioration of trilateral security cooperation between the United States, Japan, and South Korea has taken place in part due to the partner’s diverging threat perceptions of the region. In addition to these diverging threat perceptions, this paper will argue that the countries have adopted incompatible national strategic identities based on nationalism, resulting in significant damage to trilateral security cooperation.한국, 미국, 일본의 3자 안보 협력은 냉전 시기부터 오늘날까지 동아시아의 핵심적인 안보 구조를 장기간 유지하는 데에 필수적 요소로 평가되고 있지만, 실제로는 시간에 따라 그 협력의 수준이 일관되지 않았다고 여겨진다. 현대에 접어든 이후, 특히 2016년에는 한미일 안보 협력이 최고조에 달했다. 그러나 이 시기 이후 협력 수준은 증가하지 않았으며, 오히려 2019년부터 2020년을 아우르는 시기의 경우 협력의 정도가 완만한 하락세를 보이기 시작했다. 한미일 안보 협력이 절정에 도달했던 전자의 상황과 하락세를 띤 후자의 경우를 견주어 보았을 때, 국제사회의 위협 상황이 비교적 일정함에도 불구하고 왜 이런 협력 상황의 악화가 일어난 것인지의 의문에 도달할 수 있다. 본 논문은 스티븐 월트의 ‘위협 균형 이론(balance of threat theory)’과 박철희의 ‘국가 전략 정체성(national strategy identity)’ 개념을 바탕으로 하여, ‘신고전적 현실주의(neoclassical realism)’적 관점에서 한미일 안보 협력의 비효율이 증가한 현상을 설명할 것이다. 본 논문에 제시된 틀은, 동아시아 안보 구조에 내재하고 있는 특정 요인이 행위자로 하여금 어떠한 정렬된 입장에 놓이도록 하는지를 설명하는 데에 있어서 총 두 단계 수준의 분석을 가능케 할 것이다. 궁극적으로, 본 논문이 주장하는 바는 한미일 안보 협력의 악화 현상이 역내 위협 인식의 다변화에 어느 정도 기인했다는 것이다. 다만, 서로 다른 위협 인식 요인 뿐만 아니라 민족주의에 입각한, 안보 협력과 양립할 수 없는 국가 전략 정체성을 채택한 결과 한미일 안보 협력에 치명적인 손상을 입힌 것임을 설명할 것이다.Chapter I. Introduction 1 1. Contextualizing the Alliances 2 2. The Puzzle 5 3. Main Argument 6 Chapter II. Literature Review and Theoretical Framework 7 1. Literature Review 7 2. Theoretical Framework 12 2-1. Balance of Threat Theory 13 2-2. National Strategic Identity 16 2-3. Synthesis 18 Chapter III. From Inoperability to Convergence 21 1. Gradually Shifting Perspectives 21 1-1. The Pathway toward Shared Threat Perceptions 21 1-2. Korea-Japan Relations as a Barrier 26 2. The Convergence 32 Chapter IV. From Maintenance to Divergence 38 1. The Entrance of the New Presidents 38 1-1. Donald Trump 38 1-2. Moon Jae-in 41 2. The Process of Partial Divergence 44 2-1. Maintaining Hope 44 2-2. The Growing Divergence 53 Chapter V. The Pathway toward Deterioration 60 1. Burden-sharing, China, and U.S.-ROK Relations 62 2. Worsening Korea-Japan Relations 67 Chapter VI. Conclusion 73 Bibliography 77 Korean Abstract 94석

The Framework for 21st Century Learning: A First-rate Foundation for Music Education Assessment and Teacher Evaluation

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school curriculum, it is imperative that music educators be able to associate themselves with a complementary initiative that allows them to demonstrate how students are meeting benchmarks required at the state and national levels without sacrificing the integrity of music instruction itself. Of the existing models available, the Framework for 21st Century Learning provides the most appropriate structure for determining music teacher effectiveness and for organizing learning objectives that can be assessed to show student growth in music education classrooms

The Framework for 21st Century Learning: A First-rate Foundation for Music Education Assessment and Teacher Evaluation

