• 헤리티지:역사와 과학
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• 제46권4호
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• pp.48-63
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• 2013

계화기법(界畵技法)으로 그린 '전라구례오미동가도(全羅求禮五美洞家圖)'를 통해 운조루(雲鳥樓) 살림집의 공간배치계획과 경관 기법을 고찰한 연구 결과는 다음과 같다. 첫째, '오미동가도'는 창건주 류이주(柳爾?)가 용천부사로 재임할 때(1782년) 설계도면을 보내 집을 짓게 하였다는 점, 정형화된 풍수적 사신사 구조의 자리잡기와 기본계획도 성격이 농후한 점, 그리고 합각지붕이 1804년에 솟을대문으로 중수되었다는 점 등을 고려하면 운조루 창건시기(1776~1783년)에 제작되었을 것으로 판단된다. 둘째, 운조루는 지리산 노고단(祖山)과 형제봉을 주산(主山)으로, 오봉산(案山)과 계족산(朝山)을 안대로 자리했는데, 동쪽으로 흐르는 동방천(外明堂水)을 표현하는 등 배산임수 풍수국면을 설득력 있게 표현하고 있다. 셋째, 운조루는 직교 축선에 위계를 설정하여 품(品) 자형 건물군이 5영역으로 분화된 구조인데, 바깥뜰 외원과 뒤뜰 후원을 갖춘 5동(棟) + 6마당(庭) + 2원(園)의 토지이용체계를 가진다. 넷째, 심미성과 풍수적 화기비보(火氣裨補)를 겸한 바깥뜰(외원)의 조성은 연못(방지원도형)을 중심으로 유교와 도교적 관념 등 상징적 경물(景物)을 대입시켜 지속 가능한 생태정원을 구축하고 있다. 다섯째, 사랑마당에는 화계(花階)와 화오(花塢)를 가꾸었고, 괴석, 학과 매화나무, 소나무, 위성류, 초화류 등 조경 요소를 활용하여 선경의 이상세계를 구축함은 물론 정심수를 도입하는 등 형이상학적 상징성을 엿볼 수 있다. 특히, 사랑채 누마루에서 조망되는 원경과 중경, 그리고 앙부(仰俯) 경관 등 자연의 경(景)이 내부로 관입되거나 외부로 확장되는 차경(借景)과 관경(觀景)의 미를 발견할 수 있다. 여섯째, 북쪽 담장 밖의 소나무 총림과 조산(造山)은 주거환경의 쾌적성 제고 측면은 물론 풍수적 채움의 미학이 고려된 전통조경기법 사례라 하겠다.

• 한국의사학회지
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• 제24권1호
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• pp.43-56
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• 2011

