• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• 한국사회복지학
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• 제61권3호
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• pp.29-54
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• 2009

본 연구는 교단은급제도를 둔 개신교 주요교단(예장합동, 예장통합, 기장, 기감의 4개 교단) 목회자의 경제적 노후 준비 결정요인을 파악하고자 전국의 4개 교단 목회자 452명을 대상으로 설문조사를 실시하였다. 연구결과를 요약하면 다음과 같다. 첫째, 목회자들이 노후준비를 할 필요가 없고 노후준비를 하는 것은 불신앙이라는 전통적인 생각은 약화된 것으로 나타났다. 둘째, 목회자들의 사적 경제적 노후 준비활동 수준은 낮은 수준이었다. 셋째, 교단은급제도는 의무가입방식을 채택하고 있는 교단(예장통합, 기장, 기감)은 75%이상으로 높게 나타났지만, 임의가입방식을 채택한 예장합동측은 11.5%로 매우 낮게 나타났다. 넷째, 국민연금은 기장측(61.8%)을 제외한 나머지 교단은 미가입자(53.3%)가 더 많았고, 미가입 사유도 경제적 어려움이 가장 컸다. 넷째, 경제적 노후 준비에 영향을 미치는 요인은 학력과 총수입, 교회자립 여부, 교회자체적립 여부, 그리고 국민연금 가입여부이고, 그 중 총수입이 가장 큰 영향을 미쳤다. 다섯째, 4개 교단 중 예장합동측을 기준으로 기장측 목회자가 노후 준비를 잘하고 있었다. 연구결과 첫째, 수입이 많으면 교단은급제도와 국민연금 및 사적 방식의 대책까지 모두 준비하지만, 수입이 적은 목회자들은 사적준비와 공적 준비 모두 못하고 있으므로 교단내 목회자간 소득격차를 줄이기 위한 장치가 필요하다. 둘째, 교단 은급제도 의무가입을 실시하는 교단에서도 미가입자가 상당하므로 은급(연금)제도에 대한 개선과 변화가 필요하다. 셋째, 국민연금제도에 대한 제도적 변화와 인식의 변화가 필요하다.

• 수산해양교육연구
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• 제13권1호
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• pp.117-131
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• 2001

The character of the educational tradition of Germany could be divided into two aspects. One is the humanistic liberal tendency and the other is vocational. From the beginning of the Twentieth Century, however, there has been an attempt to unify these two trends by the . Georg Kerschensteiner is the first of importance to make some comprehensive curriculum for this goal. In Kerschensteiner, the genuine education makes the individual assume his work and role in society, and to develop them by cultivating insight, will and power. His view is well expressed in the slogn "The vocational education is the beginning of the humanistic education." His goal is to make men of independence and autonomy through vocational education. The theory of Kerschensteiner's education is called 'general vocational education'. The reason why is that his vocational education concerns not just technical training for industry, but also general liberal arts. In this point, Kerschensteiner's point of view goes back to Wilhelm von Humboldt, neo-humanist afar in the first half of the Ninteenth Century, and to John Dewey, pragmatist in the contemporary age of Kerschensteiner. Kerschensteiner was much influenced by Humboldt's concepts of power and individuality. These concepts came to be embodied as a principle of vocational education in Kerschensteiner. Furthermore, Humboldt's concept of power could be associated with Dewey's theory of reflexive thinking. The power in Humboldt is to create spirit, which is connected with the world outside through language. The reflexive thinking of Dewey is a process that examines and selects some alternative thinking in the consciousness before acting. This process makes one find the method of problem-solving which results in behaviour. That is the experimental spirit or pragmatic behaviourism. These theories are reduced to the concept of 'work' in Kerschensteiner. And Kerschensteiner's theory of education that has both sides, humanistic and vocational, is similar to that of John Dewey. Dewey brings forward the idea that the vocational education is the best way to cultivate intelligence and emotion, as intelligence operates best in the life. The position of Dewey is in accord with that of Kerschensteiner who intends to cover experiences of various fields of society through practice-learning, and to have knowledge got from outside of school, refuting the misled trend of education isolated from real life. However, there is some difference between Kerschensteiner and Humbolt or Dewey. While the Neo-humanism of Humbolt and the pragmatic education of Dewey put emphasis rather on the liberal arts and culture of individuality, Kerschensteiner is concerned more with the work and life of the reality of society as a group. Kerschensteiner's concept of utility is related to education for the whole man and to the work of the individual and the nation as well as the will and power to practice it. The ideal man of utility of Kerschensteiner is to learn perfectly the value and behaviour of society through vocational life and to have right view of the state establishing a sound mutual relation between individual and state. Kerschensteiner is regarded as a devotee of 'the state of harmony' or 'the ideal of the state', as he makes the state as the criterion for defining the role of the individual. It can be said that Kerschensteiner is not a democrat of the American style as Dewey is, as he makes much of the value of the nation and state. However, he is a humanist and democrat in the point of vocational education. His purpose of education is to make whole men through work and vocational education.

