A Study on the Limits of the Compulsory Dispute Settlement Procedures under the United Nations Convention on the Law of the Sea

From ancient times, ocean has been recognized as an important resources for human. All State have keep interests to the ocean economically, politically and strategically and have struggled to secure their interests in various ways, each other. As a by-product of the competitions, such a many disputes have been occurred among States. In principle, marine disputes have originated under the conflict between mare liberum and mare clausum. International community had made a effort to regulate the marine dispute in a manner of peaceful and speedy dispute settlement procedure since the early 20th century. As the result, the sophisticated dispute settlement system including the compulsory procedures entailing binding decisions was established in the 1982 United Nations Convention on the Law of the Sea. Under the system, prior to the resort to compulsory settlement system entailing binding decisions, the parties to dispute has an obligation to enter into negotiations with a view to arriving at an agreement in advance. This obligation applies to all types of disputes, including ones that involve the interpretation or application of the Convention. The parties to dispute should choose the peaceful means and proceed expeditiously to an exchange of views. It is entitled "General Provisions" essentially requires States to settle disputes through diplomatic channels prior to referring the matter to the compulsory settlement system found in Section 2 of Part XV. If the dispute were not resolved under the General Provisions, the compulsory dispute settlement systems might be applied to dispute. The compulsory dispute settlement procedure is certainly justified with respect to some issues under the Convention and prescribes for limitations and optional exceptions to apply of the procedures. The complicated formulation of exceptions and limitations of the procedures which were established in the Convention indicate when dispute settlement is necessary for the functions of the substantive rules. Article 297 of the Convention, which deals with some of the limitations and exceptions to mandatory dispute resolution, predominantly addresses how the dispute settlement system will apply and operate with respect to the freedoms of the high seas in the EEZ and on the continental shelf. Disputes concerning the interpretation of application of the provisions of this convention with regard to marine scientific research and fisheries shall be settled in accordance with the compulsory dispute settlement. But, if the dispute originates the exercise of right of discretion by coastal State, the compulsory dispute settlement procedures would not apply. Article 298 of the Convention allow for States Parties to exclude certain categories of disputes from compulsory settlement system entailing binding decisions. States may declare when signing, ratifying or acceding to this Convention or at anytime thereafter, that they do not accept the system available under Section 2 for those disputes relating to sea boundary delimitations, involving historic bays or titles, military activities and Security Council of the United Nations is exercising the functions assigned to it by the Charter of the United Nations. These provisitions were prepared for the needs of the State because States didn't want to apply the compulsory dispute settlement system entailing binding decisions about the disputes involved the crucial interests of the States. The dispute settlement system of the Convention is named for a superior and comprehensive system, but this system is not widely used owing to the limitations of the prerequisite and the limitations on applicability of the compulsory dispute settlement system. The objective of this study is to analyze the limitations of the compulsory dispute settlement procedures in applying the procedures to the dispute. Under the Objective, the contents of this thesis as follow : Chapter Ⅱ defines the causes and types of marine dispute and examines the negotiation history of the 3rd United Nations Conference on the Law of the Sea relating to the dispute settlement system. Chapter Ⅲ reviews the pre-conditions for the application of the compulsory dispute settlement procedures. Chapter Ⅳ analyses the limitations on applicability of the compulsory dispute settlement procedures through the elaborate examination on the Article 297 and 298 of the Convention. Chapter Ⅴ, as a conclusion of this study, summarise the results of this study and suggests some measures for preparing future disputes with neighboring States.ABSTRACT ⅳ 제1장 서론 1 제1절 연구의 목적 및 필요성 1 제2절 연구의 범위 및 방법 4 제2장 해양 분쟁의 규제 필요성 및 분쟁해결제도의 발전과정 6 제1절 해양 분쟁의 정의 및 유형 6 1. 해양 분쟁의 의의 및 발생원인 6 2. 해양 분쟁의 유형 8 제2절 유엔해양법협약상 분쟁해결제도의 입법적 연혁 및 구성 18 1. 분쟁의 해결을 위한 국제적 논의 배경 18 2. 분쟁해결제도의 제정과정 20 3. 분쟁해결제도의 구성 및 특징 30 제3장 유엔해양법협약상 강제적 분쟁해결제도의 적용에 대한 선결 조건 39 제1절 임의적 수단에 의한 자발적 분쟁해결 원칙 39 1. 임의적 수단에 의한 분쟁해결의무 39 2. 임의적 수단에 대한 당사자 선택의 자유 41 3. 당사국이 선택한 임의적 수단에 의해 분쟁이 해결되지 않은 경우 협약상 분쟁해결제도 이용 의무 49 제2절 임의적 수단에 대한 신속한 의견교환의 원칙 51 1. 신속한 의견교환 의무의 전개 과정 51 2. 유엔해양법협약상 신속한 의견교환 의무 54 제3절 강제적 분쟁해결제도의 선결조건이 적용된 국제 판례 57 1. 남방참다랑어 사건 57 2. 영국·아일랜드의 혼합이산화연료 제조공장 사건 64 3. 말레이시아·싱가포르의 조호르해협과 주변에서의 간척사건 71 제4절 강제적 분쟁해결제도의 사전적 한계 74 1. 신속한 의견교환 의무에 대한 엄격한 해석 74 2. 유엔해양법협약과 분쟁 당사국이 체결한 협정과의 충돌 76 3. 분쟁 당사국간 합의가 이루어지지 않은 경우에 대한 판단기준의 부재 77 제4장 유엔해양법협약상 강제적 분쟁해결제도의 적용상 한계 78 제1절 강제적 분쟁해결제도의 제한 및 예외의 제정 과정 79 제2절 제297조에 따른 연안국의 강제적 분쟁해결제도 적용 거부 가능성 82 1. 배타적 경제수역 및 대륙붕의 해양과학조사에 대한 동의 및 정지 84 2. 배타적 경제수역의 생물자원에 대한 주권적 권리 및 행사 87 3. 강제적 분쟁해결제도의 적용 제한에 관한 국제판례 88 제3절 제298조에 따른 강제적 분쟁해결제도 적용의 선택적 예외 91 1. 해양경계획정에 관한 분쟁 92 2. 군사활동 및 법 집행활동에 관한 분쟁 97 3. 안전보장이사회가 유엔헌장에 따라 부여받은 권한을 수행하고 있는 분쟁 98 4. 강제적 분쟁해결제도의 배제선언 101 제5장 결론 105 參考文獻 11

