• 의료법학
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• 제17권1호
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• pp.209-279
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• 2016

최근 정신건강증진법의 전면 개정을 계기로 하여 정신장애인의 인권과 지역사회통합의 관점에서 개정 전 정신건강증진법의 문제점과 개정 정신건강증진법의 주요 개정 내용을 검토하고 평가하였다. 1995년 정신건강증진법의 제정과 다섯 차례의 개정은 정신장애인들을 사회로부터 분리 배제하는 과정이었으며 이를 정당화하고 제도적으로 뒷받침한 것이 정신보건법을 지배하는 의료적 관점이었음을 확인할 수 있었다. 정신장애인을 오직 치료의 대상으로만 접근하는 것은 정신장애인을 뚜렷한 효과 없는 치료를 명목으로 장기간 정신병원에 입원시키는 것을 정당화하고 그 속에 감추어져 있는 사회방위의 목적 또는 장신장애인의 부양의 목적을 은폐하는 역할을 하였음을 확인할 수 있었다. 그리고 이를 제도적으로 뒷받침한 것이 정신보건법상의 보호의무자에 의한 입원제도이다. 이러한 보호의무자에 의한 입원은 정신장애인의 입원 결정에 관여하는 부양의무를 가진 보호의무자와 정신의료기관 소속 전문의의 공공연한 이해충돌의 가능성 때문에 그 객관성과 공정성에 대하여 의심을 받아 왔을 뿐 아니라 강제입원이 신체의 자유를 구속하는 기본권제한에 요청되는 기본권 제한의 과잉금지 원칙이나 적법절차 원칙에 저촉되어 위헌적이라는 것이 평가를 받고 있다. 이러한 상황에서 개정된 개정 정신건강증진법은 강제입원의 대상인 정신질환자의 범위를 축소하고, 보호의무자에 의한 입원에 있어서 정신과 전문의 2인의 진단과 입원적합성심사위원회의 심사를 추가하는 등 강제입원의 요건과 절차를 강화하였다. 이점에 있어서 입원적합성심사위원회는 강제입원을 규제하고 입원장기화를 축소하는 데에 부분적으로 기여할 것으로 평가할 만하다. 그러나 개정된 보호의무자에 의한 입원제도도 장애인의 자유와 안전에 관한 유엔장애인권리협약 제14조 위반의 문제점을 극복하지는 못하였다. 뿐만 아니라 지역사회로 복귀할 정신장애인의 사회통합을 위한 복지서비스의 지원은 다양한 항목 설정에도 불구하고 규범적으로 약화된 형태의 규정에 머물고 있는 반면, 적절한 복지서비스의 지원의 실현에 긴요한 국가나 지방자치단체의 예산확보 방안 등에 있어서 불확실성이 크다. 향후 제도나 정책에 있어서 정신장애인의 인권과 사회통합을 위한 각별한 관심과 노력이 필요하다.

• 대한간호학회지
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• 제24권2호
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• pp.264-277
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• 1994

