• 한국전통조경학회지
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• 제34권1호
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• pp.71-82
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• 2016

문헌고찰과 현지조사를 통해 김천 방초정의 입지, 누정과 지당의 조형성 그리고 누정제영시의 경관의미 등 정원의장적 특질을 추적한 결과는 다음과 같다. 첫째, 방초정이 입지한 원터마을은 금잠낙지형(金簪落地形) 또는 연화부수형(蓮花浮水形)의 풍수형국으로, 방초정은 소통과 교유문화의 거점공간으로 자리 잡아 왔다. 연안이씨(延安李氏)의 본제(本第) 정양공종택(靖襄公宗宅)과 약 150m 이격된 누정형 별서 방초정의 당호 '방초'에는 "향긋한 풀이 무성한, 앵무가 사는 곳을 희구하겠다"라는 군자(君子)의 지조가 새겨져 있다. 둘째, 중앙 온돌방에 사방분합문을 달고 마루를 가설한 누각형 구조의 방초정은 열린 경관을 추구한 적극적 조망의지 뿐 아니라 "가례증해(家禮增解)" 간행 등 공적 용도의 공간성 또한 주목된다. 셋째, '최씨담(崔氏潭)'은 현존하는 국내 지당 중 전형적 '방지쌍원도(方池雙圓島)'를 갖는 유일한 정원유구로, 지당 내 공존하는 두 개의 섬은 주종(主從) 간의 의리와 부부애를 형상화한 정원시설일 뿐 아니라, 3개소의 입수구와 감천으로 향한 1개의 출수구는 저류 및 생태적 재처리 등 마을방죽으로서의 기능을 수행하는 최적합화된 정원의장이다. 넷째, "방초정8영(芳草亭八詠)"과 이를 확대 재생산한 "방초정10경(芳草亭十景)"에서는 방초정을 중심으로 김천과 구성면의 자연 및 취락의 목가적 전원경(田園景)이 적극적으로 묘사되고 있다. 방초정 집경시는 사계사시(四季四時)와 기상현상 및 팔방(八方)을 고려한 경물포치를 통해 방초정과 원터마을을 소우주의 중심으로 삼고자 하였다. 이는 지역의 거점 문화공간으로서 방초정별서명승에 대한 경관인식의 현현(顯現)이다.

• The Journal of Korean Physical Therapy
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• 제3권1호
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• pp.151-174
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• 1991

The purpose of this study is to research the actual conditions of industrial accident patients and to produce worker satisfaction and a rational and effective counter measure plan. Direct interviews with 179 cases (in and out patients) were carried out during a three month period from April to July 1990, at six hospitals : two general hospitals Sun Lin and Sung Mo in Po Hang, and four general hospitals in Taegu : Kyung pooh University Hospital, Dong San Medical Center, Young Nam Medical Center and Catholic Hospital. The results of this study are summarized as fellows : 1. Among the 179 cases, $51.6\%$ were male and $48.4\%$ were female. The two largest age groups were 30-39, $31.8\%$ and 20-29, $27.4\%$. Among the 179 cases, $51.6\%$ were married, the largest family number was 2 to 3, $41.1\%$ and 4 to 5, $25.6\%$. Educationally, graduation from high school was the largest group, $46.4\%$ among ,the patients, followed by middle school and primary school. The largest group income level was from 40-69 만원, $45.2\%$. The largest group of patients who worked over 50 hrs. a week was $52.0\%$. The largest group of patients who worked less than 1 year was $44.7\%$, of the patients in work places of less than 100 people, $60.3\%$ were injured and in work places of 100-299 people, $20.1\%$ were injured. In manufacturing, the largest group injured was $55.3\%$, the next group was transport, storage, communication. The largest group of production workers injured was $40.2\%$. 2. The cause of injury in the largest group was facility problems, $33.5\%$. The next group was unsafe habits, $30.2\%$ ; a lack of safety knowledge, $17.9\%$ ; and insufficient supervision, $12.3\%$. The 30-39 year age group head the highest number of injuries, $40.4\%$ ; work places with more than 10 years of work, $44.4\%$ ; work places with more than 1000 people, $56.3\%$ and mining accidents, $80.0\%$. Among. these groups the highest cause of injury was due to facility problems. 3. The accident pattern showed machinery injuries $28.5\%$ as the largest group, followed by falls & falling objects $17.3\%$, fire & electric $15.1\%$, strucke by an object $14.5\%$, followed by overaction and vehicular accidents. The accident pattern showed $46.4\%$ among workers over the 50 year age group, workers in the 5-10 year group, $50.0\%$ ; places employing more than 1000 workers, $35.3\%$ ; construction $73.7\%$, and construction workers $57.1\%$, among these fall & falling objects caused the greatest number of injuries. 4. The largest group of injuries was fractures $54.8\%$, trauma $14.5\%$, amputation $11.7\%$, open wound, and burns. The largest number of fractures occurred in people in the 30-39 year age group, $63.2\%$ : over 10 years of work, $55.0\%$ ; in work places of 300-490 people, $63.6\%$ ; construction $63.2\%$ and general workers $57.2\%$. 5. The largest group of injuries was upper extremity $45.3\%$, lower extremity $24.0\%$, trunk $18.5\%$ and head or neck $12.2\%$. Of these groups, upper extremity injuries were the highest in those less than 20 years old $75.0\%$, less than 1 year or work $59.5\%$, in work places of 500-999 people $60.0\%$, manufacturing $56.6\%$ and production workers $55.6\%$. 6. Periods of injury showed 34 people injured in September, to be the largest followed by October, 32 ; August, 22 people : July, 19 people and the lowest December, 2 people. During the week, Friday had the largest group injured, 35 people ; followed by Saturday, 26 people and the lowest was Wednesday, 17 people, During the day 1400 hours had the largest group injured, 38 people ; followed by 800 hours, 31 people. 7. On a basis of 5 as the highest mark, the average, according to worker satisfaction showed facility safety 3.55, work environment 3.47, income 3.44, job 3.21 and treatment 2.98. 8. The correlation between general characteristics and injury showed that age was directly correlated to the duration of work (r=2591) p<0.01, age was directly correlated to industry (r=2311) p<0.01, and the duration was directly correlated to occupation (r=4372) p<0.001.