Progressive Suppression of Selenium Binding Protein 1 in Gastric Adenoma and Adenocarcinoma

BACKGROUND: Human selenium binding protein 1 (SELENBP1) is a protein that binds selenium as a cofactor. The decreased expression of SELENBP1 in several types of carcinomas and its association with a poor prognosis have previously been reported on. In this study, we evaluated the expression of SELENBP1 in low-grade and high-grade epithelial dysplasia/ adenomas and adenocarcinomas. METHODS: We analyzed 45 cases of low-grade epithelial dysplasia/adenomas, 42 cases of high-grade epithelial dysplasia/adenomas and 64 cases of adenocarcinomas and all of them were obtained from endoscopic mucosal resection or endoscopic submucosal dissection. We analyzed all of them for their SELENBP1 expression by immunohistochemistry. Eight triple-paired cases of gastric mucosa, adenoma and adenocarcinoma from the same patient were selected for RT-PCR analysis. RESULTS: There was a progressive decrease in the expression of SELENBP1 from the low-grade dysplasia/adenomas (42/45, 93%) to the high-grade dysplasia/adenomas (29/42, 69%) and finally to the adenocarcinomas (24/64, 37%), (p<0.001). The progressive decrease in the SELENBP1 expression was also evident in the eight paired cases that were analyzed by RT-PCR. CONCLUSIONS: Our findings demonstrate that the SELENBP1 expression is suppressed in gastric epithelial dysplasia/adenomas and adenocarcinomas. The suppression of SELENBP1 was significantly more frequent and severer in the adenocarcinomas than that in the low-grade dysplasia/ adenomas, and this implies that the suppression of SELENBP1 is a late event in gastric carcinogenesisope