In Korea the concept of social support was first used as a research concept in nursing and has not had much application in the clinical field. Another problem is that research on social support has used a direct translation of the words “social support” into Korean as “sawhejuk jiji”. Three questions were posed to direct the re-search. 1) Is there a concept of social support in Korean society? 2) if so, what words or expressions are used to de-scribe it? 3) further, if so, how is social support structured and how does it function? In order to answer the research questions a three-step research methodology was used : The first step consisted of a literature review on re-search related to social support and on information on the background of, and the way of thinking re-lated to interpersonal relations among Korean people. The second step, which was done to identify whether there is a concept of social support in korean society, involved interviewing a sample of the population. The third step involved a panel discussion that included the members of the research team and three consultants, a sociologist, a philosopher and a scholor in korean literature. A review of the literature on interpersonal relationships in traditional korean society identified a four cirole structure that explains interpersonal relationships. The first circle with “me” at the center is the family but here “me” disappears into the “we” that is essential for a cooperative agricultural society. In the second circle are those close to “me” but outside the family. The third circle includes those with whom “I ” have infrequent but regular contact and with whom correct conduct is important. The last circle is all the people with whom “I” have nothing in common. They are excluded in interpersonal relationships. The literature on interpersonal relationships showed that within the traditional Korean society people lived in villages where most people were very familiar with each other. “Yun”, the social network established the connection and “Jung”, the feeling of affection increased with time as the connection was strengthened. In the traditional village psychological support was provided through “Mallaniki”, “Pumashi” and “Kae” with the latter two also providing material support. In modern Korea there are more informal and formal social networks, like social services and community activities on the formal level and cultural and leisure groups along with “kae’s on the informal level. But even with this modern variety of groups, most social support comes from informal networks that resemble the traditiorlal “Pumashi”, “Kai” md “Mallaniki”. The six member research team interviewed 65 people in order to identify whether there is a concept of social support and then analysed their responses. There were 20 different words describing the reception of the social support and these could be grouped into seven major categories : virtuous, fortunate, helped, supported, blessed, attached(receiving affection) and receiving (grace) benevolence. there were 27 words describing the act of social support which could be categorized into seven major categories : love, looking after, affection(attachment), kindness(goodness), faith, psychological help and material help. for the meaning of social support translated as “sawhe juk jiji” there were a total of 14 different answers which could be categorized into 3 major categories : help, agreement, and faith. In third step, the results of the literature review and the answers to the questions were discussed in a pannel. The results of the discussion led to the following definition of social support in Korea which is shaped like a the four sided pyramid on a base. Social support is the apex of the pyramid and four sides are made up of : “do-oom” (both emotional and material help), “jung” (connectedness, or relationship bound by affection, regard or shared common experience ), “midum” (faith or belief in), “eunhae” (kindness or benevolence). The research team identified “Yun”( the basic network of relationships) as the base of the pyramid and as such the foundation for the components of social support in Korean culture. On “Yun” rest the other four components of social support : “Jung”, “Midum”, “Do-oom”, and “Eunhae”, For social support to take place there must be “Yun”. This is an important factor in social support. In private social network “Jung” is an essential factor in social support. But not in the public social network. “Yun” is a condition for “Jung” and “Jung” is the manifestation of support.

• 시큐리티연구
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• 제42호
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• pp.393-422
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• 2015

학교는 학생의 효과적인 학업성취와 지적능력 개발을 위해 공교육을 실현하는 거점임과 동시에 최전선의 위치를 담당하고 있다. 비단 학업뿐만 아니라 사회의 한 구성원으로써 타인과 함께 하기위한 배려와 이해의 폭을 넓혀주는 공간이기도 하다. 그러나 우리나라 학교교육의 현실은 타인을 배려하고 책임감을 느끼는 삶의 태도와 관련된 인성교육에 대해서는 부족한 면이 많다는 지적을 받고 있다. 한 개인이 성인으로 성장해 나가는 데에는 지적능력뿐만 아니라 정서적인 측면이 반드시 필요하고, 학교에서는 그와 관련된 다양한 방법을 가르치는 것이 의무화되어 있다. 그럼에도 불구하고 우리나라 중등교육은 교사들의 과도한 행정업무를 비롯한 기타 업무로 인해 인성교육의 과정이 소홀해 지거나 형식적인 활동을 벗어나지 못하고 있다. 이러한 영향으로 학생들의 문제적 행동을 개선하지 못하는 결과를 가져왔으며, 결국 학교폭력과 같이 타인에게 직접적인 피해를 주는 심각한 사회문제를 야기한 측면이 있다. 따라서 이 연구는 교육학과 범죄학의 청소년비행 행위에 기초하여 인성의 개념을 구체화하고 학교폭력과의 관계를 경험적 연구를 통해 검증하고자 하였다. 이에 따라 2013년 7월 1일부터 2013년 9월 31일 까지 전국 277개교에 재학 중인 고등학교 3학년 학생들 중 경기도에 소재한 K대학의 입학설명회 및 모의전형에 참여한 학생들 중 무응답과 분석에 사용할 수 없다고 판단된 자료를 제외하고 최종분석에서 총 1045명의 자료가 활용되었다. 그 결과 학교폭력 피해경험이 많고, 남자학생일 수 록 학교폭력의 가해 경험이 많을 것으로 나타났다. 또한 건강한 학생일수 록 학교폭력의 가해경험이 많고, 분노조절과 공감, 배려의식이 낮은 학생이 학교폭력의 가해경험이 많은 것으로 나타났다.