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school curriculum, it is imperative that music educators be able to associate themselves with a complementary initiative that allows them to demonstrate how students are meeting benchmarks required at the state and national levels without sacrificing the integrity of music instruction itself. Of the existing models available, the Framework for 21st Century Learning provides the most appropriate structure for determining music teacher effectiveness and for organizing learning objectives that can be assessed to show student growth in music education classrooms

Effects of delayed polymerizat[i]on time and bracket manipulation on orthodontic resin modified glass ionomer adhesive

Title from PDF of title page, viewed on February 1, 2016Thesis advisor: Mary P. WalkerThesis advisor: Yong WangVitaIncludes bibliographical references (pages 36-40)Thesis (M.S.)--School of Dentistry. University of Missouri--Kansas City, 2015This study examined the effect of varying delayed polymerization times in combination with bracket manipulation on shear bond strength (SBS), degree of conversion (DC), and adhesive remnant index (ARI) score when using a resin modified glass ionomer (RMGI) adhesive. Specimens were divided into three groups of clinically relevant delay times (0.5, 2, and 4-min) to simulate the delay that frequently occurs between bracket placement and manipulation and subsequent light curing. Based on an analysis of variance (α=.05), the SBS was not significantly different between the three groups. While one of the goals of this study was to be the first study to quantify DC of RMGI using Raman microspectroscopy, several challenges, including weak peak signal with and without fluorescence, were encountered and as a result, DC could not be determined. A significant difference (p<0.05) in ARI score was detected between the 0.5-min and 4.0-min delay groups with more adhesive remaining on the bracket with increasing delay time. A Spearman correlation between SBS and ARI indicated no positive association between SBS and ARI measures across delay times. The results of this study suggest that clinically relevant delay times of 0.5, 2, and 4-min do not negatively impact the SBS of a RMGI adhesive. However, with increasing delay time, the results suggest that more adhesive might remain on the bracket during debonding. With more adhesive remaining on the bracket, this could be beneficial in that less adhesive needs to be removed from enamel by grinding at the time of bracket removal when orthodontic treatment is completed.Introduction -- Materials and methods -- Results -- Discussion -- Conclusions -- Appendi

Use of Thermotherapy and Natural Antifungal Compounds against Post Harvest Diseases on Apples

In France, short hot water treatment (2/3min.) can now be applied in food industry. As far as Ph/yctaena vagabunda is concerned (Ienticel spot disease or -G/oeosporiuma) hot water treatments are very effective. We know now more about the hot water risk injuries : only a few varieties can be treatAn .aL52. aC. By contrast, at 50°C a lot of varieties are not susceptible tO hot water risk injury. Unfortunately Golden delicious apples can not b_e_trèai.acLlt-5G-2Cf3 min., a slight change of skin coloration is unacceptable commercially. In fact, Golden delicious apples are the most susceptible to thermotherapy. In this case it is possible however to lower the temperature up to 48 aC. Such a treatment is completely safe for ali varieties assayed, but the efficacy is less than the 50 aC treatment. In that case we can use some natural antifungal compounds extracted from edible plants. Eugenol and natural clove oil, have been selected in our laboratory as the best antifungal compounds in fight lenticel spot disease. Considerable experiments have been performed on Golden delicious apples, finally a combination of hot water treatment (48 aCf3 min.) and eugenol (1,5g a.i.ll) gives a hight efficacy without any skin injury. A prolonged antifungal effect was obtained as expected. Hot water treatment can be applied immediatly in food industry. In the case of eugenol, we have to wait 2003 to get it commercially available for organic farmers (XEDA INTERNATIONAL). If we are able in food industry to combine hot water treatment, the use of natural compounds and for biofungicides (such as yeasts), it could be reasonably envisaged to obtain a very high efficacy close to that of chemical treatments

Marshall University Music Department Presents a Senior Recital, Ashley Gilbert, clarinet, accompanied by Mila Markun, piano, and, Junior Recital, Brandon Layman, trumpet, accompanied by Alanna Cushing, piano

https://mds.marshall.edu/music_perf/1455/thumbnail.jp

L'impact de l'homophobie et de la violence homophobe sur la persévérance et la réussite scolaires