• 동서간호학연구지
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• 제7권1호
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• 한국산학기술학회논문지
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• 제19권2호
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• pp.279-292
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• 2018

2008년 글로벌 금융위기의 파급효과에도 불구하고 빠른 회복세를 보인 세계미술시장과는 달리 한국 미술시장은 현재까지도 이전 수준을 회복하지 못하고 있다. 한국 미술시장은 화랑 편향의 유통시스템, 취약한 1차 시장 기능, 소수 컬렉터 중심의 시장 구조로 신진 및 중견작가들로 하여금 시장 진입의 기회를 어렵게 하고, 결과적으로 작가들의 경제적 양극화를 심화시킨다. 또한 높은 작품 가격은 일반인의 시장참여를 제한함으로써 시장의 저변확대를 가로막고 있다. 본 연구는 한국미술시장의 가장 근본적인 문제는 시장 저변의 허약함에 있으며 이를 개선하기 위한 방안으로 '대안형 아트페어'가 허약한 우리 미술시장의 체질을 개선하는 단초가 될 수 있다는 점에 주목하고 한국 미술시장의 현황과 예술경영지원센터의 '작가미술장터' 사업 사례를 분석하였다. 분석 결과 '작가중심형 아트페어'는 일반인의 미술시장에 대한 관심을 환기시키고, 신진 및 비인기 중견작가들에게 전시 및 관로를 열어줌으로써 시장 저변을 확대하는 방안 중 하나로 미술시장 대중화를 촉진하는 대안형 아트페어이다. 나아가 국내 미술 시장의 체계적인 유흥 체계 구축과 더불어 견고한 작가군을 형성할 수 있도록 하는 기초직업이기도 하다. 현재로서는 시장편중 현상이 다른 나라에 비해 뚜렷하고 대중화가 부진한 우리 미술계의 현실, 그리고 자생력이 부족한 시장의 현장 등을 고려할 때 '작가중심형 아트페어' 육성을 위한 공공부문의 마중물 역할이 반드시 필요한 것으로 보인다. 하지만 장기적으로는 직접적인 지원방식이 아닌 홍보플랫폼의 제공이나 소비자 금융지원 등 간접적인 지원방식으로의 전환을 통해 '작가중심형 아트페어'의 지속가능성과 그 발전을 도모할 필요가 있다.

• 수면정신생리
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• 제16권2호
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• pp.85-90
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• 2009