• Neonatal Medicine
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• 제15권1호
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• pp.44-53
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• 2008

목 적 : 아데노바이러스에 의한 유행성 각결막염은 안구 통증, 결막 충혈 및 분비물 증가 등을 특징으로 하는 전염성이 높은 질환으로, 주로 접촉으로 전파되며 4, 8, 19, 37형에 의해 발생하는 것으로 알려져 있다. 지역사회나 안과 병원에서의 유행성 각결막염이 성인에서 다수 보고되었으나 신생아 중환자실에서의 유행이 보고된 경우는 드물고, 국내에서는 아데노바이러스 8형에 의한 것으로 확인된 각결막염의 유행이 보고된 예가 없었다. 저자들은 신생아 중환자실에서 발생한 아데노바이러스 8형 유행성 각결막염의 전파 및 임상적 특징을 분석하고, PCR 기법이 진단과 감염 방지 대책의 수립에 기여할 수 있는가를 보고자, 본 연구를 실시하였다. 방 법 : 2005년 7월 12일부터 8월 1일까지 20일간, 신생아 중환자실에 입원 중인 미숙아 12명, 의료진 3명 및 보호자 1명에서 결막 충혈과 분비물 증가 등의 전형적인 결막염 증상이 발생하였다. 각결막염이 의심되는 환자의 결막 분비물 및 호흡기 검체에서 아데노바이러스에 대한 배양 검사와 PCR 검사를 시행하였고, PCR양성을 보인 검체에 대해서는 hexon 유전자 염기서열분석에 의해 혈청형을 결정하였다. 결 과 : 11명의 환아와 1명의 의료진에서 검사가 가능한 검체를 채취하였으며, 12명(100%) 모두에서 PCR 양성을 보였고, 검사 가능한 11명 중 6명(54.5%)에서 아데노바이러스가 배양되었다. 신생아 11명의 검체는 염기서열 분석에서 아데노바이러스 8형으로 확인되었다. 가장 먼저 결막염 증상이 발생한 4명의 환아는 유행 일주일 전 같은 날 미숙아 망막병증에 대한 정기 안과 검진을 받았다. 첫 증례가 발생한 후 10일째까지 10명의 환아와 각각 1명의 상근 의사, 간호사에서 증상이 발생하였고 이후 20일째까지 4명의 환자가 추가로 발생하였다. 감염이 의심되는 환아들은 코호트 격리 및 장갑, 가운을 포함한 접촉 격리를 시행하였고, 감염된 의료진은 증상이 호전될 때까지 1-2주간 병가를 받아 접촉이 차단되었다. 이환된 신생아들의 출생 당시 평균재태주령은 $28^{+5}$주, 평균 출생체중은 1,102 g이었고, 증상이 시작되었을 당시 연령 및 체중은 각각 평균 $35^{+6}$주, 1,745 g이었다. 환아들은 증상이 시작된 지 평균 16.7 (${\pm}$5.1)일이 지난 후에 합병증 없이 호전되었다. 이전의 보고에서 4주-4개월에 이르는 유행이 보고된바 있으나, 본원에서는 발병 3주 이후에는 더 이상 환자가 보고되지 않았다. 결 론 : 저자들은 신생아 중환자실에서 아데노바이러스 8형에 의한 각결막염이 있었던 미숙아들의 유행전파 경로와 임상적 특성을 분석하였다. 진단 시 PCR과 염기서열 분석을 이용한 아데노바이러스 혈청형의 결정법이 국내에서 처음으로 시도되어 높은 감수성을 보였으며, 이는 결막염 유행 시 빠른 실험실적 진단 방법으로 유용하리라 생각된다.

• 기록학연구
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• 제12호
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• pp.137-178
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• 2005

