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석회화를 동반한 소아만성 경막하 혈종 : 증례보고 Case Report
류연석,김순기,문명선 대한신경외과학회 1986 Journal of Korean neurosurgical society Vol.15 No.2
Intiacianial calcification is relatively common, but calcification of chronic subdural hematoma is rare condition. Nevertheless, already in 1884 Von Rokitansky had described a calcified chronic subdurel hematoma found at autopsy. Subsequently Lewis(1889), Elsner(1896), and 0'sullivan(1925) mentioned calcification of intracranial hematoma. In 1930, Goldham reported the first case treated by operation. A 15-year-old Korean male was admitted to this hospital because of a episode of generalized epileptic seizure, one day before admission. Past history was unknown about head injury and his past birth condition. Patient has complained weakness of right upper and lower extremity since his infant. Neurological examination revealed the left hemiparesis, but others were normal. Skull X-ray films showed dense conglomerated calcific density with surrounding rim like lucency in left fronto-parietal region. Left carotid angiogram revealed no abnormalities except hypoplasia of left hemisphere. Brain computed tomogram demonstrated hyperdense subdural mass surrounding decreased parenchymal density in left fronto-parietal region. A craniectomy was performed for removal of the calcified mass. A oval concaved bony hard mass was found in subdural space. The calcified bony hard mass was adherent with the surface of cortex by loose connective tissue. We removed the bony hard mass completely. The postoperative course was very satisfactory and seizure has not been appeared after discharge. Microscopic findings demonstrated ossification and fibrosis, consisting with old hematoma which showed up a calcification of chronic subdural hematoma.
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류연석 順天大學校 師範大學 附屬 科學敎育硏究所 1995 科學과 敎育 Vol.3 No.-
This study is for the literature education of secondary school. First, we considered the concept, character, necessity, significance, goal and history for the introduction of the literature education, Next, we examined the character, goal, contents, guidance, value and so on which is shown the sixth course of the education. Finally, for the study of teaching, learning of the literature materials, we introduced the model of instruction concerning about poetry materials, novel materials, essay materials and so on.
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류연석,양동식 한국시가문화학회 2006 한국시가문화연구 Vol.0 No.18
In the newly discovered collected poetry, Shisang, 95 "Gwache-shi" are transcribed. Among them, 18 poems are known as the works of Kim, Byeong-yeon. Because 6 poems have already been published in Kimripshijip, 12 poems could be regarded as newly discovered ones. Kim, Byeong-yeon's "Gwache-shi" are 231 in all: 208 of them were discovered by Lee, Eung-soo, 11 by Gu, Sahoe, and 12 by the researcher. It is highly reliable that the newly discovered 12 "Gwache-shi" are the works of Kim, Byeong-yeon, on account of their similar atmosphere to general Chinese poems. In comparison to other "Gwache-shi", they can be useful materials to illuminate the philosophies and social conditions of his contemporaries.
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류연석 한국고전문학교육학회 2020 고전문학과 교육 Vol.45 No.-
Han(恨) has been taught as a tradition of Korean literature, but now learners cannot recognize it clearly. Now, they view it as a negative old custom without any value. This is a problem that can be solved by examining the academic flow of Han in Korean literature and education. Han has been actively studied in the “Korean Studies” since the 1960s. In “Korean Studies”, there have been perspectives that find Korean traditional characteristics which are very exclusive, to be rooted in the past. The “perspective” has made Han experience a very narrow range, and disturbed the expansion of Han experience by learners. As a result, learners could not inherit Han’s continuous value and were cut off from Han. Han should prove its educational value without the contradictory premise “tradition”. Han is an experience for a person who is facing loss or deficiency, and sublimates the negativity in their mind by constructing the right literary emotion. When we can build up the structure or principle of Han as an experience, then we can devise an educational plan and concept of Han, and verify its utility, so that, Han can recover its value as an aspect of Korean tradition of literature. 한(恨)은 우리 문학의 전통으로 오랫동안 교육내용으로 자리해왔으나 현재 학습자들은 한의 개념을 명확히 인식하지도, 계승의 가치를 찾지도 못한 채 자신과 관계없는 부정적인 것으로 인식한다. 이는 미시적인 교육 방법의 차원에서 해결할 문제가 아니라, 한의 연구사와 문학교육에의 수용에 이르는 흐름을 전면적으로 검토할 문제다. 한 연구는 1960년대 ‘한국학’을 배경으로 하여, 특히 문학 영역에서 많이 이루어졌으며 사회반영적 시각에서 한을 다룬 문학 작품의 외적 특성을 논한 담론, 한의 문학적 형상화 양상으로서 정서를 논한 담론, 문학을 통한 한의 체험을 논한 담론 등이 있다. 하지만 한국학을 배경으로 과거의 순수성, 한민족만의 배타적 특수성을 강조하는 전통·특질론이 한을 문학교육의 내용으로 조직·유지하는 핵심 관점으로 작용해 부작용을 일으켰다. 문학적 경험의 차원에서 ‘우리의 특수성’을 강조해 경험을 매우 특수화하였고 그마저도 문학 외적인 요소들이 중심이 되었다. 또한, 전문가들의 전문적인 해석이 낳은 결과를 중심으로 하여 경험의 확장을 제한하였고, 한을 공유해 현재 가치를 찾고 계승할 학습자가 경험의 주체에서 배제되었다. 그리하여 학습자와 한이 단절되는 모순을 낳았다. 한은 전통이란 전제를 벗어던지고 연구들이 밝혀낸 여타 성질들로부터 그 교육적인 가능성과 효과를 재차 입증해가야 한다. 한은 상실·결핍의 상황을 마주하여 그 상황이 빚은 부정성을 문학을 통한 정서 구축을 빌려 주체의 내면에서 승화시키는 경험으로, 그 경험의 구조·원리가 이론적으로 설계되어 교육내용의 핵심이 되어야 한다. 후속 연구로 한이란 경험의 구체적인 교육적 설계와 검증이 이루어질 때 비로소 한은 학습자도 ‘할 수 있는’ 교육내용으로서 전통의 가치를 회복할 수 있을 것이다.
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