Everyone once in a life experience headaches as symptoms are very common. According to a study in a country of more than a week and as many as those who have experienced a headache amounts to 69.4%. In addition, the high reported prevalence of migraine in 30s for 80% of all migraine sufferers daily life interfere with work or was affected. In Western medicine, the cause of headaches is traction or deformation of pain induced tissue like scalp, subcutaneous tissue, muscle, fascia, extracranial arteriovenous, nerves, periosteum. But it turns out there are not cause why pain induced tissue is being tracted or deformated. Therefore, most of the western-therapy is mainly conducted with regimen for a temporary symptom reduction. Therefore, I examined how it has been developed in Chinese Ming Dynasty, the perception of headache, change in disease stage and an etiological cause. Oriental medicine in the treatment of headache is a more fundamental way to have an excellent treatment. The recognition of head in "素問($s{\grave{u}}$ $w{\grave{e}}n$)" and "靈樞($l{\acute{i}}ng$ $sh{\bar{u}}$)" began to appear in 'Soul-神($sh{\acute{e}}n$) dwelling place' and 'where to gather all the Yang-'諸陽之會($zh{\bar{u}}$ $y{\acute{a}}ng$ $zh{\bar{i}}$ $hu{\grave{i}}$)'. Also, head was recognized as '六腑($li{\grave{u}}f{\check{u}}$) 淸陽之氣($q{\bar{i}}ng$ $y{\acute{a}}ng$ $zh{\bar{i}}$ $q{\grave{i}}$) and 五臟($w{\check{u}}$ $z{\grave{a}}ng$) 精血($j{\bar{i}}ng$ $xu{\grave{e}}$) gathering place'. More specific structures such as the brain is considered a sea of marrow(髓海-$su{\check{i}}$ $h{\check{a}}i$) in "內經($n{\grave{e}}i$ $j{\bar{i}}ng$)" and came to recognized place where a stroke occurs. Accompanying development of the recognition about head, there had been changed about the perception of headache and the recognition of the cause and mechanism of headache. And the recognition of headache began to be completed in Ming Dynasty through Jin, Yuan Dynasty. Chinese Ming Dynasty, specially 樓英($l{\acute{o}}u$ $y{\bar{i}}ng$), in "醫學綱目($y{\bar{i}}xu{\acute{e}}$ $g{\bar{a}}ngm{\grave{u}}$)", first enumerated prescription in detail by separating postpartum headache. and proposed treatment of headache especially due to postpartum sepsis(敗血-$b{\grave{a}}i$ $xu{\grave{e}}$). 許浚($x{\check{u}}$ $j{\grave{u}}n$) accepted a variety of views without impartial opinion in explaining one kind of headache in "東醫寶鑑($d{\bar{o}}ng-y{\bar{i}}$ $b{\check{a}}oji{\grave{a}}n)$" 張景岳($zh{\bar{a}}ng$ $j{\check{i}}ng$ $yu{\grave{e}}$), in "景岳全書($j{\check{i}}ng$ $yu{\grave{e}}$ $qu{\acute{a}}nsh{\bar{u}}$)", established his own unique classification system-新舊表裏($x{\bar{i}}nji{\grave{u}}$ $bi{\check{a}}ol{\check{i}}$)-, and offered a clear way even in treatment. Acupuncture treatment of headache in the choice of meridian has been developed as a single acupuncture point. Using the classification of headache to come for future generation as a way of locating acupoints were developed. Chinese Ming Dynasty, there are special treatments like 導引按蹻法($d{\check{a}}o$ y ${\check{i}}n$ ${\grave{a}}n$ $ji{\check{a}}o$ $f{\check{a}}$), 搐鼻法($ch{\grave{u}}$ $b{\acute{i}}$ $f{\check{a}})$, 吐法($t{\check{u}}$ $f{\check{a}}$), 外貼法($w{\grave{a}}i$ $ti{\bar{e}}$ $f{\check{a}}$), 熨法($y{\grave{u}}n$ $f{\check{a}}$), 點眼法($di{\check{a}}n$ $y{\check{a}}n$ $f{\check{a}}$), 熏蒸法($x{\bar{u}}nzh{\bar{e}}ng$ $f{\check{a}}$), 香氣療法($xi{\bar{a}}ngq{\grave{i}}$ $li{\acute{a}}of{\check{a}}$). Most of this therapy in the treatment of headache, it is not used here, but if you use a good fit for today's environment can make a difference.

• 한국가정과교육학회지
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• 제28권1호
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• pp.19-39
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• 2016