목 적: 수면문제와 자살위험의 증가의 연관성에 대한 관심이 증가하고 있다. 자살사고를 보이는 환자에서 수면문제의 호소는 매우 흔한 일이다. 비록 수면문제가 정신과적 질환에 매우 흔한 증상 중 하나이지만, 불면증, 수면과다증, 악몽등과 같은 수면문제는 특히 자살위험이 높은 환자에서 흔함이 보고되었다. 본 연구에서는 수면시간과 자살사고의 연관성에 대해 조사해 보고자 하였다. 방 법: 인천지역에 거주하는 주민 1,000명(남자:여자=500:500명, 평균연령=39.6${\pm}$11.6세, 연령범위=20~77세)을 대상으로 하였다. 전체 대상군의 사회인구학적 정보를 조사하였고, 지난 한달 동안의 수면시간 및 수면습관, Beck 자살사고 척도(Beck Suicide Intent scale;이하 BSI), 우울증 척도(Center for Epidemiologic Study-Depression;이하 CES-D), 분노감 척도(Spielberger State-Trait Anger Expression Inventory;이하 STAXI), 충동성 척도(Barratt Impulsiveness Scale;이하 BIS), 아침형-저녁형척도(Morningness-Eveningness Scale;이하 MES)로 구성된 설문지를 완성하도록 하였다. 결 과: 전체 대상군에서의 상관관계분석에서 나이와 성별을 보정한 후, BSI점수는 CES-D, STAXI, BIS와 유의한양의 상관관계를 보였으며(각각 $r_P$=0.251; p<0.001, $r_P$=0.352: p<0.001, $r_P$=0.175; p<0.001), MES와는 유의한 음의 상관관계를 보였다($r_P$=-0.066; p=0.037). 수면시간은 BSI점수와는 유의한 상관관계를 보이지 않았다($r_P$=-0.054; p=0.091). 전체 대상군에서 BSI를 종속변수로 하고, 나이, 성별, 가족내 소득, 정신질환의 가족력, 교육, 결혼상태, 종교의 사회인구학적 변수와 CES-D 점수, STAXI 점수, BIS 점수, MES 점수, 6시간 이하나 10시간 이상의 수면시간을 갖는 군을 독립변수로 선형회귀분석을 시행하였다. 정신질환의 가족력, CES-D 점수, STAXI 점수, 6시간 이하나 10시간 이상의 수면시간이 유의하게 자살사고 점수를 예측하였다(F=17.837, adjusted $R^2$=0.166, 각각 p=0.003, p<0.001, p<0.001, p=0.003). 경도 이상의 우울증상이 있는 군으로 한정하였을 때에도, 같은 변인들이 자살사고를 유의하게 예측하였는데, 이 모형이 가지는 설명력은 우울한 집단에서 더 높았다(F=9.920, adjusted $R^2$=0.298). 결 론: 본 연구결과는 주관적 보고에 기초한 6시간 이하의 짧은 수면시간뿐 아니라 10시간 이상의 긴 수면시간도 자살사고와 유의한 연관성이 있음을 제시한다.

• 조형예술학연구
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• 제8권
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• pp.63-94
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• 2005

ChangSayng-Do in the late Chosun dynasty was a kind of traditional painting which sublimated the philosophy and emotion of everyday life into an aesthetic consciousness through a long history of Korean people . It would represent a human wish and desire to live a long and healthy life, which was implicated by way of Taoism. The major themes of ChangSayng-Do - mountains, the sun, cloud, water, rock, deer, tortoises, cranes, pine trees, bamboos, peaches, and herbs of eternal youth - were all symbols used. to wish for a long-life and immortality in real world. All or some of these items were represented in paintings, which resulted in the various kinds of ChangSayng-Do. The main concern of this thesis will be centered around the naturalistic subjects shown in ChangSayng-Do. This thesis consists of four chapters. The first chapter describes the purpose of and need for the research, and its method and scope. The second chapter deals with the origin and style of ChangSayng-Do, and the background of its formation. It is found out that the formative characteristic of ChangSayng-Do lies in the archetype, the unity of man and nature following the traditional view of nature. It is also found out that ChangSayng-Do implied the notions of Supernatural Being, Yin-Yang and Five Elements, Taoism, and Confucianism as well as Korean shamanism. Third chapter is largely about an analytic investigation into symbolic visualization of ChangSayng-Do. Firstly, the subject matters shown in ChangSayng-Do consist of items of wishful omen for long-life and good luck, and any motif in a picture implies a symbolism of eternal youth and long-life. Secondly, the view of colors shown in ChangSayng-Do is closely connected to Five Elements and Five Direction, a traditional oriental philosophy of universe, and these symbolic colors are based on shamanism and Yin/Yang-Five Elements. According to an iconological analysis, it is confirmed that these viewpoints are consistent with formative principles and expressive methods of ChangSayng-Do to some extent. The fourth chapter is one of the most important elements for visualization of ChangSayng-Do. The symbolic meaning of long life and good luck is the major source of its popularity inside the palace as well as among the people in general. The fact that ChangSayng-Do was used to ornament the palace was documented in $\lceil$UiGuey(documents about Chosun dynasty$\rfloor$. Also during the late period of Chosun dynasty, the appreciators of arts had begun to spread from high level class to lower level class, and many pictures represented in $\lceil$Hanyang-Ga$\rfloor$ were the ones produced and circulated for those increased consumers. As for the folk-artistic characteristics, the anonymity and arbitrary naturalness of ChangSayng-Do demonstrates that the folk-artistic elements were fully soaked into the life styles of people in general. ChangSayng-Do further shows that a human being is located in the center of the universe, and that all the natural phenomena and ecology are observed to happen around human beings, and that the results of those happenings are connected to man's course of life. It is discovered that the subject matters of ChangSayng-Do in the late Chosun dynasty imply another idea inside metaphors and symbols. With regard to the arrangement of time and space, the unity or oneness of oneself with the world is more highly regarded than one's individual subjectivity: there exist multiple times and spaces in a single picture This reveals a wholistic view of oneness which does not permit the division between phenomenon and substance. To conclude, this thesis inquired into ChangSayng-Do in the late Chosun dynasty focusing on the expression of archetype-symbols. And through the analysis and demonstration, this thesis re-established constructional principles and formative characteristics of ChangSayng-Do and then settled a new phase of ChangSayng-Do, with a deep under-standing of fundamental thoughts of Korean people underlying ChangSayng-Do.

