• 대순사상논총
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• 제25_1집
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• pp.25-85
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• 2015

In this study, source criticism (an establishment of authentic text) of the Hyun-Mu Sutra(玄武經) among different editions is studied and an attempt of a new interpretation appropriate to that is attempted. The Hyun-Mu Sutra, a scripture written in 1909, began to communicate with the world through the religions of Jeungsanism. In particular, it was remarkable that The Hyun-Mu Sutra was absorbed as canon textbooks Jeonkyung(典經), the Scriptures of Daesoonjinrihoe, The Fellowship of Daesoon Truth(大巡眞理) from a loner and secret pull-out of heritage traditions. However, this scripture though written in 1909 and more than 100 years has passed, remained in a state unestablished authentic text. The Hyun-Mu Sutra is the scripture consisted of 25 pages by the religions of Jeungsanism[Gang Il-sun 姜一淳(1871~1909)]. 33 page type of Hyun-Mu Sutra has been distributed in the world until now the authentic text of The Hyun-Mu Sutra. However, as a result of the examination, diagnostic scripture(病勢文) was found to have been added by descendants. After a review of authentic text of The Hyun-Mu Sutra, it concluded that there is no diagnostic scripture in primary The Hyun-Mu Sutra. Though The Hyun-Mu Sutra is a booklet of a small amount, the notation and expression is so unique, it has been in secrecy to read its contents. Interpretation way of The Hyun-Mu Sutra up to now can be summarized in two as follows. 1) approaches by I-ching 2) approaches by ten celestrial stemps and twelve earthly branches(10干12支). Approaches by I-ching among this sometimes was supplemented with Buddhist classification methods. Nevertheless, these studies can be evaluated limited because it fails to secure authentic text of The Hyun-Mu Sutra. In this study, the contents of The Hyun-Mu Sutra was examined itemized by focusing on the following four points. 1) The icon of The Hyun-Mu Sutra(玄武經符) is similar as normal talisman(符籍) but it has other features. 2) 'Reverse Fonts'(反書體)[the opposite view of the standard fonts(正書體), reflected in the mirror fonts] and size or location used in text is not in uniform. 3) letters in scripture were pointed and points were stamped in the left and upper and lower characters. 4) "Spiritual poem" (詠歌, the Korean traditional music with a view of elegance as an origin of eco), and the music with the Five-Sounds[宮Gung, 商Sang, 角Gak, 徵Chi, 羽Wu) were related. As a result, content analysis of The Hyun-Mu Sutra is carried out in the next four points. 1) The icon of The Hyun-Mu Sutra (玄武經符) has been primarily developed by Jeungsan. 2) 'Reverse Fonts'(反書體)[the opposite view of the standard fonts(正書體), reflected in the mirror fonts] and reverse location such as '宙宇' [the reverse of '宇宙'] represents based on a new world based on a forward and reverse I-ching(正易). 3) Dot and neighbor points is a symbolic map that guides the position of lateral new world(後天) and era(人尊) 4) Spiritual poem is the entrance to achieve the Realization of Do(道通). The above can be considered as the results of this study.

• Journal of Preventive Medicine and Public Health
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• 제1권1호
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• pp.67-78
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• 1968