이 연구의 목적은 교육과정 분석과 학습자의 요구조사를 통하여 중학교 가정과 수업을 위한 '안전' 주제 중심 통합 교수 학습 과정안을 체계적이고 타당하게 개발하여 가정과교사들이 교실현장에서 안전교육을 용이하게 실시할 수 있도록 안내하여 궁극적으로 청소년들이 안전한 생활을 실천하도록 기여하는데 있다. 이를 위해서 우선, 1차에서 2015 개정 가정과 교육과정의 안전교육 내용의 분석 및 부산지역 여자 중학교 512명을 대상으로 실시한 안전교육 요구도를 바탕으로 안전 내용 요소를 도출하였다. 그리고 주제선정기준에 의해 7가지 통합 주제를 선정하고 각 통합주제별로 주제망을 구성하여 가정과 '안전' 주제중심 교육과정과 학습자료를 개발하였다. 연구 결과, 가정과는 1954년에 제정된 1차부터 2015 개정 교육과정 시안에 이르기까지 안전에 대한 내용을 지속적으로 표기하고 있었다. 학생들의 안전교육 요구가 가장 높게 나온 내용요소는 성폭력 및 성매매 예방과 대처방법이고 자살예방 및 대처방법, 집단따돌림 순으로 높게 나타났으며 가장 낮게 나온 항목이 정리정돈이고 42개 모든 항목에서 '필요하다' 이상의 결과를 나타내었다. 이 연구에서 개발한 가정과 수업을 위한 '안전' 주제 중심 통합 교육과정은 식생활안전, 청소년의 성과 안전, 청소년의 친구관계와 안전, 가족생활과 안전, 주생활과 안전, 청소년의 자아와 안전, 사회 환경과 안전의 7가지 통합주제를 선정하고, 각 통합주제에 따라서 3~6개씩 총 28개의 소주제(35차시 분)가 구성되었으며 이를 교실현장에서 손쉽게 실행할 수 있도록 구체적으로 안내하는 교수 학습 과정안 총 28편(35차시분량),과 다양한 학습자료 (PPT 28개, 동영상자료 25편, 읽기자료 4편, 학습지 61개, 활동지 14개, 평가지 16개, 테스트지 3개, 참고자료 2개, 학습자료 모형 4개(냉장고 모형, 토론신호등, 식판모형과 음식스티커, 푸드마일리지 카드)로 총 157개를 개발하였다. 본 연구는 7개 통합 주제를 중심으로 교육과정 개발에 초점이 있기에 우선순위에서 제외된 의생활과 안전, 갈등과 안전, 직업생활과 안전, 소비생활과 안전 주제 중심 교육과정 개발과 함께 이를 현장에 적용하여 학생들의 안전의식과 행동 및 태도변화에 대한 후속연구가 필요하다.

• 한국조경학회지
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• 제43권2호
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• pp.1-12
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• 2015

본 연구는 도시화 과정에서 간과되었던 우리의 일상문화로서의 도시정원가꾸기(Urban Gardening)를 재발견하는 과정으로, 자생적 도심주거지 해방촌에서 나타나는 도시정원가꾸기의 이해와 장소적 특성 고찰을 통해 현대적 의미의 도시정원이 단독주택지 주민들의 삶과 연계하여 물리적 환경 개선과 지역 주민들간 관계 형성을 견고하게 하는 매개로서 기능하고 있음을 파악하였다. 연구대상지인 해방촌(解放村)은 자생적으로 형성된 단독주택지지역으로, 1940년대 후반 도시빈민의 임시 정착지로 형성되었으나 '60년대 주거지 양성화와 '70년대~'90년대 자력 재개발사업에 의한 현지 개량을 거치면서 서울 도심의 대표적인 서민 주거지로 자리 잡았다. 특히 이 지역은 용산 미군부대와 남산으로 둘러싸여 섬처럼 존재하는 지리적 여건을 지니며 주거지 개발의 붐에서 비켜 있었으므로 다른 도심주거지에 비해 물리적 환경변화가 적고 주민들 역시 오랜 시간동안 지역에서 거주해온 특징을 발견할 수 있다. 이러한 맥락을 바탕으로 해방촌을 크게 3개의 권역으로 나누고, 도시 조직과 주거형태 변화에 따라 다른 양상으로 전개된 도시정원가꾸기의 특징과 일상문화를 면밀히 관찰하였다. 서울민의 대중적 삶이 적층되어 있는 해방촌의 도시정원가꾸기는 근 현대 주거사의 변천과 생활상 변화에 따라 다양한 공간과 속성으로 변용, 진화해 온 것으로 해석할 수 있다. 이들 장소는 고밀화 된 주거지에서 발현된 자연-정원에 대한 주민들에 욕망의 표현이며, 가꾸기를 통해 드러나는 참여의 장, 실천적 행위의 장소이다. 지역 주민들의 삶의 양식이 누적된 독특한 일상생활문화로서 지역 고유의 경관을 형성하고 있다. 주거와 마당-정원의 원형적 관계가 남아있는 단독주택지에서 도시정원은 반사적 공간의 공공적 공유가 발생하는 특성이 나타나며, 중층적 공간 구조 사이에서 창조적인 공간 사용을 발견한다. 협소한 대지의 효율적 공간 활용으로 나타나는 도시정원은 지역 주민들의 교류를 촉발하는 역할로서 마이크로 규모의 녹지 공간일 뿐만 아니라 복잡한 구조로 만들어진 정원의 도시 이미지를 형성한다. 도시정원에 대한 관심은 도시에서의 먹거리 생산이라는 역할을 넘어 건강과 취미, 교육, 공동체 회복 등 도시민들의 삶의 질 향상이라는 측면과 닿아 있다. 일상문화로서의 도시정원가꾸기는 사소한 다수가 발휘하는 고유한 역량과 독특한 특성에 대한 재발견으로 일상생활문화로서의 공간 활용과 장소에 내재된 가능성, 가치의 중요성을 다시금 상기한다.

