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추적조사를 중심으로 한 腰椎間板脫出症에 대한 蜈蚣藥鍼의 臨床的 硏究
최회강,소기숙,고강훈,박소영,김성남,이종덕,원경숙,문형철,김성철 大韓鍼灸學會 2003 대한침구의학회지 Vol.20 No.3
Objective : This study is performed for the purpose of examining the efficacy of the scolopendrid(Scolopendra morsitans L) which has been to low back pain as a folk remedy. Methods & Results : Seventy patints with H.I.V.D. treated with the scolopendrid aquacupuncture and examined 4 tests; D.I.T.I., physical test, Oswestry disability index, and self-conscious pain rate were studied. And we follow up after discharge, we evaluated the present state and recovery period. Or we evaluated by herniated type and duration of onset. There was 58~97% of efficacy rate in each tests. Moreover, statistically valuable change in all 7D.I.T.I. points and in disability index and in self-conscious pain rate was showed. Conclusion : The scolopendrid aquacupuncture is possible to be effective terating the H.I.V.D patients. so we suggest the possibility using this new remedy to the H.I.V.D. patients.
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최문기 서원대학교 인문과학연구소 1999 인문과학연구 Vol.8 No.2
Arguments on morality of Euthanasia and AcceptanceEuthanasia is a compound of two Greek words, - eu and thanatos - meaning, literally, 'a good death' or 'a happy death'. The meaning of euthanasia has changed with the development of medical technology. In past euthanasia was generally understood to mean the bringing about a good death of a person who was suffering from an incurable or terminal disease. This concept of euthanasia imply not only 'letting to die' but also 'mercy death' and 'passive euthanasia.' Today, the concept of euthanasia imply 'mercy killing' and 'active euthanasia.'A standard view on the morality of euthanasia, especially as expressed in a 1973 formulation by the American Medical Association, rejects the moral justifiability of euthanasia by arguments from the sanctity of human life, from wedge argument, from probable abuse, from diagnoses and new treatments etc. But under certain specifiable conditions, it accepts withholding or withdrawing life-sustaining ordinary treatment and passive euthanasia. A radical view on the morality of euthanasia, especially argued by James Rachels, permits 'mercy killing' and 'active euthanasia' by arguments from individual liberty, from loss of human dignity, from the reduction of suffering etc.America, Australia, Netherlands take a pliable position about euthanasia, but France, Deutsch, Korea take a rigid position relatively. This difference may be supposed to be resulted from historical, sociocultural traditions. We must evaluate cautiously the arguments for/against morality of euthanasia, because each argument has both its validity and invalidity. Under current conditions, the hospice approach needs to be activated as a desirable alternative to euthanasia.
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최문기 서원대학교 교육대학원 2000 교육논총 Vol.4 No.-
The Purpose of this paper is to study approaches to moral education and tasks. In order to study approaches to moral education, it needs to clarify objectives of moral education. In my paper, I differentiate cognitive and affective objectives individual and social objectives Cognitive objectives are related with enlargement of ability to judge and select moral values. Affective objectives are related with cultivation of characteristic traits. Individual objectives are related with development of personal morality Social objectives are related with socialization to society. These objectives are not separateed but closely linked each other. Therefore, approaches to moral education that realize these objectives need to be integrated. In this Paper, I distinguish direct approach between indirect approach The former includes approach of traditional character education, the latter includes value clarification approach and rational reasoning approach. Because theses approaches generally try to realize the one aspect of objectives, they have limits in treating with integral nature of moral education. In this sense, the most important task I think is to develop integral approaches, and apply it really In researching directions toward integral approaches to moral education, we can find clues from Thomas Lickona's integrated approach to character education, Emile Durkheim's integral approach to moral education, Lawrence Kohlberg's just community approach to moral education.
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최문기 慶星大學校 1997 論文集 Vol.18 No.2
This paper aims at studying trends of judicial precedents on a claim for a divorce by the blamable party. The scope of judicial precedents on grounds for a divorce in jurisdictions, for expanding lately. In conclusion, a claim for a divorce by the blamalbe party in any cace be approved by judicial precedents.
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HBsAg 양성혈청에서의 HBeAg 및 anti-HBe 양성율과 ALT와의 관계 고찰
문희주,윤기은,박정오,배형준,최범열 서울보건대학 1996 서울보건대학 부설 한국보건과학연구소 논문집 Vol.3 No.1
The authors investigated HBeAg and anti-HBe in 1,000 cases(male 941, female 59) of HBsAg positive among the 225,512 blood donors in Seoul Nambu Blood Center in 1994. HBeAg and anti-HBe was detected by the method Enzyme Immunoassy. The results obtained were as follows ; 1. HBeAg and anti-HBe positive rates were detected 498 cases(49.8%) and 445 cases(44.5%) respectively among 1,000 cases HBsAg positive blood donors. 2. In HBsAg positive carriers, HBeAg positive rates were not significantly different between anti-HBe positive rates, but in sex were significantly different between HBeAg positive rates and anti-HBe positive rates. 3. HBeAg positive 498 cases were analyzed with age and it was found percentages of positive rates were 63.6% in 1st decade, 53.7% in 2nd decade, 20.6% in 3rd decade, 19.6% in 4th decade and 8.3% in over 5th decade, but anti-HBe positive 447 cases were 32.4% in 1st decade, 40.5% in 2nd decade, 69.2% in 3rd decade, 78.3% in 4th decade and 91. 7% in above 5th decade. 4. HBeAg positive rate decreased stepwise with age, while anti-HBe positive rate increased stepwise with age. 5. ALT abnormal cases in the HBeAg positive donors were higher than normal cases, but ALT normal cases in the anit-HBe positive donors were higher than abnormal cases.
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최문기 서원대학교 교육대학원 1998 교육논총 Vol.2 No.-
Moral-ethical education have both cognitive objectives and affective objectives. Nevertheless, our moral-ethical education much stress on cognitive objectives. The reasons are as follows: Firstly, difficulty of measure about human characteristic qualities. Secondly, Influence of western rational theories . Thus, only development of intellectual capacity to reason universal rules and principles for moral problem-solving has been regarded as ideal objectives. But cultivation of affective objectives as like virtues, character is also important. Recently revivals of virtues education, character education suggest the direction which our moral-ethical education should seek toward. Ethics is divided into act-centered ethics and agent-centered ethics by interpretation of moral and moral judgenent. Act-centered ethics regards moral as rules of act, thereby judges the right and wrong of act, and denotes moral duty. Agent-centered ethics regards moral as virtues quality and character, thereby judges the good and bad of agent, and denotes the good person. Ethics is also divided into liberal ethics and communitarian ethics by focus on self and community. Liberal ethics relates to reflective moral, communitarian ethics relates to conventional moral. The basic concepts being discussed in act-centered ethics and liberal ethics can be applied to cognitive objective of moral-ethical education, the ones being discussed in agent-centered ethics and communitarian ethics can be being discussed in agent-centered ethics and communitarian ethics can be applied to affectvie objectives of moral-ethical education. Because two objectives are complementary, we must harmony two sides. My article will contribute to identify the composite nature of moral-ethical eduation, and relate ethics into foundations of moral-ethical education objectives.
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