• 한국콘텐츠학회논문지
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• 제8권2호
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• pp.195-204
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• 2008

항공산업의 발전으로 급격한 국제화가 이루어지고 있는 현대사회에서 특히 염려가 되는 것은 승객과 항공기 또는 공항을 대상으로 한 테러리즘이라 할 수 있다. 그런데 항공관련 테러방지를 위한 여러 가지 보안대책 가운데 중심이 되는 것은 지상 보안활동이고 지상 보안활동의 중심이라 할 수 있는 것은 여객터미널 또는 화물터미널에서 이루어지는 탑승객과 출입자, 화물 등을 대상으로 한 보안활동이라고 생각한다. 일반적으로 지상보안활동은 물리적 보안과 접근통제, 수화물 그리고 승객과 소지품에 대한 100% 보안검색, 화물경비, 기타 통제사항들을 포함하여야한다. 2001년에 발생한 9.11테러 이후 공항 보안활동에 대한 개선과 강화의 필요성이 강력히 제기되었으며 첨단장비의 개발과 운용에 많은 예산을 투자하고 있다. 또한 미국을 비롯한 세계 각국은 공공서비스 또는 치안서비스의 역할분담 측면에서 민영화를 통한 보안활동 강화를 추구하고 있으며 공항 지상 보안분야에서도 한정적이나마 사(私)경찰활동(Private Police Activities)이 활발하게 이루어지고 있다. 최근 샌프란시스코국제공항 지상 보안활동을 살펴보면 정보수집과 국가관련 중요행사, VIP경호, 법집행, 기관 간 협조, 일상적인 순찰, 교통관련 업무 등은 공(公)경찰인 샌프란시스코경찰국 소속 공항 파견부서에서 담당한다. 반면 민간인으로 구성된 사경찰은 TSA와 같은 국가기관, 공항당국의 지도 감독 하에 X-Ray 판독과 금속탐지기운용, 여권(ID)확인, 폭발물 반응검사 등 검객 업무에 한정된 경향을 보이고 있다. 이와 같은 상황 하에서 공경찰활동과 사경찰활동 간의 조화와 업무의 효율성을 위한 연구가 요구되며 특히 사경찰의 보안활동 강화를 위한 판독 전문가 양성, 이직률 감소 대책 강구, 첨단장비 보급과 보안관련 예산의 확보는 선결되어야할 과제라고 생각한다. 이와 함께 보안활동 과정에서 부득이 발생하는 일반시민의 프라이버시 침해를 최소화하기 위한 대책 등은 매우 중요한 문제라고 생각한다. 본 연구에서는 샌프란시스코국제공항 국제선 여객터미널 내에서의 경찰활동 사례를 분석하여 보다 발전적인 지상 보안활동을 제언하고자 한다.

• 한국철학논집
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• 제25호
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• pp.251-292
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• 2009