For the purpose of ascertaining the status of physical growth and health status of the University students, a intensive survey was conducted by the authors towards a total of 2,638(male; 2,228, female; 410) who passed the written entrance examination at the Seoul National University. The items included the measurements on physical growth, various physical indixes, visual acuity, tuberculosis and dental status. The findings and results can be summarized as follows: 1. Physical Growth No significant difference was found in the physical growth between classes(literature and science) and by ages. In males, the means of body height, body weight, chest-girth and sittingheight were $168.0{\pm}5.07cm,\;55.7{\pm}5.71kg,\;85.8{\pm}4.4cm\;and\;91.5{\pm}2.21cm$, respectively. In females, these were $157.4{\pm}4.57\;cm,\;00.4{\pm}5.75kg,\;80.3{\pm}4.51cm\;and\;86.1{\pm}3.30cm$, respectively. Basing on the above measurements several physical indixes were calculated as follows ; Relative body weight 33.15 in males and 32.02 in females. Relative chest-girth 51.07 and 51.01, relative sitting-height 54.46 and 54.70 $R\ddot{o}hrer$ index 1.00 and 1.02, Kaup index 1.97 and 2.04, Vervaeck index 83.63 and 83.03, and Pelidisi index 89.94 and 92.45. 2. Visual Acuity Among the students of science classes those of 0.8 and below in vision on left and right occupied 46.4% and 45.0%, those of 0.6 and below 39.1% and 41.2%, respectively. Among the students of literature classes those of 0.8 and below occupied 46.3% and 42.9%, and those of 0.6 and below occupied 41.4% and 39.0, respectively. In males those of 0.8 and below occupied 46.8% and 44.5% and 0.6 and below occupied 41.9% and 39.7%, while in females 0.8 and below occupied 43.9%, and 42.4%, and 0.6 and below occupied 38.3% and 37.3%, respectively. In males those of 0.8 and below in corrected vision occupied 12.1% and 10.3%, while in females 12.9% and 12.2%, respectively. More students of abnormal vision were found among science classes and the proportions of corrected vision were 38.9% and 37.4% in males, and 33.9% and 33.2% in females, respectively. 3. Tuberculosis Among the total, 55 students were diagnosed as tuberculosis, of whom 50 were minimal cases, 2 were moderately advanced cases and 3 were far advanced cases. 4. Dental Status Among the total, 81.2% were of decayed teeth, 20.8% filled, 9.5% missed, 5.0% extraction needed, 9.1% sunplatinum bridges, 3.3% golden bridges and 5.5% golden inlay. Regarding tartar on teeth moderate, heavy and light grades occupied 49.5%, 29.7% and 20.3%, respectively and 0.8% had none. 5. Comprehensive evaluation According to criteria 4 grades were applied to comprehensive evaluation as follows : A...excellent in physical status B...with some physical defects but no difficulties in study C...need treatment D...need treatiment and rest Out of the total, A grade occupied 21.6%, B 76.2% and C. and D 2.2.

• 대한치과교정학회지
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• 제25권4호
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• pp.497-509
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• 1995

여러 선학들의 조사 연구 및 본인의 1985-1989년도의 조사에 의하면 교정환자의 수가 급등하는 추세를 보이고 있으며, 환자의 연령군별 및 Angle씨 분류법에 의한 부정교합 유형별 교정환자도 변화추세를 보이고 있다. 따라서 이와 같은 환자의 내원 동향 변화에 대처하기 위하여 계속적이고 주기적인 역학 조사가 필요하게 되었으며, 이번 조사를 통하여 서울대학교병원 교정과에 내원한 교정환자들의 성별, 연령별, 부정교합 분류별 특성을 파악하고, 치과 교정학 교육의 방향 및 치과 교정 전문 인력의 확보 등에 사용될 지침의 기준으로 사용하기 위하여 본 연구를 시행하였다. 1985년부터 1994년까지 10년간 서울대학교병원 교정과에 내원한 총 6,788명의 환자를 대상으로 연도별 내원환자의 분포, 성별에 따른 내원환자의 비율, 연령군별 환자의 분포, Angle씨 부정교합 분류법에 따른 분포 등을 조사하여 다음과 같은 결론을 얻었다. 1. 본 병원 교정과에 내원한 환자수는 1990-1994년의 환자수가 1985-1989년의 환자수보다 5.39% 증가하였고, 매년 내원하는 교정환자의 수가 증가하는 추세를 보였다. 2. 여성환자가 남성환자에 비해 1.59배 더 많았고, 매년 여성환자가 차지하는 비율은 증가하였으나 남성환자가 차지 하는 비율은 감소하는 추세를 보였다. 따라서 여성환자의 교정치료 수요가 남자보다 더 크다고 할 수 있다. 3. 내원한 환자를 Angle씨 부정교합분류법에 의해 조사해 본 결과 I 급이 35.98%, II 급 1류가 14.00%, II 급 2류가 1.74%, III급이 48.28%이었다. I 급 부정 교합 환자의 비율은 감소후 비슷한 수준을 유지하다가 1994년에 급격히 증가하는 경향을 보였다. 반면 III급 부정교합 환자가 차지하는 비율은 1991년까지 증가추세를 보인 후 감소 추세를 나타냈다. 4. 내원한 환자를 연령군별로 조사해 본 결과 6세 미만군이 2.65%, 6-8세군이 8.63%, 8-12세군이 32.50%, 12-18세군이 27.74%, 18세 이상군이 28.48%이었다. 12-18세군이 차지하는 비율은 감소하다가 증가하는 추세를 나타냈고, 반면 18세 이상군은 증가하다가 점차 감소하는 경향을 나타냈다. 따라서 입시문제가 내원 연령군에 있어서 중요한 요소로 생각된다.

