Major accidents at nuclear power plants generate huge amounts of radioactive waste in a short period of time over a wide area outside the plant boundary. Therefore, extraordinary efforts are required for safe management of the waste. A well-established remediation plan including radioactive waste management that is prepared in advance will minimize the impact on the public and environment. In Korea, however, only limited plans exist to systematically manage this type of off-site radioactive waste generating event. In this study, we developed basic strategies for off-site radioactive waste management based on recommendations from the IAEA (International Atomic Energy Agency) and NCRP (National Council on Radiation Protection and Measurements), experiences from the Fukushima Daiichi accident in Japan, and a review of the national radioactive waste management system in Korea. These strategies included the assignment of roles and responsibilities, development of management methodologies, securement of storage capacities, preparation for the use of existing infrastructure, assurance of information transparency, and establishment of cooperative measures with international organizations.

This study investigates beginning EFL teachers’ emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants’ emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students’ problem behavior and ease the burden of teachers experiencing emotional labor.