• 한국심리학회지 : 문화 및 사회문제
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• 제10권2호
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• pp.103-137
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• 2004

이 연구에서는 청소년과 부모의 인간관계를 통해 본 신뢰의식을 탐구하기 위해 토착심리학적 접근을 시도하였다. 이를 위해 청소년이 부모, 교사, 친구에 대해 신뢰하는 이유와, 청소년의 부모집단이 자녀, 배우자, 교사에 대해 신뢰하는 이유를 규명하고자 하였다. 또한 청소년과 부모집단이 다양한 인간관계에서 각 사람을 신뢰하는 정도를 비교하였다. 분석대상은 총 1,737명이었으며, 청소년(중-274명, 고-305명)과 그들의 부(579명) 모(579명)로 구성되었다. 분석 결과, 청소년들이 부모를 신뢰하는 가장 대표적인 이유는 부모의 '희생'이었으며, 그 다음으로 '혈연관계'가 부각되었으며, 이외에 '존경함' '나를 믿어줌' '의지가 됨' '지도와 조언'어 포함되었다. 교사를 신뢰하는 이유로는 '학업 지도'와 '스승에 대한 무조건 신뢰'가 대표적인 이유였으며, '아껴주고 관심있음' '존경함' '상담과 인성지도' '부모와 같은 존재' '학생들을 위한 고생과 희생'이 포함되었다. 친구 신뢰의 이유로서 '의지가 됨' '친밀함' '친구에 대한 무조건 신뢰' '나를 이해함'이 지적되었는데, 정서적 지원의 중요성이 시사되었다. 또한 부모가 자녀를 신뢰하는 이유로 '성실함'과 '정직함'과 같은 도덕성의 측면이 강조되었고, '혈연관계' '자녀에 대한 기대와 대화' '순종함' '학업에 충실'이 신뢰의 이유로 나타났다. 배우자를 신뢰하는 이유로는 '성실함' '가족을 위한 헌신' '정직함' '배우자에 대한 무조건 신뢰' '대화와 상호배려'의 순서로 지적되었다. 학부모 입장에서 교사를 신뢰하는 이유로는 '교육자에 대한 무조건 신뢰' '학생 이해와 사랑' '성실함'이 중요하였다. 한편 학교수준별 성별 학업성적별 청소년집단의 부모, 친구, 교사에 대한 신뢰의 정도를 비교한 결과, 중 고등학생별로 부모에 대한 신뢰는 차이가 없었으나, 중학생이 교사를, 고등학생이 친구를 더욱 신뢰하였다. 또한 성별로는 남자가 여자보다, 학업성적별로는 상집단이 하집단보다 부모나 교사 및 친구를 더욱 신뢰하였다. 연령별 성별 학력별 부모집단의 자녀, 배우자, 교사에 대한 신뢰 정도를 비교한 결과, 의미있는 차이가 없었다. 부모와 자녀의 인간관계 신뢰 정도를 상호 비교한 결과, 아버지와 어머니의 배우자신뢰와 자녀신뢰 정도는 자녀의 부모신뢰 정도와 정적 상관이 있었으며, 어머니의 교사신뢰와 자녀의 교사신뢰 수준도 정적 관계를 보였다.

• 대한간호학회지
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• 제2권1호
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.