1. Chŏngch'i ch'ŏrhak kwa chŏngsin punsŏkhak ŭi mannam -- 2. Han'gugin ŭi chamjae ŭisik kwa chŏngch'i pyŏngni.

1. Chŏngch'i ch'ŏrhak kwa chŏngsin punsŏkhak ŭi mannam -- 2. Han'gugin ŭi chamjae ŭisik kwa chŏngch'i pyŏngni.

There are three results in this study. First, redefinition of "Being". I've classified and redefined the concept of "being" into "Being", "Existence", "Reality" which have been used confusingly. And the definition of God has been also renewed. So we came to understand what "a triangle exists", "a sharp pencil exists", "the God exists" mean. Also I proved that the mean of "I will be who I will be" which is the name of God in Bible equals to the mean of (...) almightiness. Second, trinitarianism. I proved that the essence of God does not belong to the "the world of idea" which the essence of triangle belongs to and also to the "the physical world" which the essence of sharp pencil belongs to. This is the same to physical rules like "E=mc²". And I refer to the world which includes "the God" and"physical rules" as "the world of causes". In this way, a view of world suggested in this study is not dualism but trinitarianism. Third, the new cosmological argument. I've suggested "the new cosmological argument" using modern science's imperfection which inferred from "Werner Karl Heisenberg's uncertainty principle". The conclusion of this proof is that a man who recognizes the reality of "physical rules" should recognize the reality of "God". In other word a rational man who believes causality should recognize the reality of "The cause which is cause of every causes but don't need any cause" "the God". (shrink)

This longitudinal study examined how nursing students' moral judgment changes after they become qualified nurses working in a hospital environment. The sample used was a group of 80 nursing students attending a university in Suwon, Korea, between 2001 and 2003. By using a Korean version of the Judgment About Nursing Decisions questionnaire, an instrument used in nursing care research, moral judgment scores based on Ketefian's six nursing dilemmas were determined. The results were as follows: (1) the qualified nurses had significantly (...) higher idealistic moral judgment scores than the nursing students; (2) the qualified nurses showed significantly higher realistic moral judgment scores than the nursing students; and (3) when comparing idealistic and realistic moral judgment scores, both the qualified nurses and the nursing students had higher scores for idealistic moral judgment. Further study is recommended to examine changes in moral judgment. (shrink)

This descriptive study was undertaken to identify the degree of ethical sensitivity of staff nurses and to analyze the differences in ethical sensitivity in terms of both general and ethics-related characteristics. Participants were 236 staff nurses working in general hospitals in Korea. Ethical sensitivity was measured by means of an instrument developed by the researchers. The results showed that the mean score for the degree of ethical sensitivity was 0.71 out of a possible maximum score of 1 (range 0.30 to (...) 0.97). For general characteristics, there was a significant difference in ethical sensitivity according to age (F (df 2233)-3.99, P-0.02). For characteristics related to ethics, there was a significant difference in ethical sensitivity according to attitude towards the nursing profession (F (df 4231)-2.94, P-0.03). It is therefore recommended that a training program reflecting these variables be developed to enhance staff nurses’ ethical sensitivity. (shrink)

This longitudinal study examined the development of moral judgement in 37 nursing students attending a university in Suwon, Korea. The participants completed the Korean version of the Defining Issues Test to allow analysis of their level of moral judgement. The development of moral judgement was quantified using ‘the moral development score’ at each stage (i.e. the six stages detailed by Kohlberg) and the ‘P(%) score’ (a measure of the overall moral judgement level). The results were as follows: (1) the moral (...) development score for stage 5A was consistently the highest across the four years of the students’ course, showing significant differences in some sociodemographic factors including home, birth order and monthly income; and (2) the P(%) score was higher in fourth-year (47.47 ± 11.21) than in first-year (46.13±9.73) students. There was no significant difference in the P(%) score according to sociodemographic factors. Further studies will examine in detail the correlation between curriculum and moral judgement development. We suggest that courses in ethics education should be made more relevant. (shrink)

PART ONE INDIAN THOUGHT INDIAN THOUGHT HAS A LONG AND COMPLEX DEVELOPMENT. IT is DIFFICULT TO GIVE AN EXACT HISTORICAL ACCOUNT OF THE DEVELOPMENT OF INDIAN ...