제2주제 토론

금창구,이용수 한국특수교육학회 1988 한국특수교육의 발전과제 Vol.4 No.-

구연산 첨가 안정화 파클리탁셀 주사제

금창구,서재석,남진경,이은주,조정원 충남대학교 약학대학 의약품개발연구소 2010 藥學論文集 Vol.25 No.-

Paclitaxel (PTX) is an anti-cancer agent extracted from the bark of the Pacific yew (Taxus brevifolia). In clinical trials, PTX has demonstrated significant activity against a variety of tumors such as drug-resistant ovarian cancer, metastatic breast cancer, non-small cell lung cancer and AIDS related Kaposi's sarcoma. However, the bioavailability of PTX is mainly limited by cytochrome P450 activity in gut wall and liver, and drug transporters, such as P-gp in gut wall and liver. As well as, PTX is very poor soluble in water (<0.5 mg/L) and other pharmaceutically acceptable solvents. The commercial formulation of PTX consists of micellar solution of the drug in cremophor EL (polyoxyethylated castor oil) containing 50% absolute ethanol. However, it is well known that the use of cremophor EL is associated with hypersensitivity reactions, neurotoxicity and nephrotoxicity and also the solubility of PTX is increasing with the addition of citric acid. Therefore, this study is to optimize the mixing order of individual components for stabilized paclitaxel injection.

XIV.특수학교·학급 경영실제

금창구 단국대학교 특수교육연구소 1988 정신지체아교육 Vol.- No.1

未成年者의 不法行爲에 對한 監督者 責任

金昌九(Kim, Chang-Gu) 한국재산법학회 2011 재산법연구 Vol.27 No.3

모든 사람은 행복한 삶을 추구하고자 한다. 또한 그러한 권리가 있다. 헌법 제10조에도「모든 국민은 인간으로서의 존엄과 가치를 가지며, 행복을 추구할 권리를 가진다.」고 명시하고 있다. 행복한 삶이란 물질적인 풍요에 앞서 정서적인 안정과 평화를 의미하기도 한다. 이러한 정신적인 측면의 삶의 질은 참다운 교육을 통해서 형성되어 진다고 본다. 이러한 참 교육을 통해 먼저 사람이 되고, 한걸음 더 나아가 행복한 삶을 살고자 하는 의식으로 연결되어 진다는 것이 교육의 본질일 것이다. 그런데 우리사회에서는 최근 이러한 신성한 교육의 현장에서 발생하는 비교육적인 현상들(불법행위 일체)이 그 도를 능가하고 있다. 즉 교내외에서의 미성년자의 불법행위는 최근에 와서 심각한 사회적 문제로 등장하고 있다. 그 수는 날로 증가하고 있으며, 행위가 점차 집단화 내지 잔혹해지고 행위자의 연령 또한 낮아지고 있기 때문이다. 그런데도 이에 따른 교육상의 문제에 대한 대응책이 미흡하고, 피해자의 구제책이 용이하지 못한 것이 현실이다. 더 나아가 감독자 등의 책임에 대한 법적인 근거가 흠결(Fehler)을 지니고 있다는 것은 안타까운 일이다. 즉, 제755조 제1항에 「전 2조의 규정에 의하여 무능력자에게 책임 없는 경우에는 이를 감독할 법정의무 있는 자가 그 무능력자의 제3자에게 가한 손해를 배상할 책임이 있다. 그러나 감독의무를 해태하지 아니한 때에는 그러하지 아니하다」고 규정하고, 제2항에는「감독의무자에 갈음하여 무능력자를 감독하는 자도 전항의 책임이 있다」고 규정하고 있다. 이러한 규정을 두고 있는 우리의 학계에서는 어떤 해석을 하고 있는지에 대해 살펴본다면, 책임능력 있는 미성년자의 불법행위에 대한 감독자책임의 근거를 민법 제750조의 일반불법행위책임을 적용하자는 견해가 있다. 여기에 감독자는 신원보증인으로서 친권자의 책임을 인정하려는 견해와 제755조를 책임능력 있는 미성년자의 불법행위에도 유추 적용하려는 소수의 견해가 등장했다. 최근의 통설은 책임능력 있는 미성년자의 불법행위에 대한 책임을 그 감독의무자가 부담하되, 그 근거를 제750조의 일반불법행위책임으로 구성하자는 입장이다. 이 문제에 대해 1975년의 대법원은 미성년자의 불법행위에 따른 감독의무자의 책임을 일반불법행위책임이론으로 인정했다. 그러다가 미성년자와 감독의무자의 병존적인 책임을 인정했다. 그러면서 감독자책임은 불법행위 자체에 관한 과실이 아니라 피감독자에 대한 일반적 감독 및 교육을 게을리 한 과실로서 위험책임과 같은 성질이라고 했다. 그 후 1994년의 대법원 전원합의체 판결 이후부터는 다시 일반불법행위책임설로 분명한 입장을 취하고 있다. 이처럼 민법 제 755조에 의한 피해자구제는 용이하지 못하다. 그래서 법무부의 개정안이 나왔다. 이는 가해자의 배상명령문제를 개입시키고 있다. 이 또한 충분한 논의가 필요하다고 하겠다. Everyone tries to pursuit happy life and also has the right to enjoy such life. Therefore, Article 10 of our constitution states that all the people have the dignity and value as a man and the right to pursuit happiness. Happy life also means emotional stability and peace before material abundance. It is thought that the quality of such mental aspects of life is formed by true education. The real nature of education will probably be that true education makes people real humans and going a step farther, leads them to the consciousness to live happy life. However, noneducational phenomena (all the illegal acts) occurring in that sacred educational field in our country have recently exceeded their limits. In other words, illegal acts of minors in and out of schools have lately become conspicuous as serious social problems because such acts have increased day by day and increasingly collectivized, and age of those actors have been low. Nevertheless, the fact is that counter-moves for educational problems according to them are insufficient and relief measures for the damaged are not easy to enforce. Futhermore, unfortunately, legal foundations for responsibilities of supervisors, etc have shortages; that is, it is stipulated in Article 755 Clause 1 that a person having the legal obligation to supervise it is liable for the damage he or she caused to the third party if an incompetent person is not responsible under the provisions of the preceding Article 2. However, it is stipulated that if the legal supervisor is not negligent in his or her duties, the provision is not applied to the case, and in Clause 2 it is stipulated that a person who substitutes for a supervisor to supervise incompetents has the liability prescribed in the preceding clause. If we see the analysis in our academic world which has those regulations, there is the view that Responsibilities for General Illegal Acts of Article 750 should be applied to some foundations for responsibilities of supervisors for illegal acts of minors who have to ability to take the responsibility. A few people have insisted that we recognize responsibilities of a person in parental authority as a person who vouches their character and apply Article 755 to illegal acts of minors who are able to take the responsibility for their own acts on an analogical basis. The recent common view is that a supervisory obligator should bear the responsibility for illegal acts of minors with the ability to take the responsibility, but its foundations be composed of Responsibilities for General Illegal Acts of Article 750. For the problem, the Supreme Court recognized the responsibilities of supervisory obligators for minors' illegal acts as the theory of responsibilities for general illegal acts in 1975. After that, the court recognized co-responsibility between minors and supervisory obligators and judged that the responsibility of supervisors is not by the fault of illegal acts themselves but the one of neglecting general supervision and education for the supervised and has the same nature as the risk responsibility. Since the Supreme Court's collegiate judgement in 1994, it have taken the clear position as the theory of responsibilities for general illegal acts. thus remedy of the victim for Article 755 of the Civil Code is not easy. So, the amendment to the Justice Department came out. This is making intervene order for indemnity of problem of the perpetrators. This also requires adequate discussion