The anticommunist guerrillas' activities that aretheconcern of this article took place largely in North Korea or behind the enemy-held lines. Verifying their history is accordingly difficult and requires careful attention, but despite their active operations the military as well as the scholarly community have been lax in studying them. The Korean War came to be perceived as a traditional, limited war with regular battles, so that the studies addressed mostly the regular operations, and guerrilla warfare is remembered as an almost 'exclusive property' of the communist invaders; a small wonder that the anticommunist guerrillas have not been studied much and the collection of materials neglected. Therefore, in contrast with the witness accounts concerning regular battles, witness resources were of a small volume about these "patriots without the service numbers." For the above reasons the guerrilla participants and their later-organized fellowships took to the task of leaving records and compiling the histories of their units. They became active preservers of history in order to inform later generations of their works and also to secure deserved benefits from the government, in a world where none recognized their achievements. For instance, 4th Donkey Unit published witness accounts in addition to a unit history, and left video-recordings of guerrilla witnesses before any institute systematized the oral history of the guerrillas. In the case of Kyulsa ("Resolved to Die") Guerrilla Unit, the unit history was 10 times revised and expanded upon for publication, contributing substantially to the recovery of anticommunist guerrilla history which had almost totally lacked documented resources. Now because the guerrilla-related witness accounts were produced through fellowship societies and not individually, it often took the form of 'collective memory.' As a result, though thousands of former guerrillas remain surviving, the scarcity of numerous versions of, or perspectives upon, an event renders difficult an objective approach to the historical truth. Even requests to verify the service of a guerrilla member or to apply for decoration or government benefits for those killed in action, the process is taken care of not at the hands of the first party but the veteran society, so that a variety of opinions are not available for consideration. Moreover, some accounts were taken by American military personnel, and since some historians, unaware of official documents or evaluation of achievements, tended to center the records around their own units and especially to exaggerate the units' performances, they often featured factual errors. Thefollowing is the means to utilize positively the aforementioned type of witness accounts in military history research. It involves the active use of military historical detachments (MHD). As in the examples of those dispatched by the American forces during the Korean War, experts should be dispatched during, and not just after, wartimes. By considering and investigating the differences among various perspectives on the same historical event, even without extra documented resources it is possibleto arrive at theerrors or questionable points of the oral accounts, supplementing the additional accounts. Therefore any time lapses between witness accounts must be kept in consideration. Moreover when the oral accounts come from a group such as participants in the same guerrilla unit or operation, a standardized list of items ought to be put to use. Education in oral history is necessary not just for the training of experts. In America wherethefield sees much activity, it is used not only in college or graduate programs but also in elementary and lifetime educational processes. In comparison in our nation, and especially in historical disciplines, methodological insistence upon documented evidences prevails in the main, and in the fields of nationalist movement or modern history, oral accounts do not receive adequate attention. Like ancient documents and monuments, oral history also needs to be made a regular part of diverse resource materials at our academic institutes for history. Courses in memory and history, such as those in American colleges, are available possibilities.

• 국제지역연구
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• 제22권2호
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• pp.81-110
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• 2018

본 논문에서는 삼차원게임이론의 논리 구조를 통해 지역경제통합체, 즉 유럽연합의 통상 협상 전략 및 협상력을 분석하였다. 삼차원게임이론에서는 협상자가 각 면 게임의 경계에 서서 게임을 동시에 운용해 나아가면서, 각 방향으로부터 제약을 받거나 때때로 제약을 기회로 활용하는 등 삼중 측면의 협상 전략이 상존함을 강조하였다. 삼차원게임이론에 대한 연구는 지역연합이 협상의 주체로서 등장하여 국제레벨, 지역레벨 및 회원국레벨의 의견을 조율하고, 이해관계를 조정하는 과정을 체계화하기 위한 목적을 가진다. 본 연구에서는 최근 체결된 EU-일본 EPA(Economic Partnership Agreement) 협상과정을 사례로 한-EU FTA 사례와 비교 분석하여, 지역경제협력체의 FTA 추진 시 적용할 수 있는 삼차원게임이론의 논리를 정리하였다. 또한 본고에서는 지역경제통합체의 통상협상 대상국은 협상에 임할 때 어떠한 전략에 대응할 수 있을 것인가에 관해 분석하였다. EU 지역차원의 통상정책 영역은 기술적 특성으로 정치화되기 어려운 영역에 관한 연합의 배타적 권한화가 이미 완성되었으며, 연합 차원의 정책과정이 정치쟁점으로 드러나지 않아왔던 점 그리고 여론 전달 과정이 더블 스텝 접근 방식인 점 등이 복합되어 그 특성을 형성해 왔다. 결론적으로 EU의 통상영역 정책 과정은 다양한 중앙조직에 의한 권한 배분으로 복잡하고 정교한 과정을 구성한다. 이러한 공동정책 결정과정과 통상 영역의 구조적 특성으로 말미암아 오히려 협상의 메커니즘 역설적으로 단순화되었고, 공동체 차원의 협상력은 높아졌다. 결과적으로 유럽위원회는 국제레벨 단계의 양자간 통상협상에서 매우 강력한 협상 행위자로 기능하게 된다.