Impaired nonhomologous end-joining in mismatch repair-deficient colon carcinomas

Frameshift mutations of coding mononucleotide repeat of the hRAD50 gene and formation of the mutant hMRE11 splicing variant are frequent events in tumors with mismatch repair (MMR) deficiency. Both the hRAD50 and hMRE11 proteins form a heterotrimer with the NBS1, and this heterotrimer is involved in the double strand DNA break repair by homologous recombination and nonhomologous end-joining (NHEJ). In order to clarify the role of hRAD50 and hMRE11 gene alterations in MMR-deficient tumors, we analyzed the expression of the hRAD50 and hMRE11 proteins and we evaluated NHEJ in the seven MMR-deficient and five MMR-proficient colon cancer cell lines. Frameshift mutations of the hRAD50 gene were found in five of seven MMR-deficient cell lines, and this was directly related to the decreased expression of hRAD50 mRNA and protein. The mutant hMRE11 splicing variant was found in all of the seven MMR-deficient cell lines, and this was related to the decreased hMRE11 expression in four of the seven MMR-deficient cell lines. MMR-deficient cell lines with decreased hRAD50 and hMRE11 expressions were more sensitive to gamma-irradiation, and these cell lines showed an impaired NHEJ. The impairment of NHEJ was induced after knockdown of hRAD50 and hMRE11 through small interference RNA. Our findings suggest that mutations of hRAD50 and hMRE11 genes in MMR-deficient tumors are related to the defects in NHEJ, and this may result in chromosomal changes during the progression of tumor.ope

Overexpression of High Mobility Group Box 1 in Gastrointestinal Stromal Tumors with KIT Mutation

Gain-of-function mutations of KIT are common genetic events in gastrointestinal stromal tumors (GISTs). To investigate the molecular characteristics of KIT mutations in GISTs, 20 GISTs (14 GISTs with KIT mutation and 6 GISTs without KIT mutation) were analyzed by two-dimensional electrophoresis and matrix-associated laser desorption ionization mass spectrophotometry-time of flight. Comparative analysis of the respective spot patterns on two-dimensional electrophoresis showed that HMGB1, an intranuclear protein that interacts with several transcription factors and plays a role in tumor metastasis after its secretion, was overexpressed in GISTs with KIT mutation. All of the 14 GISTs with KIT mutation, and only 2 of 6 GISTs without KIT mutation, revealed HMGB1 expression. Of the GISTs with KIT mutation, 12 (86%) showed strong expression of HMGB1, more than three times higher in intensity than the maximum observed in the 6 GISTs without KIT mutation by two-dimensional electrophoresis analysis. The overexpression of HMGB1 was further supported by Western blot analysis, and directly related to matrix metalloproteinase 2 overexpression. Our results indicate that the overexpression of HMGB1 is common in GISTs and is related to the KIT mutation, and that this may play a role in the tumorigenesis of GISTs because overexpressed HMGB1 could accelerate genes related to tumor growth and invasion.ope

Macrophage migration inhibitory factor may be used as an early diagnostic marker in colorectal carcinomas

Recent genetic studies have identified many differentially expressed genes in colorectal carcinomas. For validation of up-regulated genes in colorectal carcinomas, we performed an enzyme-linked immunosorbent assay. Candidate markers were selected from gene expression data for 40 colorectal cancers and 35 matched normal mucosal samples. Based on intensive filtering, 9 genes were selected for the further evaluations. Among them, macrophage migration inhibitory factor (MIF), inhibin betaA, and chemokine ligand 10 were screened, and the results were compared with carcinoembryonic antigen (CEA) in serum samples of 129 patients with colon cancer and 53 healthy control subjects. We found that the serum MIF level was significantly increased in patients with colorectal cancer. Compared with CEA, MIF was more sensitive in early cancer detection (47.3% vs 29.5%). However, the specificity was not as high as that of CEA (90.6% vs 100.0%). Our findings indicate that MIF may be used as a diagnostic marker in colorectal carcinomasope