• 대한간호학회지
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• 제8권1호
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• pp.16-42
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• 1978

This survey was made for a month starting from November 15 to December 15, 1977 covering 711 students taking the junior. (3rd-yea.) and the senior. (4th-year) at nine college of nursing in Seoul concerning their perception and Attitude toward the profession of nursing, motive for the necessity of learning, environment of study, attitude of study and particulars relevant with study performance, particulars of library, references and reading, assignments and particulars of the degree of confidence for the learning achievement. Through the survey of the above Particulars, the following results were obtained by classifying all subject matters and by analysing motive of the selection of their course, awarding or not awarding of scholarships. 1. General characteristics: it was revealed that 406 students (57.1%) were attending at the junior. while 305 students (42.9%) were taking the senior. Thus, the total number was 711 and their average age was 21.4 years. Their dwelling category was; 73.9 percent of them resided at their parent's home, 214 students (30.1%) were awarded with scholarships. The reason to be attracted by nursing science was the possibility of continuing social life after graduation (43.5%). 2. Their perception and attitude toward the profession of nursing: According to the perception of profession by the students of each grade, students of the 4th grade showed comparatively strong conception. Also, students of the 4th grade showed more positive attitude in the purchase and reading of magazines relative with the science of nursing, in the reading of Code for Nurses and in their interest in the activity of nursing field. For the necessity of mission of nurse, 97.7 percent of the entire number of students covered responded to necessity. For the necessity of the particular humanity and particularity in the character of nurses, 95.8 percent of those students responded to necessity. By the each grade, students of the 4th grade showed more response. 3. As to professional field desired after completing the professional course: 57 percent of those students desired for clinician nurse while 55 percents desired for community health-nurse. 4. As to the environment of study: they were mostly satisfied with their present residential environment. However, they complained of inconvenience at their lecture-halls. Students of the 3rd grade showed more complain. As to their attitude toward the adjustment of environment of study, they showed a affirmative response. As to the opinion of factors which interfere with their study, comparatively strong response was showed in their scepticism in the science of nursing, insufficient comprehension in general learning, relation with professors n4 discrepancy in the method of study. According to opinions of students at each grade, students of the 4th grade showed more scepticism. 5. Particulars relative with their attitude and performance of study : As to their knowledge of the objectives of their study of subject, the majority was to study with a partial knowledge of the objectives of their study. As to the plan of study, a low percentage indicated management of routine life under regular scheduling. Students of the 4th grade responded to rather planned life. As to time spent in independent study, response to concentrated study when necessary was stronger than that to regular daily study. Students of the 4th grade showed stronger response to regular study than that of the 3rd grade. As to the contents of their note-taking, 67.4 percents of those students responded to such regulatory procedure performing in the lecture-hall as they listen to lectures. 17.3 percents of those students showed response to adding supplementary informations from references to what was entered in choir note-taking at their lecture-halls. 6. Particulars of library, references and reading books: As to receiving of instruction for the utilization of library and time of receiving such instruction 64.7 percents of those students had received such instruction. 66.7 percents of the those responded received such instruction at orientation conducted for freshmen. As to the convenience of the utilization of library, 49.9 percents of those students responded to convenience. However, students of the 3rd grade showed a much stronger response to inconvenience. As to the time of the utilization of library,92.5 percents of those students showed a response to occasional utilization for particular purpose than regular utilization. 