• Journal of Preventive Medicine and Public Health
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• 제20권1호
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• pp.165-203
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• 1987

This project was a service-cum-research effort with a quasi-experimental study design to examine the health benefits of an integrated Family Planning (FP)/Maternal & Child health (MCH) Service approach that provides crucial factors missing in the present on-going programs. The specific objectives were: 1) To test the effectiveness of trained nurse/midwives (MW) assigned as change agents in the Health Sub-Center (HSC) to bring about the changes in the eight FP/MCH indicators, namely; (i)FP/MCH contacts between field workers and their clients (ii) the use of effective FP methods, (iii) the inter-birth interval and/or open interval, (iv) prenatal care by medically qualified personnel, (v) medically supervised deliveries, (vi) the rate of induced abortion, (vii) maternal and infant morbidity, and (viii) preinatal & infant mortality. 2) To measure the integrative linkage (contacts) between MW & HSC workers and between HSC and clients. 3) To examine the organizational or administrative factors influencing integrative linkage between health workers. Study design; The above objectives called for quasi-experimental design setting up a study and control area with and without a midwife. An active intervention program (FP/MCH minimum 'package' program) was conducted for a 2 year period from June 1982-July 1984 in Seosan County and 'before and after' surveys were conducted to measure the change. Service input; This study was undertaken by the Soonchunhyang University in collaboration with WHO. After a baseline survery in 1981, trained nurses/midwives were introduced into two health sub-centers in a rural setting (Seosan county) for a 2 year period from 1982 to 1984. A major service input was the establishment of midwifery services in the existing health delivery system with emphasis on nurse/midwife's role as the link between health workers (nurse aids) and village health workers, and the referral of risk patients to the private physician (OBGY specialist). An evaluation survey was made in August 1984 to assess the effectiveness of this alternative integrated approach in the study areas in comparison with the control area which had normal government services. Method of evaluation; a. In this study, the primary objective was first to examine to what extent the FP/MCH package program brought about changes in the pre-determined eight indicators (outcome and impact measures) and the following relationship was first analyzed; b. Nevertheless, this project did not automatically accept the assumption that if two or more activities were integrated, the results would automatically be better than a non-integrated or categorical program. There is a need to assess the 'integration process' itself within the package program. The process of integration was measured in terms of interactive linkages, or the quantity & quality of contacts between workers & clients and among workers. Intergrative linkages were hypothesized to be influenced by organizational factors at the HSC clinic level including HSC goals, sltrurture, authority, leadership style, resources, and personal characteristics of HSC staff. The extent or degree of integration, as measured by the intensity of integrative linkages, was in turn presumed to influence programme performance. Thus as indicated diagrammatically below, organizational factors constituted the independent variables, integration as the intervening variable and programme performance with respect to family planning and health services as the dependent variable: Concerning organizational factors, however, due to the limited number of HSCs (2 in the study area and 3 in the control area), they were studied by participatory observation of an anthropologist who was independent of the project. In this observation, we examined whether the assumed integration process actually occurred or not. If not, what were the constraints in producing an effective integration process. Summary of Findings; A) Program effects and impact 1. Effects on FP use: During this 2 year action period, FP acceptance increased from 58% in 1981 to 78% in 1984 in both the study and control areas. This increase in both areas was mainly due to the new family planning campaign driven by the Government for the same study period. Therefore, there was no increment of FP acceptance rate due to additional input of MW to the on-going FP program. But in the study area, quality aspects of FP were somewhat improved, having a better continuation rate of IUDs & pills and more use of effective Contraceptive methods in comparison with the control area. 2. Effects of use of MCH services: Between the study and control areas, however, there was a significant difference in maternal and child health care. For example, the coverage of prenatal care was increased from 53% for 1981 birth cohort to 75% for 1984 birth cohort in the study area. In the control area, the same increased from 41% (1981) to 65% (1984). It is noteworthy that almost two thirds of the recent birth cohort received prenatal care even in the control area, indicating that there is a growing demand of MCH care as the size of family norm becomes smaller 3. There has been a substantive increase in delivery care by medical professions in the study area, with an annual increase rate of 10% due to midwives input in the study areas. The project had about two times greater effect on postnatal care (68% vs. 33%) at delivery care(45.2% vs. 26.1%). 