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李秉承 한국교육철학회 1996 교육철학 Vol.14 No.-
It is generally acknowledged that main concern of moral education is to cultivate 'morally educated person'. A conception of the morally educated person is both a aim and a ideal for all activities in moral education, guide for individual and communities. The purpose of researcher is to clarify the concept of 'morally educated person', to examine the general moral characteristics achieved by the people who is morally educated, and to suggest the roles of teachers concerned with this themes directly or indirectly. In order to do this, I have taken three steps. First, I analyized the concept of 'morally educated person' used by peoples who were concerned with moral education. From this analysis, I identified the ambiguity and vogueness of meanings in this concept. Then I differed the concept of 'moral person' from 'morally educated person. The second step was to examine the thoughts of moral philosophers who researchered this concept. Firstly I introduced and then examined the thougths of E. Durkheim, L. Kohlberg, and R.S. Peters. These philosophers suggested as follows: Durkheim pictured morally educated person as 'morally socialized man', Kohlberg pictured this person as 'person who is fellowing the universal moral principles', and Peters pictured this person as 'who was pursuit the worthwhileness'. And then I examined the moral characteristics suggested by J. Wilson and J.R. Coombs mainly. The third step was to suggest the roles of teachers in moral education. Teachers must explaine importance and reasons of concept of morally educated person. They must teach students to think with rationality and then to act according to the universal principles as 'respect for person', 'freedom' and 'equality'. Furthermore, they should act as a ideal and standard in various moral situation.
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이병승 한국교육철학회 2000 교육철학 Vol.18 No.-
The aim of this thesis is to investigate the philosophical discourses on human body and to suggest some meaningful implications to educational theories and practices. It can be concluded from what has been discussed so far. Firstly, researcher reviewed the four backgrounds of discourse on the body emerged in post-modern society and multiple academical fields. That is, it emerged in radical change of social structure, in the process of scientific or medical development, and in the emergence of post-modernism or feminism movement. But furthermore, the writings of Nietzsche called as 'body philosopher' and the works of hermeneutists as Husserl, Merleau-Ponty influenced more on philosophical discourse of this theme. Some important and meaningful implications from their dicourse are to find us the inherent value of the body, and to open the possibility us insight to importance of it. Secondly, researcher made clear relationships of schooling and student's body. The student's body in schooling has been controlled unilaterally by teachers, masters, and many school regulations. From the views of discourse of body, teaching and learning in school must be start and proceed and end with the knowledge and understanding of student's body. Therefore, student's body is not conteolled but respected and emancipated Thirdy,researcher suggested the main roles and duties of teachers related with student's body. As made manifest by hermeneutic philosophers, human body have duplicative characteristics inherently. It produce creative energy. At the same time, it have destructive energy. Therefore, teachers must control and regulate rationally the dynamic desire spouting from body without missing the equilibrium of educative authority. Fourth, researcher criticised the harms and problems of cybernetic education from the view of body philosphy. I think that true education is not through connection to machines, but through contact between human bodies. We, as teacher, have to understand, interpret, and apply the phenomena and symbols of student's body in school life-cycle. Researcher would be emphases that human body can be always study as central theme in educational theories and practices.
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Acinetobacter calcoaceticus의 生物學的 性狀
李炳昇,趙東澤,鄭在奎 慶北大學校 醫科大學 1976 慶北醫大誌 Vol.17 No.2
환자에서 분리한 Acinetobacter calcoaceticus 17 株를 var anitratus(A型), 및 var lwoffi(L型)으로 분류하고 이들 兩型의 생물학적 형태학적 성상을 비교 관찰하였다. 형태학적으로 兩型間에는 差異가 없으며 모두 短杆菌 或은 雙球菌狀을 呈示하였으며 血液平板 培地에서는 A型이 集落의 不透明性이 强하게 나타났다. A型은 3株였으며 액체배지에 균등발육을 하며 溶液 陰性이며 담즙 내에서 발육이 왕성하지 못하였으나 malonate 利用 및 urease 分解株가 많은點이 L型과 상이하였다. L型 중 血液株는 S-S培地에 발육하여 litmus 牛乳 培地에서 alkaline을 形成하였다. A型은 Kanamycin 및 colistin에 대해서 L型보다 감수성이었으나 tetracycline, minocycline, chloramphenicol, ampicillin, trimethoprim+sulfamethoxazol에 대해서 感性度가 낮았다. Minocycline은 Acinetobacter에 대해서 고도의 감수성인 약제였다. Some morphological and biological characteristics of Acinetobacter calcoaceticus were compared between subtype of var anitratus and var lwoffi isolated from febrile patients. Morphologically, both types showed no differences with coccobacillary or diplococcal arrangement. Strains of var anitratus showed a homogenous growth in broth while pellicle was formed by most strains of var lwoffi. The growlh rate of var anitratus in bile was less vigorous but utilized malonate, formed urease in Christensen media. Among var lwoffi, β-type hemolysis correlated with the growth in salmonella-Shigella media and alkaline formation in litumus milk. Strains of var anitratus were more sensitive to kanamycin and colistin but less sensitive to ampicillin, chloramphenicol, tetracycline, minocycline and trimethoprim plus sulfamethoxazole than var lwoffi. Minocycline was a highly sensitive drug to Acinetobacter.
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