• Journal of Environmental Impact Assessment
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• v.12 no.1
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• pp.55-72
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• 2003

The term sustainable development is being used widely since WCED suggested it in 1987. This paper aims at catching up its sociological implications. For doing this, the paper examined some major existing researches on sustainable development. It was found that sustainable development has been defined as an economic development with the preservation of nature as an environment of human life. In this sense, the existing concept of sustainable development is an economic perspective. Sustainable development as an economic perspective is faced with some limitations and/or problems. They are summarized as follows. The human-made environment is excluded from the concept of sustainable development. Its ideology is anthroponcentric in that the sustainability of nature is a necessary condition for economic development. The objective reference which can measure whether the current state of nature is sustainable or not is not proposed. Consequently, sustainable development results in merely a survivability of economy, a new form of economic utility and/or a successful economy. In terms of sociological perspective, economy and nature can not be sustainable without other social factors being sustainable, because all social factors including economy and nature exist in a causal mechanism. This means that sustainable development should be approached from a multi-dimensional perspective. The multi-dimensional approach can be a framework of sustainable development in terms of whole society, then can be termed sustainable society which implies not a sustainable development, but a societal development. The factors which should be included in the sustainable society are, at least, nature, economy, population as an aggregate, mode of living existence of people as a cultural actor, technology, and social structure.

• Proceedings of the Korea Water Resources Association Conference
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• 2005.09a
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• pp.731-732
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• 2005

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.28-41
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• 2007

Current environmental education at elementary school is demanded to be changed into 'Sustainable Development', Therefore, we should find a new program to reflect appropriateness and diversity of environmental education at elementary school for 'Sustainable Development'. The result of analysing textbooks and the realities in environmental education at elementary school is as follows, First, when we analysed the contents of the textbook in environmental education, the reflecting rate was high in 'natural environment' and 'sound consumption', compared with in 'artificial environment', 'resource and energy' and 'health and environment'. Second, we realized the necessity for 'environmental education' complementary to 'Sustainable Development'. That is because the analysis showed the lack for the activity for approaching and solving environmental problems with 'artificial environment', 'resource and energy' and 'health and environment'. Third, the analysis also showed the deficiency in the reflection of 'environmental education' contents for maintaining healthful environment through improving the quality of life. Current textbook didn't deal with very important elements of 'environmental education' - the Quality of indoor atmosphere, harmful matter, safe things to eat, noise, stench, etc. For those reasons, it is necessary to reconstruct the realm and the contents of 'environmental education' for 'Sustainable Development' appropriate to elementary school. We require a new curriculum and textbook to cover diverse' environmental education' as well.

• Journal of Environmental Policy
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• v.2 no.2
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• pp.17-40
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• 2003

The objective of this paper is to formulate strategies and action programs for developing sustainable agriculture in Korea. There is increasing evidence that agriculture has been preoccupied with increasing productivity much to the detriment of environmental degradation. The issue of increasing agricultural productivity so as not to undermine the environment is a difficult task. In reality, there are many definitions of sustainable agriculture and sustainable agricultural development. In this paper, sustainable agriculture is defined by its ability to ensure future supplies of agricultural products at acceptable economic and environmental costs to the society. Sustainable agriculture development refers to the optimal level of interaction among the three dimensions - the environmental, the economic and the social - through dynamic and adaptive processes of trade-off. In order to formulate the strategies for developing sustainable agriculture, three stage approaches such as strategic analysis, strategic choice, and strategic implementation are employed. The basic framework for strategies of sustainable agriculture development consists of five steps such as vision, targets, principles, action plan and policy instruments. The major action plans for activating formulated strategies are suggested as integrating agricultural and environmental policy measures, establishing the system of optimal agri-environmental resources management practices, establishing safe and high quality product system and its effective marketing system, increasing the R&D investment for developing sustainable agro-technology, developing indicators for measuring sustainable agricultural development, and taking a share in related roles for all parties including farmers, consumers, policy makers, researchers and NGOs.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.129-144
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• 2010

The purpose of this study was to examine the pre-service elementary teachers' perceptions and attitudes toward sustainable development. Subjects were 152 university students, who were surveyed by questionnaire. The instrument consisted of totally 41 items which were constructed by 3 components; 'the perception of concept of sustainable development', 'the attitude toward the relationship between economy and environment' and 'the practical intention of personal change for sustainable lifestyle'. The key findings suggest that most students associate strongly the concepts of sustainable development with their environmental as against economic and social aspect. Most of them incline toward eco-centrism but they had complex attitudes concerning the relationship between economy and environment. They have intention to act for sustainable lifestyle such as purchasing habits, recycling, energy water saving, forms of transportation, nature conservation and education. However, they prefer to act passively than actively in a certain aspect of sustainable lifestyle. Understanding of pre-service elementary teachers' perceptions of and attitudes toward sustainable development will be helpful to work out teaching and learning strategies in environmental education.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.1-30
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• 2005

Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

• Hwankyungkyoyuk
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• v.24 no.1
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• pp.102-113
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• 2011

The role of teachers has been explicitly emphasized to implement the vision of sustainable development(SD). Also, it is very important to understand the way student teachers understand SD and how they interpret their own professional task in terms of SD, usually referred to as education for sustainable development(ESD). This study investigated student teachers' perceptions of SD and ESD using group interview. Key findings include, first, that they think SD as development which does not exceed the limits of natural environment, and as wise management of resources/protection of environment for future generations. They also think SD as good thing though they don't understand the contested nature of SD. Second they think ESD as education about SD, but some student teachers say they can't explain ESD. Many student teachers prefer field trip to local examples for both elementary school students and themselves. Also they will teach only what the textbook says about SD and ESD during their school placement and as teachers. So it will be the beginning of ESD in school to include SD in the curriculum for students and student teachers. It is suggested to study student teachers' perception of SD focussing on how they think the relationship between protection of environment and economic growth.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.561-572
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• 2020

Sustainable development - including tourism development - is the general trend of all economies. With the orientation to build and develop the tourism industry into a key economic sector and become a tourist center of the Southeast region, Vietnam, Ba Ria-Vung Tau Province is demanding a proper, rational, development policy, while ensuring the development and exploitation of immediate natural advantages, and ensuring long-term sustainable development. The objective of this study is to examine the factors and their trends in sustainable tourism development in Ba Ria-Vung Tau Province, Vietnam. Methods used include descriptive statistical analysis, exploratory factor analysis and regression analysis. Data was collected from the results of a survey of 550 domestic and foreign tourists visiting Ba Ria-Vung Tau. With the help of SPSS statistical software, 12 groups of factors affecting sustainable development were identified including: economy, society, environment, humanistic tourism resources, natural tourism resources, tourism human resources, tourism products and service, tourism quality, infrastructure, technical facilities, governmental management and group of criteria to evaluate sustainable tourism development. The research results show that there are four groups of factors that significantly affect sustainable tourism development in Ba Ria-Vung Tau. These are groups of factors: Society, Environment, Tourism products and service, and Technical facilities.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.170-178
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• 2022

A high-performing Earned Value Management System (EVMS) can influence project success and help stakeholders meet project objectives. Although EVMS processes are well-supported by technical guidelines and standards, project managers often face challenges related to the project culture, team, resources, and business practices that make up the project environment within which an EVMS is being used. A comprehensive literature review revealed a lack of a data-driven and consistent assessment frameworks that can gauge the environment surrounding EVMS implementation. This paper will discuss the EVMS environment of construction and environmental projects, and examine its impact on cost performance. The authors used a multi-method approach to identify 27 environment factors that make up the EVMS environment, assessing them on 18 construction and environmental projects worth over $2 billion of total cost. Research methods employed include: (1) a literature review of more than 300 references; (2) a survey of 294 respondents; and (3) remote research charrettes with more than 60 participating expert practitioners. Culture (one of the identified environment categories) was found to be relatively more important in terms of its impact on the EVMS environment, followed by people, practices, and resources. These exploratory results show statistically significant differences in cost performance between completed projects with either a good or poor environment, for the sample projects. Key environment factors are outlined, and guidance is provided to practitioners around how to set up an effective EVMS environment in a construction or environmental project to inform decision-making and support achieving the project cost objectives successfully.

• Korean System Dynamics Review
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• v.8 no.2
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• pp.51-82
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• 2007

The purpose of this paper is exploring changes in land use pattern when considering environmental carrying capacity. A sustainable development requires a society to define sustainability constraints, environmental carrying capacity. Environmental carrying capacity can be defined as a level of human activity a region can sustain at a desired level of quality of environment. This concept of environmental carrying capacity can be applied to land use to explore sustainable land use pattern. Since land use pattern can affect environment in an important way, exploring sustainable land use pattern within the limit of environmental carrying capacity can suggest useful implications for a sustainable regional management and planning. For this purpose, this paper built the environmental carrying capacity land use model and applied it to the Metropolitan Area, Korea. System dynamics modeling methods was used to build the model. The model developed in this paper consisted of 6sectors; population, housing, industry, land, environment, and traffic sector. The model limits its main focus on the NO2 level as an indicator of quality of environment in Metropolitan Area. Box model was translated into system dynamics model and combined to urban dynamics model to estimate NO2 level, the maximum number of population, industry structure, housing and maximum amount of land use for industrial, housing, and green space that can sustain desirable NO2 level. Metropolitan area was divided into 16 areas and the model was applied to each area. Since NO2 is flowing in and out from each area, model was built to allow this transboundering nature of air pollutants. Based on the model estimation, several policy implications for a sustainable land use pattern was discussed.