4. The study area had better reproductive efficiency (wanted pregancies with FP practice & healthy live births survived by one year old) than the control area, especially among women under 30 (14.1% vs. 9.6%). The proportion of women who preferred the 1st trimester for their first prenatal care rose significantly in the study area as compared to the control area (24% vs 13%). B) Effects on Interactive Linkage 1. This project made a contribution in making several useful steps in the direction of service integration, namely; i) The health workers have become familiar with procedures on how to work together with each other (especially with a midwife) in carrying out their work in FP/MCH and, ii) The health workers have gotten a feeling of the usefulness of family health records (statistical integration) in identifying targets in their own work and their usefulness in caring for family health. 2. On the other hand, because of a lack of required organizational factors, complete linkage was not obtained as the project intended. i) In regards to the government health worker's activities in terms of home visiting there was not much difference between the study & control areas though the MW did more home visiting than Government health workers. ii) In assessing the service performance of MW & health workers, the midwives balanced their workload between 40% FP, 40% MCH & 20% other activities (mainly immunization). However, $85{\sim}90%$ of the services provided by the health workers were other than FP/MCH, mainly for immunizations such as the encephalitis campaign. In the control area, a similar pattern was observed. Over 75% of their service was other than FP/MCH. Therefore, the pattern shows the health workers are a long way from becoming multipurpose workers even though the government is pushing in this direction. 3. Villagers were much more likely to visit the health sub-center clinic in the study area than in the control area (58% vs.31%) and for more combined care (45% vs.23%). C) Organization factors (admistrative integrative issues) 1. When MW (new workers with higher qualification) were introduced to HSC, it was noted that there were conflicts between the existing HSC workers (Nurse aids with less qualification than MW) and the MW for the beginning period of the project. The cause of the conflict was studied by an anthropologist and it was pointed out that these functional integration problems stemmed from the structural inadequacies of the health subcenter organization as indicated below; i) There is still no general consensus about the objectives and goals of the project between the project staff and the existing health workers. ii) There is no formal linkage between the responsibility of each member's job in the health sub-center. iii) There is still little chance for midwives to play a catalytic role or to establish communicative networks between workers in order to link various knowledge and skills to provide better FP/MCH services in the health sub-center. 2. Based on the above findings the project recommended to the County Chief (who has power to control the administrative staff and the technical staff in his county) the following ; i) In order to solve the conflicts between the individual roles and functions in performing health care activities, there must be goals agreed upon by both. ii) The health sub·center must function as an autonomous organization to undertake the integration health project. In order to do that, it is necessary to support administrative considerations, and to establish a communication system for supervision and to control of the health sub-centers. iii) The administrative organization, tentatively, must be organized to bind the health worker's midwive's and director's jobs by an organic relationship in order to achieve the integrative system under the leadership of health sub-center director. After submitting this observation report, there has been better understanding from frequent meetings & communication between HW/MW in FP/MCH work as the program developed. Lessons learned from the Seosan Project (on issues of FP/MCH integration in Korea); 1) A majority or about 80% of the couples are now practicing FP. As indicated by the study, there is a growing demand from clients for the health system to provide more MCH services than FP in order to maintain the achieved small size of family through FP practice. It is fortunate to see that the government is now formulating a MCH policy for the year 2,000 and revising MCH laws and regulations to emphasize more MCH care for achieving a small size family through family planning practice. 2) Goal consensus in FP/MCH shouBd be made among the health workers It administrators, especially to emphasize the need of care of 'wanted' child. But there is a long way to go to realize the 'real' integration of FP into MCH in Korea, unless there is a structural integration FP/MCH because a categorical FP is still first priority to reduce the rate of population growth for economic reasons but not yet for health/welfare reasons in practice. 3) There should be more financial allocation: (i) a midwife should be made available to help to promote the MCH program and coordinate services, (in) there should be a health sub·center director who can provide leadership training for managing the integrated program. There is a need for 'organizational support', if the decision of integration is made to obtain benefit from both FP & MCH. In other words, costs should be paid equally to both FP/MCH. The integration slogan itself, without the commitment of paying such costs, is powerless to advocate it. 4) Need of management training for middle level health personnel is more acute as the Government has already constructed 90 MCH centers attached to the County Health Center but without adequate manpower, facilities, and guidelines for integrating the work of both FP and MCH. 5) The local government still considers these MCH centers only as delivery centers to take care only of those visiting maternity cases. The MCH center should be a center for the managment of all pregnancies occurring in the community and the promotion of FP with a systematic and effective linkage of resources available in the county such as i.e. Village Health Worker, Community Health Practitioner, Health Sub-center Physicians & Health workers, Doctors and Midwives in MCH center, OBGY Specialists in clinics & hospitals as practiced by the Seosan project at primary health care level.