53.2 percents of those students responded to ordinary in quantity that library have references. 34.2 percents of those students responded to insufficient. As to the particular relative with the method and field of reading: 53.5 percents of those students responded to intensive reading and was the majority. As to the reading field, fiction u as the majority. When read any books for their major, they usually rend Korean text-b, oks. 7. Particular relative with giving assignment: All respondents were well aware of the objectives of giving home tasks. As to the attitude toward assignments and performing home tasks, 54.8 percents of those students to making ostentatious study because of an excessive quantity of assignments imposed. For performing assignment, they showed comparatively positive response. Also, 52.2 percents of those students responded that they usually submitted complected assignment with references. 8. As to motive to realize the necessity of study : 55.6 percents of those students responded that they realized such necessity in communication with patients when they were engaged in clinical practice. Also, 8.6, the lowest percents of those students responded that they realized such necessity in the course of conversation with nurses when they were engaged in clinical practice. 9. As to the determination of their confidence in the performance of study relative with clinical experience: They showed a general inclination of having in nursing. The major response was that they came to well comprehend the patients families. the lowest response was that they could apply what was learned at lecture-hall to practice. This response incidentally showed the distance the lecture-hall and practical study. In general items, students of the 4th grade showed more favorable response than students of the 3rd grade and there was a significant difference. 10. As to the perception and attitude toward profession according to the motive of selecting the nursing science : Those who selected the nursing voluntarily showed stronger conception than those who selected the nursing through indirect influence. However, there was no significant difference on this point. Only there was a remarkable difference in the reading of Code for Nurses. 11. Those who showed a stronger conception in the profession of nursing according to the motives of attractive nursing science indicated a strong will and ability to manage stable life and comparatively strong response was shown in the management of good home life because of the good adaptability of the science to their character. This group showed a strong conception of the profession than those who responded that they prefer this profession out of a longing for the work of a hospital and for the easy obtaining of opportunity to immigrate to over seas and for economic cause and for high school grade. There was significant difference between these two groups, 12. As to the conception and attitude toward the profession of nursing according to benefits by scholarships, those who were benefitted by scholarship showed stronger conception of profession than those who did not receive scholarship and there was a remarkable difference between these two categories. However, there was no remarkable difference between these two categories in the extent of interest of the activities of nursing fields and in the reading of Code for Nurses. 13. As activation for study according to the benefits of scholarships, those who were benefitted by scholarships showed stronger response to the motive for study comparing with those who receive. 14. As to tile field of reading according to the benefits by scholarships, those who received scholarships tended to read autobiographies and essayers to a considerable extent. Those who did not receive scholarships tended to read novels. Those who received scholarships more read nursing boots than those who did not receive scholarships. 15. As to the attitude of study and doing of assignment according to benefits of scholarships, those who received scholarships managed a favorable life with schedules for study, More students of receiving scholarship showed a regular study for more than one hour per day. Also, in the method of doing home tasks, more students of receiving scholarship showed reference to relative books frequently for the submission of completed assignments.