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김병하,도남용,조성일,박준희,Kim, Byung Ha,Do, Nam Yong,Cho, Sung Il,Park, Jun Hee 대한기관식도과학회 2012 大韓氣管食道科學會誌 Vol.18 No.2
Second branchial cleft cysts are usually present as a fluctuant neck mass along the anterior border of the sternocleidomastoid muscle. When they are found in this typical location, accurate diagnosis on initial presentation is not difficult. Parapharyngeal presence of the branchial cleft cyst is very rare. We report a case of second branchial cleft cyst presenting as a parapharyngeal cystic mass in 51-year-old male. Before coming to our clinic, the patient had been diagnosed as parapharyngeal abscess, resulting in several attempts at removal. However, symptoms and parapharyngeal abscess recurred. We performed complete surgical resection of the parapharyngeal cystic mass via transoral approach only with oropharyngeal incision. The cystic mass was located in the parapharyngeal space and did not have tract-like structure. Histopathologic examination confirmed that the excised cyst was branchial cleft cyst. Patient discharged without any surgical complication and there was no evidence of recurrence for 2 years follow-up.
「특수교육개론」 (1963)에 나타난 이태영(李泰榮)의 특수교육관
김병하 ( Byung-ha Kim ) 한국특수교육문제연구소 2004 특수교육저널 : 이론과 실천 Vol.5 No.2
본 연구는 우리나라에서 최초로 특수교육 교사양성 대학을 설립(1961)하고, 특수교육 전문도서로 최초로「특수교육개론 : 문제아지도」(1963)를 저술한 이태영의 특수교육관을 구명하기 위해 수행되었다. 특정 저술중심으로 특정인의 ‘특수교육관’을 문제삼는 것은 그것이 우리나라 특수교육학사(特殊敎育學史) 정립에 시사하는 바가 매우 크기 때문이다. 본 연구에서는 「특수교육개론」(1963)에 나타난 이태영의 특수교육관을 특수교육 총론, 각론, 그리고 한국특수교육의 과제 등 세 갈래로 나누어 논의하고, 결론에서 이태영의 특수교육관을 총체적으로 논평하면서, 이 저술의 추기(追記)에 나타난 논점을 중심으로 이태영의 특수교육관을 현대적 기준에서 해석하고자 했다. 이태영의 특수교육관에 반영된 ‘장애’에 대한 관점은 전통적으로 의료적.개별적 모델을 반영하고 있으나, 한국 특수교육의 개혁 과제에 대한 이태영의 주장은 40년이 지난 지금도 우리에게 주는 시사점이 대단히 크며, 특히 통합교육에 대한 이태영의 구상과 전망은 21세기특수교육의 지향성에 대한 정확한 통찰을 반영하고 있다. 우리는 1960년대초 이태영의「특수교육개론」에 나타난 한 개인의 특수교육관이 당대와 그 이후의 ‘특수교육론’정립에 어떤 영향을 미칠 수 있는가를 예증(例證)할 수 있다. This study was conducted to describe Rhee, Tae Young``s viewpoint on special education presented in「Education for the Exceptional Children」(1963). Tae Young Rhee established Korea Social Work College in 1961 to prepare teacher of special education, and he published「Education for the Exceptional Children」(1963, Daegu : Jipmoon Printing Company). In this book, Dr Rhee``s viewpoint on disability/handicap were indicated as individual tragedy or medical model. However, Dr Rhee``s viewpoint on integrative education for the children with disability were indicated full inclusion by school restructuring for all children.
김병하 ( Byung Ha Kim ) 한국경제학회 1967 經濟學硏究 Vol.15 No.1
The present paper is a study of the imortation from Japan to Korea of sapanwood, pepper, and other spices and medicines during the 15th and 16th centuries. During this period, the official trade between Korean and Japan consisted of the Japanese exchanging the special products of South Asia with the Korean government for cloth, cotton goods, rice, beans, and other essential goods. Japan at this time, with the exception of 2 or 3 mineral products, had little to offer in the form of special products which were acceptable to the Korean nobility. Consequently, the Japanese bought sapanwood, pepper, aloes wood, sandalwood, clove, camphor, tin, water buffalo horn, and other goods from the Ryukyu Islands and exported them to Korea. The Ryukyu Islands purchased the above goods on the Malayan Peninsula, Sumatra, Java, and nearby areas and relayed them to the Japanese. When studying the trade between Korea and Japan during this period, it is necessary to investigate the goods exported. In this paper I attempted a quantitative analysis, focussing on the change in the demand for some of the above goods in Korea and the change in the supply of these goods from Japan. In particular, large quantities of sapanwood were traded during the 15th century, but this trade was interruped for about 5 years during the 16th century. I have searched for a decline in the trading power of the Ryukyu Islands as the cause of this interruption. As the number of vessels dispatched from the Ryukyus to the Sumatra area decreased, it resulted in an increase in the volume of pepper and other spices which were even more expensive than sapanwood. Not only did trade increase more in the second half of the 16rh century than in the first, but the price rises vigourously demanded by the Japanese were also probably for this reason. In addition, I have included my theories on the trade route between the Ryukyus and Korea.
김병하 ( Byung Ha Kim ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4
본 연구는 특수교육에서 교과교육론의 정립을 위한 현상적 문제와 그 과제를 구명하고자 수행되었다. 기존의 특수교육이 진단-처방적 교정 모형에 따라 Tyler식 목적중심 교육과정 운영에 몰두해 오는 동안 장애에 수반된 기능개선 훈련을 곧 교육인 것처럼 착각해 왔다. 따라서 특수교육에서 교과교육 활동은 장애교정을 위한 부차적인 활동쯤으로 인식 되어 왔다. 특수교육의 재구조화는 교육본질을 복원 하는데 있으며, 교육본질의 복원은 교과를 그 본래의 의미로 되돌려 놓는것으로부터 가능하다. 교육에서 내용이 방법을 규제하지 방법이 내용을 규정하지는 않는다. 그러나 지금까지 특수교육은 특수아동의 장애보상과 그 지도방법에 지나치게 관심을 쏟은 나머지 교과내용을 교과답게 다루는데 상대적으로 무관심 했다. 교과를 교과답게 다루기 위해 특수교사는 그가 가르치는 교과내용에 정통해야 하고, 가르칠 내용에 정통한 교사만이 교과교육을 본래의 의미대로 수행할 수 있다. 바로 이런 관점에서 특수교육에서 교과교육론은 재정립 되어야 한다. 이런 맥락에서 오늘의 농교육은 의사소통 기능을 중심으로 한 ‘방법’문제에서부터 교과내용을 교과답게 다루는 ‘내용’문제에로의 패러다임적 전환이 요구된다. This paper is to inquire the present problems and issues of the subject``s instruction for the students with disability, specially focused on the deaf education. Traditionally, special education for the students with disability had been controled by the diagnosis-treatment instructional model according to applied Tyler``s model which was the purpose-based curriculum. Reconstructing special education means to reconceptualized the educational activities for the students with disability, and then the essentiality of the educational activities is to reconstruct the subject``s instruction for the students with disability. In priority, the subject contents precede rather than teaching method of the subjects. Basically, the subject contents regulate teaching method on the subjects, but teaching method do not control the contents. However, education for the students with disability has been focused on the therapeutic activities and teaching methods, and relatively subject``s instruction was implemented as a secondary activities in the curricular managing. Teachers of the students with disability should be establish an authority in their subject``s instruction. To keep highly qualified competency in the subject``s instruction for the students with disability, teacher``s professionality should be demonstrated in teaching the subject contents. In this context, deaf education require a paradigm shift from the method in communication skill to the contents in subject matter.