Ce projet de recherche a été financé par le ministère de l’Éducation, du Loisir et du Sport du Québec (MELS) par l’entremise du programme d’Action concertée du Fonds québécois de recherche sur la société et la culture (FQRSC) « Persévérance et réussite scolaires ». Le volet qualitatif a également bénéficié d’une subvention du Conseil de recherches en sciences humaines du Canada (CRSH).Quatre rapports de recherche ont été publiés dans le cadre de ce projet : "La lutte contre l’homophobie en milieu scolaire : rapport descriptif des guides d’intervention disponibles au Québec", "L’homophobie à l’école secondaire au Québec : portrait de la situation, impacts et pistes de solution", "L’homophobie au collégial au Québec : portrait de la situation, impacts et pistes de solution" et "La transphobie en milieu scolaire au Québec", tous disponibles sur support électronique dans EDUQ.info.À partir d’une définition large de l’homophobie comme toute attitude ou tout geste négatifs envers ce qui est associé à l’homosexualité, le premier volet de cette recherche en explore les principales manifestations dans les établissements secondaires et collégiaux. Les élèves emploient-ils un langage homophobe? Quelles sont leurs attitudes envers l’homosexualité? Quelles sont la prévalence et les principales caractéristiques des incidents à caractère homophobe quant aux jeunes impliqués, aux contextes, aux réactions de l’entourage scolaire? Dans un second temps, l’étude examine les effets de l’homophobie sur les expériences scolaires des jeunes qui en sont victimes, ainsi que les stratégies d’adaptation des jeunes qui parviennent à persister et réussir à l’école malgré les difficultés rencontrées. En troisième lieu, l’on s’interroge sur les initiatives des acteurs déjà actifs dans la lutte contre l’homophobie ainsi que les outils et les modèles de pratiques d’intervention qu’ils ont développés. En documentant de façon concrète l’homophobie en milieu scolaire et ses impacts sur la persévérance et la réussite scolaires, la présente étude veut contribuer à informer, à mobiliser et à outiller l’ensemble des acteurs du monde de l’éducation sur les conséquences négatives de l’homophobie, pour les jeunes des minorités sexuelles et ceux dont la non-conformité de genre est interprétée comme un indice d’une orientation sexuelle autre qu’hétérosexuelle.Résumé, rapport de recherche et annexes

La lutte contre l’homophobie en milieu scolaire : rapport descriptif des guides d’intervention disponibles au Québec

Les résultats présentés dans ce rapport sont tirés de la recherche « Impact de l’homophobie et de la violence homophobe sur la persévérance et la réussite scolaires », financée par le ministère de l’Éducation, du Loisir et du Sport du Québec (MELS) par l’entremise du programme d’Action concertée du Fonds québécois de recherche sur la société et la culture (FQRSC) « Persévérance et réussite scolaires ». Le volet qualitatif de la recherche a également bénéficié d’une subvention du Conseil de recherches en sciences humaines du Canada (CRSH).Trois autres rapports de recherche ont été publiés dans le cadre de ce projet : "L’homophobie à l’école secondaire au Québec : portrait de la situation, impacts et pistes de solution", "L’homophobie au collégial au Québec : portrait de la situation, impacts et pistes de solution" et "La transphobie en milieu scolaire au Québec", tous disponibles sur support électronique dans EDUQ.info

La transphobie en milieu scolaire au Québec

Les résultats présentés dans ce rapport sont tirés de la recherche « Impact de l’homophobie et de la violence homophobe sur la persévérance et la réussite scolaires », financée par le ministère de l’Éducation, du Loisir et du Sport du Québec (MELS) par l’entremise du programme d’Action concertée du Fonds québécois de recherche sur la société et la culture (FQRSC) « Persévérance et réussite scolaires ». Le volet qualitatif de la recherche a également bénéficié d’une subvention du Conseil de recherches en sciences humaines du Canada (CRSH).Trois autres rapports de recherche ont été publiés dans le cadre de ce projet : "La lutte contre l’homophobie en milieu scolaire : rapport descriptif des guides d’intervention disponibles au Québec", "L’homophobie à l’école secondaire au Québec : portrait de la situation, impacts et pistes de solution" et "L’homophobie au collégial au Québec : portrait de la situation, impacts et pistes de solution", tous disponibles sur support électronique dans EDUQ.info