Identical epidermal growth factor receptor mutations in adenocarcinomatous and squamous cell carcinomatous components of adenosquamous carcinoma of the lung

BACKGROUND: Adenosquamous carcinoma of the lung is composed of adenocarcinomatous and squamous cell carcinomatous components. The epidermal growth factor receptor (EGFR) mutations occur mostly in adenocarcinomas and rarely in squamous cell carcinoma of lung. Attempts to investigate the EGFR mutation status in each component of adenosquamous carcinoma and to characterize the patients according to mutation status may help to understand the histogenesis of adenosquamous carcinoma. METHODS: The mutation status of EGFR kinase domain from exon 18 to 21 was investigated in 25 Korean patients with adenosquamous carcinoma by polymerase chain reaction-single strand conformation polymorphism using the tissues of each component from the adenosquamous carcinoma tumor. Clinicopathologic characteristics of the patients according to the status of EGFR mutations were compared. RESULTS: EGFR mutations were identified in 11 (44%) patients: 9 mutations were in exon 19, 1 in exon 20, and 1 in exon 21. EGFR mutations were significantly more frequent (P = .005) in women (n = 8, 80%) than men (n = 3, 20%). Never-smokers (n = 8, 62%) had EGFR mutations more commonly than smokers (n = 3, 25%; P = .111). Identical EGFR mutations in both components of adenosquamous carcinoma were confirmed by nucleotide sequencing. CONCLUSIONS: The frequency of EGFR mutation and clinicopathologic characteristics of the EGFR mutants in adenosquamous carcinoma are similar to those of Asian patients with adenocarcinomas. Identical EGFR mutations in both components suggest the possibility of monoclonality in the histogenesis of adenosquamous carcinoma.ope

Global Health Project for Maternal Child Health in a Developing Country: Case Study in Tigray, Ethiopia

Purpose: The purpose of this study was to demonstrate a two-year global health project to improve maternal and child health (MCH) in Ethiopia. Methods: This is a descriptive case study. The target area is Kilte Awlaelo Woreda in Tigray Regional State, Ethiopia. A baseline survey was conducted to identify the needs of community residents and health care professionals. A MCH program was developed according to a project design matrix that included: infrastructure renovation of health centers; continuing education for midwives, nurses, and health extension workers (HEWs); and improvement of residents' MCH awareness. Project evaluation will examine the structure, process, and outcomes of the program. Results: The baseline survey showed low rates of family planning (31%) and antenatal and postnatal care use (36.1% and 69%, respectively). The institutional birth rate was 13.5%. Midwives and nurses received 2~4 educational programs about family planning and perinatal care. HEWs were also given practical education. Water and electrical infrastructure of all five health centers in the Kilte Awlaelo Woreda were renovated. Additionally, medical supplies and equipment were provided. Community health education on perinatal care, family planning, and personal hygiene was presented. Conclusion: This study highlights the role of nursing in global health and provides basic information on the development and outcomes of the global health project.본 연구는 한국국제협력단(KOICA)의 에티오피아 원조사업을 위탁 받아 수행되었

Chromosomal Imbalances in the Colorectal Carcinomas with Microsatellite Instability

Recent molecular genetic studies have revealed that two major types of genomic instabilities, chromosomal instability and microsatellite instability, exist in the colorectal carcinomas. To clarify the relationship between chromosomal abnormalities and mismatch repair gene defects in colorectal carcinomas, we performed a chromosomal analysis on 39 colorectal carcinomas with high-microsatellite instability (MSI-H) and compared the results obtained with those of 20 right-sided microsatellite-stable (MSS) colorectal carcinomas. Chromosomal imbalances (CIs) in MSS colorectal carcinomas were more frequent than in MSI-H colon carcinomas by comparative genomic hybridization analysis (70% versus 31%, P = 0.004). The CI patterns of MSI-H and MSS carcinomas were different. Frequent CIs in MSI-H colon carcinomas were gains of 4q (15%) and 8q (8%), and losses of 9q (21%), 1p (18%), and 11q (18%). In contrast, frequent CIs in right-sided MSS colon carcinomas were gains of 8q (50%), 13q (35%), and 20q (25%), and losses of 18q (55%), 15q (35%), and 17p (30%). We compared the mutation status of 45 target genes and CIs in our MSI-H tumors. Among these 45 target genes, mutation of hRAD50, a member of the DNA repair genes, and FLJ11383 were significantly related to MSI-H colorectal carcinomas with CIs (P = 0.01 and P = 0.02, respectively). Our findings indicate that unique CIs were present in a subset of MSI-H colorectal carcinomas and that these CIs are related to the mutation of several target genes, especially of hRAD50.ope

