French marine policy in the 1970s and 1980s
Abstract France, hitherto more “continental”; than “maritime,”; increasingly developed its ocean activities in the 1970s and 1980s. This article describes the different sectors of its marine activities and evolvement of a different outlook concerning the sea. Important events such as the 1976 Proclamation and subsequent implementation of the French 200‐nautical mile Exclusive Economic Zone, and 1981 formation of a new Socialist government in France after 23 years of uninterrupted “Gaullist”; rule, offered a unique opportunity to restructure marine policy. The new Ministry of the Sea was intended to integrate marine policy and cater to a developing ocean “constituency.”; It was eventually downgraded to a “Secretariat d'Etat,”; but its impact was undeniably important.
Marine policy in the Republic of Korea
Three main factors -- the geopolitical situation, the lack of land area and natural resources, and the socioeconomic agenda -- have shaped the marine policy of the Republic of Korea. This paper gives an overview of Korean marine policy, paying particular attention to marine-related issues such as fisheries, shipping and shipbuilding, space creation by reclamation, offshore oil and gas exploitation, deep seabed mining ventures, marine science and technology development, and coastal environmental preservation. The governance for Korean marine policy, and a recent movement to establish a New Ministry of Ocean Industry, are also reviewed
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.