• 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.

• 항공우주정책ㆍ법학회지
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• 제24권1호
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• pp.35-58
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• 2009

항공기 운항 중 제3자에 대한 피해를 배상하는 국제 조약은 1933년 로마협약에서 처음 규정하였지만 호응을 얻지 못한 채 1952년 로마 협약으로 개정되면서 배상 금액이 상향 조정되는 등 일부 내용이 개선되었다. 이에 불구하고 2009년 현재 협약 당사국이 49개국에 불과하여 보편적인 국제 조약으로 기능하지 못하고 있는데 동 협약을 개선한 1978년 몬트리올 의정서는 배상 상한을 다시 인상하였음에도 불구하고 미국, 일본, 영국, 독일 등 주요 항공 대국이 참여치 않은 가운데 의정서 당사국이 12개국에 그치면서 명목을 유지하는 형편이다. 이에 따라 제3자에 대한 항공기 피해에 대한 배상은 사고 발생지 국내법에 의해 해결하는 추세이다. 2001년 발생한 9.11 테러 공격은 세계 최대 강국인 미국이라도 대규모 제3자 피해를 혼자 감당하기 어려운 것을 인식하게 된 가운데 국제민간항공기구(ICAO) 주도하에 국제사회 공동으로 향후 재발에 대비한 배상 체제를구축코자 ICAO 법률위원회의 수년간 작업 끝에 제3자 피해 배상에 관한 현대판 조약을 캐나다 몬트리올 외교회의에서 채택케 된 것이다. 과거 지상 제3자 피해 배상에 관한 협약과는 달리 공중 충돌로 제3자가 피해를 볼 경우도 포함시켜 '지상'이라는 표현이 협약 제목에서 삭제된 한편, 과거 협약이 항공기를 테러로 이용하여 제3자 피해가 발생할 것을 예상하지 못하였지만 금번 채택 협약은 9.11 사태와 같이 항공기를 이용한 테러공격으로 제3자 피해가 발생할 경우의 배상에 주안을 두었다. 그런 가운데 조약 제정 편의상 테러 공격에 의한 제3자 피해에 대한 배상을 위한 "불법방해배상협약"과 그렇지 않은 일반 위험 (general risks)으로 인한 제3자 피해 배상에 관한 "일반위험협약"으로 분리하여 2개의 조약을 외교회의의 컨센서스로 채택하였다. 상기 2개의 조약은 대규모 제3자 피해 발생을 염두에 두고 배상 상한을 대폭 인상하여 피해 배상을 현실화함과 동시에 신체적 피해로 인한 정신적 피해도 배상 대상에 포함시키면서 오늘날 항공운송 사고 시 승객에게 적용되는 조건을 제3자 피해자에게도 적용하는 등 조약의 내용을 현대화 시켰다. 그러나 "불법방해배상협약"은 대규모 피해에 대비한 배상금 충당을 위하여 "국제민간항공배상기금"을 창설하면서 어느 한 나라가 협약 당사국이 되느냐 마느냐에 따라서 협약이 운명이 좌우되게끔 하는 유별난 조항을 포함시켰다. 이는 미국을 염두에 둔 내용으로서 협약의 보편성을 해치는 한편, 일반적으로 국가가 배상책임을 지는 사안인 테러에 의한 피해 배상을 항공 산업에 있어서만 항공운송업자와 승객이 책임을 부담도록 하는 등의 독특한 내용들을 담고 있는 특징과 함께 협약의 장래 전망이 우려된다. 이는 국제 정치 현실상 몇 나라가 부담하는 테러 위험을 아무런 보상도 없이 여러 나라에 분산시키는 결과를 가져오는 내용이기 때문에 더욱 그러하다.