Numerical methods for pricing of European option

Option pricing is one of the most important issues in finance mathematics and various methods for option pricing have been suggested. We study Black-Sholes equation, Monte Carlo Method, and Finite Di erence Method (Explicit, Implicit, Crank-Nicolson Method) and show their derivation in detail. Then we compute the price of European option using Monte Carlo Method and three nite Di erence methods. Finally, we compare the results of the methods with analytic solution of the Black-Sholes equation.;옵션가격의 결정 방법은 금융수학에서 가장 중요한 이슈중 하나이고, 여러 가지 방법들이 제시되어 왔다. 이 논문에는 옵션가격을 결정하는 방법으로 블랙-숄즈 방정식, 몬테칼로 방법과 유한차분법 (양함수 접근법, 음함수 접근법, 크랭크 니콜슨 방법) 을 제시한다. 그리고 실제로 이 방법들을 이용하여 옵션 가격을 계산하여 블랙숄즈 방정식의 해와 비교한다. 그 결과로 변수의 변화에 따른 옵션가격의 변화를 볼 수 있다.1 Introduction = 1 1.1 Basic concepts on option = 1 1.2 Ito&amp;apos;s Lemma = 1 2 Black-Sholes Equation = 5 2.1 Transforming to the Heat equation = 8 3 Monte Carlo Method = 11 4 Finite Difference Method = 14 4.1 Explicit Finite Difference Method = 16 4.2 Implicit Finite Difference Method = 19 4.3 Crank-Nicolson Method = 21 5 The Value of European option = 24 5.1 European option with respect to historical Volatility(σ) = 24 5.2 The price of European option depending on the number of samples and repeat = 27 5.3 The price of put option using Finite Difference Methods = 29 6 Conclusion = 31 References = 32 국문초록 = 3