특수학교 경영 자체평가 모형 개발

장병연,금창구,김희연 국립특수교육원 1995 연구보고서 Vol.- No.3

This study investigates to what degree o,』 special schools are managedefficiently and how to develop effective seHf-evaluation model on specialschool management. Self - evaluation of special school managemant isconsidered as an indispensible process to irrlprove educational activities ofspecial school.To pursoe the purpose this study analyzes current status and needs of self- evaluation of special school management and develops model on self -evaluation of special school management.This study provides the concept, objectives, criteria, types, methods andprocedures, success conditions, and domains and contents of self - evaluationof special school management. The study also present current status, needs,and model on self - evaluation of special school. MethodsThis study was conducted by reviewing related literature, teamconferences, and questionnaire survey.1) By reviewing the related literature and documents, theory of self -evaluation of school was explored and some current status of self - evaluationresults were reviewed.2) In order to establish effective study plan and to review the studyprocess, team conferences with professors and educational administratorswere held.3) In order to find out current status and needs of self - evaluation ofspecial school management, questionnaire survey was carried out toeducational administrators and teachers in special schools.Results1) The majority of teachers recognized the necessity of self - evaluation ofspecial school management.2) It was shown that object of self- evaluation of special schoolmanagement was providing opportunity for review and prescription of planand practice of special school management.3) Self - evaluation domains of special school management were devidedinto overall and concrete domains in special school management.4) The concrete domains of self - evaluation of special school managementwere educational object, educational plan, managemant of financial affairs,management of facilities and school environment, relationships with the community, welfare of teacher, management of office work, clinicalsupervision, relationship with parents, goverenment policies on education,operation of curriculum, career educati☞n, guidance of student's life,evaluation of students'academic achievement, teaching materials, therapeuticeducation, and extra-curricula activities.Conclusion1) Many items of evaluation criteria should be selected to get benefitinformation for special school management.2) The evaluation standards should be designed to determine the order ofevaluation object, evaluation contents, and f;he evaluation viewpoint associaf;edwith the aim of the evaluation.3) Educational object and plan in sf)ecial school should be reflect÷edacademic achievement of students appropriately.4) Those data and information must be reported by all teachers.5) The results of self - evaluation of special school management should bereflected in establishing the next year's educational planning.