• 대한지구과학교육학회지
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• 제9권2호
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• pp.199-216
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• 2016

이 연구의 목적은 과학영재를 위한 개별화 교육과정 및 프로그램의 필요성에 관해 과학영재교육 담당 교사들은 어느 정도 인식하고 있는지를 과학영재 교육기관의 현실에 비추어 심층적으로 탐색하여 문제점들을 짚어보고, 이를 기반으로 하여 앞으로 보다 적극적인 과학영재 개별화 교육과정 및 프로그램의 적용 가능한 방향에 관해 시사점을 도출하는 것이다. 연구 참여자는 과학영재를 지도한 경험이 있고, 영재교육 혹은 과학교과교육 분야로 학위를 가지고 있는 현직 교사를 중심으로 15명을 섭외하여 심층 면담하였다. 연구 결과, 연구 참여자 대부분은 과학영재교육에 있어 이상적인 영재교육은 학생의 성향에 따른 개인적 요구를 이해해야 하고, 학생이 스스로 주도하는 연구방향이어야 한다는 내용으로 개별화 교육의 필요성을 인식하고 있었다. 과학영재 개별화 교육과 관련한 과학영재교육 기관 운영의 문제점으로 교사들은 재정적 지원의 감소를 가장 큰 문제로 들었으며, 교사의 소명의식 및 전문성이 매우 중요한 요소로 언급되었다. 시간, 장소의 제약과 함께 대학입시와 관련된 교육환경의 영향도 무시할 수 없다는 의견이 많았다. 영재교육기관 및 대상자의 과도한 확대와 표준화 된 측정 도구 및 프로그램이 없다는 것, 교사의 일관된 관찰 시스템이 부족하다는 의견도 많았다. 또한, 영재교육기관들의 획일화된 교육과정이 문제점으로 지적되었고, 이미 진행되고 있는 개별화 교육프로그램도 단점이 많고 미미하게 진행되고 있음을 지적하였다. 이에 따라 앞으로 과학영재 개별화 교육을 적용하기 위한 방향으로 교사들은 최적화 된 교육환경과 일관된 정책적 지원을 요구하였으며, 교사의 지속적 관찰이 가능한 시스템이 필요하다는 의견을 피력하였다. 또, 학생 요구에 부합하는 교육과정과 프로그램이 가장 우선시 되어야하며, 협동학습 내에서의 동료학습이 개별화 교육의 대안이 될 수 있다는 응답도 있었다. 이와 함께 개별화 교육에 따른 열등감을 극복하기 위한 처치가 뒤 따라야 한다는 의견도 많았다.

• 한국의학물리학회지:의학물리
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• 제22권4호
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• pp.163-171
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• 2011

본 연구에서는 피사체에 의한 산란, 초점에 의한 흐림, 기하학적 확대도 그리고 검출기의 특성이 반영된 유효검출양자효율(effective detective quantum efficiency, eDQE)과 유효선량을 평가하여 소아 흉부 X선 촬영 시 선량의 최적화를 위한 조사조건의 영향을 평가하였다. 100, 110, 120, 150, 180 cm의 FDD (focus-to-detector distance)일 때 관전압을 40 kVp에서 90 kVp까지 10 kVp씩 증가시켜가며 동일한 유효선량일 때 eDQE를 평가하였다. 그 결과 eDQE는 다른 관전압과 비교 시60 kVp에서 가장 높은 값을 보였다. 특히, 동일한 유효선량일 때 그리드가 없을 경우 상대적으로 매우 높은 eDQE를 나타냈다. 이는 그리드에 의한 산란선의 감소가 그리드에서 흡수된 유효 광자의 손실을 보상하지 못하기 때문이다. 그리드 가 없을 경우 FDD가 증가할수록 향상된 유효변조전달함수(effective modulation transfer function, eMTF)로 인하여 eDQE는 증가하였다. 국내 대형병원들의 대부분은 15개월 소아의 흉부 X선 촬영 시 그리드와 함께 100 cm의 짧은 FDD를 사용하고 있다. 그 결과 대부분의 경우는 국내 환자선량권고량(diagnostic reference level, DRL) $100{\mu}Gy$을 초과하였다. 이는 5세 소아 흉부 X선 촬영 시 150 cm에서 180 cm 사이의 긴 FDD를 사용하지만, 15개월을 모사하고 있는 표준 소아팬텀의 흉부 X선 촬영의 경우 100 cm의 짧은 FDD를 사용했기 때문이다. 따라서, 나이에 따른 소아의 흉부 X선 촬영을 시행하기 위한 적절한 조사조건이 확립되어야 한다. 본 연구 결과는 나이에 따른 소아 선량의 권고량을 설립하는데 기초자료로 활용될 수 있을 것이다.

• 초등상담연구
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• 제5권1호
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• pp.159-184
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• 2006

Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.