본고에서는 한국사상사에 있어서 선진 제자학을 위상을 검토하고 아울러 순자사상의 한국적 수용과 전개 양상을 살펴보았다. 나아가 여말선초부터 18-19세기에 이르는 지식인들의 문집을 통하여 순자에 대한 이해양상과 시대별 흐름을 다음과 같이 요약할 수 있다. 즉 삼국시대부터 고려 중엽까지는 지식인들이 선진 제자학 가운데 다른 학파나 사상가를 이단으로 간주하여 비판하는 일은 거의 없었다. 그런데 여말선초 이래 "맹자"가 유가의 정통 경전으로 확립되면서부터 순자를 비롯한 선진 제가를 이단으로 간주하여 비판하기 시작하였다. 고려부터 선초에 이르는 지식인들의 순자의 성악설에 대한 평가는 엇갈리고 있으며, 다만 순자에 대한 이해의 심도가 점차 깊어짐을 알 수 있다. 성리학 전성기에 이르면 선초에 비해 순자에 대한 지식인들의 비판 강도가 오히려 줄어드는 경향을 엿볼 수 있는데, 이것은 맹자의 성선설을 토대로 한 성리학적 세계관이 이미 확립되었음을 반증하는 것이다. 또한 성악설을 비판하는 지식인들도 대체로 순자의 다른 사상에 대해서는 적극적으로 원용하는 태도를 취하고 있다. 17세기에 이르면 순자를 법가로 귀결시키는 논의도 일부 보이지만, 주자학의 권위에 도전하거나 실학적 토대 위에서 제자학을 적극 수용하는 경향이 대세를 이루게 된다. 18세기에 이르면 순자에 대한 이해 범위가 보다 확산되고 있음을 확인할 수 있으며, 특히 글자 고증에 있어서 순자의 원문 및 주석이 널리 활용되고 있다. 요컨대 조선조 지식인들의 순자 비판은 시종일관 그의 성악설에 근거하며 나아가 분서갱유를 주도한 이사(李斯) 등의 법가와 연계시키는 데 집중되어 있다. 반면에 이를 제외한 순자의 기타 사상에 대해서는 대체로 긍정적으로 수용했다고 해도 좋을 것이다. 그런데 이처럼 순자를 비판하고 있는 지식인들은 제자서를 쉽게 접하거나 상대적으로 개방적인 학문태도를 지녔었다는 점은 주목할 필요가 있다.

• 분석과 대안
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• 제7권1호
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• pp.229-258
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• 2023

Для основных ведущих стран Азиатско-Тихоокеанского региона США, Китая и России сложилась ситуация "новой нормальности". Причем для каждой из указанных стран эта "новая нормальность" имеет свои собственные особенности, характеристики и значение. Для США – это обострение военного противостояния с Китаем в Тайваньском проливе. Для Китая – обострение соперничества с Соединенными Штатами до нового уровня и, одновременно, замедление темпов экономического развития с очень высокой вероятностью их дальнейшего снижения. "Новая нормальность" для России – это почти полное свертывание отношений с США, ЕС и их партнёрами и союзниками на фоне специальной военной операции и введенных санкций. Эти нюансы, в дополнение к результатам 20-го съезда КПК, во многом и будут определять основные тенденции в китайско-американских и китайско-российских отношениях. С высокой вероятностью отношения Китая и России не претерпят серьезных изменений на фоне украинского кризиса. Пекин будет стараться сохранять позицию "доброжелательного нейтралитета" по отношению к Москве. В то же время баланс между "доброй волей" и "нейтралитетом" может варьироваться в зависимости от масштабов китайско-российского сотрудничества. Например, в экономической сфере китайские компании будут лимитировать сотрудничество с российскими партнерами, опасаясь западных вторичных санкций. Однако, в целом, Россия сохранит свое значение для Китая как сильнейший антиамериканский полюс. В отношениях с США Китай продолжит твердо отстаивать свои интересы, в то же время, не исключая нормализации отношений с Вашингтоном в определенных областях сотрудничества: стратегическая стабильность, нетрадиционные угрозы, экология и т.д. В целом решения 20-го съезда КПК не позволяют говорить ни за, ни против идеи о готовности Китая возобновить диалог с США в период после конгресса. Китайско-американские отношения, как отмечалось выше, имеют свою собственную логику и, вероятно, продолжат развиваться в ее рамках. Впрочем, как и китайско-российские отношения. В рамках этой логики Пекин, похоже, продолжает балансировать между двумя векторами своей внешней политики. С одной стороны – это развитие двустороннего сотрудничества с Россией с целью укрепления собственных переговорных позиций в противостоянии с Вашингтоном: военное сотрудничество с акцентом на совместные учения, политическое сотрудничество, основанное на антиамериканизме, экономическое сотрудничество с оглядкой на риски вторичных санкций. С другой стороны, для Китая неприемлемо, во-первых, нарушение территориальной целостности Украины, во-вторых, прямое военное столкновение с США и, в-третьих, дальнейшее обострение отношений с Вашингтоном по фактору китайской дружбы с Россией.