• 항공우주정책ㆍ법학회지
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• 제29권1호
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• pp.127-160
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• 2014

유엔 우주평화적이용위원회는 우주의 평화적 이용을 위한 국제 협력의 촉진, 유엔의 우주 관련 프로그램의 수립, 우주 연구의 독려와 관련 정보의 보급, 그리고 우주의 이용과 탐사로부터 발생하는 법적 문제를 연구하기 위하여 1959년 유엔 총회의 상설위원회로 설립되었다. 우주평화적이용위원회의 회원국은 설립 당시 24개국에서 2014년 현재 76개국으로 확대되었다. 우주활동에 고유한 법적 문제를 다루기 위하여 1962년 설립된 우주평화적이용위원회 법률소위원회는 30여 년간 5개 조약(1967 우주조약, 1968 구조 협정, 1972 책임협약, 1975 등록협약, 1979 달협정)과 5개 원칙 및 선언을 체결 또는 채택하였다. 우주평화적이용위원회의 이러한 노력으로, 관습국제법이 거의 전무하다시피 한 우주 분야에 새로운 국제법 체계를 성립되었다. 그러나 실제 문제에 대한 국제우주법의 적용을 비롯하여 지속적인 기술 발전에 따라 새로운 유형의 우주활동이 등장하자, 기존의 국제우주법에 대한 회의적 시각이 조금씩 표출되었다. 우주평화적이용위원회는, UNISPACE III를 계기로, 법률소위원회의 논의에 활기를 불어놓고 국제사회가 직면한 새로운 법적 이슈에 대응하기 위하여, 의제를 세 가지 유형으로 분류하였다: 정규 의제, 단일 의제, 복수년 의제. 정규 의제는 일단 채택이 되면 기한의 제한 없이 매년 토의하는 의제로서, 영공과 우주의 경계획정, 유엔 5개 우주 관련 조약의 현황과 적용, 우주의 평화적 탐사와 이용에 관한 국내입법 등이 있다. 단일 의제는 논의 기한이 1년이며 다음해 해당 의제를 계속 논의할 것인지의 여부는 당년에 결정된다. 2015년 단일 의제로 우주에서 핵동력원 사용 원칙의 검토와 개정 그리고 우주쓰레기 경감 조치 관련 법 메커니즘에 대한 정보 교류가 있다. 복수년 의제는 상세한 법적 분석이 필요한 의제의 경우 작업반을 설립하여 다년간 논의하는 의제로서, 우주의 평화적 탐사와 이용을 위한 국제협력 메커니즘과 비구속력 국제문서가 있다. 그리고 법률소위원회의 최근 논의는 핵동력원, 우주쓰레기, 국제 협력 등에 집중되어 있으며, 법률소위원회는 비구속력 문서, 즉 연성법을 통해 이러한 문제를 규제하려고 한다. 우리나라는 1994년 말레이시아 그리고 페루와 함께 2년간 순환제로 우주평화적이용위원회에 참여해 오다, 2001년 정식 회원국이 되었다. 그러나 차드, 시에라리온, 케냐, 레바논, 카메룬 등과 같이 오늘날 우주활동을 거의 수행하지 않는 국가들이 1960~70년대 우주평화적이용위원회에 가입하여 유엔 5개 우주 관련 조약과 유엔 총회 결의문의 작성에 참여한 것을 보면 우리나라의 우주평화적이용위원회의 가입은 매우 늦은 편이다. 한편, 법률소위원회는 조약 체결의 어려움과 규제의 시급성을 감안하여 유엔 총회 결의, 가이드라인 등 연성법의 형성에 중점을 두고 있다. 이와 관련하여, 우리나라는 국내의 우주 관련 과학기술, 정책, 법 등을 분석하여 연성법의 논의 과정에 적극 참여하여야 한다. 이러한 참여는 기존의 국제우주법 형성에 있어서 우리나라의 불참을 조금이나마 벌충할 수 있는 기회일 뿐만 아니라, 관습국제법의 중요한 요소인 관행에 우리나라의 관행을 끼워 넣을 수 있는 최선의 방안이기 때문이다.