A Study on the methods of teaching context in poetry education

본 연구의 목적은 시 교육에서 맥락을 체계적으로 수용하고 적용하기 위해 교육 내용과 방법 차원의 맥락 설정 방안을 제안하는 데 있다. 이에 본 연구는 국어 교육에서의 맥락 문제를 비판적으로 검토하고, 시 교육에서 맥락을 재 개념 화하고 범주화하여 작용 양상을 논의하였다. 그리고 맥락을 고려한 시 교육 내용과 방법 차원의 교수&amp;amp;#8226;학습 모형을 제안하였다. 2007년 개정 교육과정에서는 탈 맥락적인 국어 교육의 한계를 극복하기 위하여‘맥락’범주를 설정하였다. 그러나 실제로 2007년 개정 국어과 교육과정에서 제시한‘맥락’의 의미나 그 국어교육적 특성이 불명확하고, 교과서 구성이나 교수&amp;amp;#8226;학습 실행, 평가 등 현장 국어 교육의 구체적인 설계 및 실행 장면에서 무엇을 어떻게 하여야 할지에 대한 구체적이고 분명한 안내 또한 찾아보기 어렵다. 본 연구에서는 바로 이러한 문제의식을 바탕으로 ‘맥락’의 의미를 살펴보고, ‘맥락을 고려한 시 교육’이 지향해야 할 방안에 대한 논의를 다루어 보았다. 이러한 논의를 위해 먼저 Ⅱ장에서는 기존 연구물들을 바탕으로 2007 국어과 교육과정에서의 ‘맥락’ 개념과 수용배경, 범주의 특성과 의미 문제 등을 비판적으로 고찰하였다. 문제점으로는 일관적이지 못한 내용 요소의 불일치 문제와 맥락의 모호성, 그리고 다양한 맥락을 고려하지 못한 성취기준을 문제점으로 지적하고 그 대안을 제시하였다. 이러한 문제점을 해결하고 맥락을 고려한 교육의 중요성과 필요성이 가장 적절하게 활용될 수 있는 시 영역에서의 의의를 규명하였다. 사고와 감동이 배제된 단순 지식 중심의 시 교육, 주체적인 위치를 잃어버린 지극히 수동적인 독자, 마치 기계에서 찍어내는 상품 생산과 유사하게 이루어지는 시 해석 등은 시 교육에서 해결해야 할 오랜 과제였다. 특히 이 중에서도 잠자고 있는 학습자를 일깨워 주체적인 독자로 나서게 하는 일은 시 교육이 시급하게 해결해야 할 과제 중 하나였다. 이러한 상황에서 하나의 돌파구로 다가온 것이 바로 맥락을 고려한 시 교육이었으며, 이 방안은 독자, 학습자의 반응을 가능하게 한 텍스트의 요소들을 맥락으로 설명하는 것이다. 이런 점들은 독자가 시를 해석하는 근거로 활용하게 할 수 있다. 이러한 맥락의 의미 규명을 바탕으로 Ⅲ장에서는 맥락의 범주를 주체 맥락, 사회&amp;amp;#8226;문화적 맥락, 문학사적 맥락으로 나누어 세부 내용을 구성하였다. 그 하위요소들은 텍스트 안의 미시적 맥락에서부터 텍스트 밖의 거시적 맥락으로 점차 확장시켜 고려함으로써 수용에 그치는 것이 아닌 창작에 이르게 할 수 있도록 함을 목표로 설정하였다. 본고에서 창작의 의미는 더 깊은 수용으로써 생산임을 염두에 두고 서술을 전개하였다. 본 연구의 Ⅳ장에서는 이러한 내용요소를 바탕으로 맥락을 고려한 시 교수&amp;amp;#8226;학습 모형과 절차를 마련하였다. 여기서는 맥락의 형성에서 심화까지의 과정을 바탕으로 맥락을 고려한 시 해석 및 감상 방법을 제안하였다. 이는 다양한 맥락을 고려하여 학습자들이 시를 해석할 때 독자의 내면에서 여러 해석 방식들이 경쟁 관계를 이루는 과정, 그런 경쟁 관계 속에서 독자가 내적 대화를 통해 주체적으로 특정 맥락을 선택하고 사유하는 해석 과정을 경험할 수 있다는 것을 전제로 하였다. 시 교육에서 맥락을 고려함으로써 근거 있는 해석과 타당하고 다양한 해석이 가능하다는 것을 밝혔다. 본 연구는 ‘맥락’의 의미를 규명하고 이를 구체적인 시 교육의 방안으로 끌어와 맥락을 고려한 시 교육 방법을 구안하였다는데 그 의의를 지닌다. 본고에서 구안한 맥락을 고려한 시 교수&amp;amp;#8226;학습의 모형은 실제 시 교육 현장에서 학습독자의 해석 및 감상 능력을 제고하는데 활용될 수 있을 것이다. 또한 시 지도의 궁극적인 지향점이라 할 수 있는‘스스로 맥락을 인식&amp;amp;#8226;조절하며 읽어나갈 수 있는 독자’를 기르는 중요한 방편으로 활용될 수 있다는 점에서 의의가 있다.;The goal of this study is to propose methods of setting context as contents and means of education for systematically accepting and applying the context in poetry education. This study, hereupon critically overviews context problems in Korean language education, and also discusses the aspects of procedure by reconceptualizing and categorizing the context in poetry education. This study also suggests a model for teaching-learning as contents and means of poetry education considering the context. The revised curriculum of 2007 sets the category of the context to overcome the problems of being off-context in national language education. However, in reality, the concept and identity as national language education of the context is not clear in the revised national language curriculum 0f 2007. It also turned out hard to find specific and clear directions of textbook composition, procedure of teaching-learning, and evaluation in the scene of practical planning and acting classroom education of national language. Based on this critical mind, this study looks at the meaning of &amp;apos;context&amp;apos;, and discusses the way poetry education should head towards. For such discussion, first the author presents a critical study on the concept of &amp;apos;context&amp;apos;, its accepting background, categorial features, and its meaning problems of the 2007 revised curriculum based on existing study materials in chapter II. Discordance of inconsistent constituents, and vagueness of context, achievement criteria not considering various contexts are pointed out as problems, and alternatives are presented. The significance of poetry education in solving these problems, and showing the importance and need of education thoroughly considering context is investigated. Passive education excluding thinking or emotional touching ―oriented simple matters memorizing education, extremely passive readers ―not knowing oneself, and consistent poem interpretations as if they were printed out by the moving belt have been problems to be solved in poetry education. Especially, to awaken dormant learners into being independent readers was an urgent problem in poetry education. A breakthrough at this point was poetry education in context, which plan is to explain the parts that make readers react by context. With this help, readers could have a tool in interpreting poems. According to the investigation above, chapter III forms minor content by dividing the context into independent context, sociocultural context, literature history context. Sub-elements are extensionally considered, starting from micro-context within textbooks to extracurricular macro-context, setting the goal not only upon accepting, but up to creating. This script premises creation as a product of ultimate embracement and understanding. In chapter IV, there is a model and a manual of procedure on teaching-learning poetry education based on context. Here, it suggests a way of interpretating and appreciating poetry based on context, according to the curricula of context-forming level to advanced level. This premises that readers are able to experience the competitions between different interpretation, and in these competitions, independently interpretating courses choosing a particular part of the context and thinking by inner-communication. This verifies the fact that by considering text in poetry education, reasonable and various interpretations are able to be made. This study has its significance in clarifying the meaning of &amp;apos;context&amp;apos;, applying this as a means of poetry education, and structuring the method of poetry education according to context. The teaching-learning model of poetry education will be useful in practical poetry education scenes, enhancing the reader&amp;apos;s ability to interpretate and appreciate poetry. This is also significant in the fact that it could be used as an important tool in achieving the ultimate goal of poetry education : training readers who can realize and control the context by themselves.Ⅰ. 서론 1 A. 연구의 목적 및 필요성 1 B. 선행연구 검토 4 C. 연구 내용과 연구 방법 10 II. 국어교육에서의 맥락에 대한 고찰 13 A. 국어교육에서의 맥락의 개념과 의미 13 1. 맥락의 개념 13 2. 맥락의 수용 배경 17 3. 맥락 범주의 특징 19 B. 개정 교육과정의 맥락 수용에 관한 비판적 검토 22 1. 언어적 맥락과 비언어적 맥락의 구성 22 2. 맥락의 내용 요소의 일관성 문제 23 3. 문학 영역 내용체계의 설정의 문제 24 C. 시 교육에서의 맥락의 양상 27 1. 기존 시 교육의 문제점 27 2. 시 교육에서 맥락 활용의 필요성 31 3. 시 교육 맥락 설정의 의미 35 Ⅲ. 시 교육에서 맥락의 이론적 체계 40 A. 시 교육 내용 차원의 맥락 설정 40 1. 시 교육에서 맥락의 재개념화 40 2. 맥락의 구성 요소를 고려한 내용 선정 준거 42 B. 시 교육의 맥락 내용 요소의 구체화 44 1. 주체 맥락 44 2. 사회·문화적 맥락 62 3. 문학사적 맥락 67 Ⅳ. 시 교육에서 맥락 교육 방안의 실제 77 A. 맥락을 고려한 시·교수학습의 방향 77 B. 맥락을 고려한 시·교수학습의 모형 79 C. 맥락을 고려한 시·교수학습의 설계 93 Ⅴ. 결론 107 참고문헌 110 ABSTRACT 11