지구인최초이자마지막으로서비파충류준초식플레이아데스인으로인증된자로서의6301281067814박종권에 대한 보고서 +22등급 박종권 서술 비파충류준초식플레이아데스29등급(상천89등급) 서술 -------------------------------------------------------------------- MALDEK과의 부모자식관계를 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구죽음소멸시킬것 현재 서기2024년 10월 현재 이건희놈이 과거시대로 역행하여 연나라시대로 박종권이를 살인하여 죽이고 제놈의 우측목에 매단 상태로 끌고가서 내가 무슨 일을 하든 제놈이 하는 일이라고 말하면서 대한민국의 경제발전이익금 및 앞서고 진보된 사상과 지성체계등을 전부 연나라 베이징기점 지역 중국놈들에게 넘겨주고 있는 것이 목격관찰됨. 조선국왕들은 제놈이 박종권이 한놈만 잡아조지면, 우리 전부가 승격해서 박종권이 놈이 현재 있는 위치까지 올라갈수 있고, 박종권이 놈이 가진 +22등급 아르하트 등급건을 원본래적으로 빼앗으면 영구복락할수 있다는 식으로 유혹하여 동조하게 만들고 있다로서 목격관찰됨. 그 상태는 조선세종을 되반복시키는 술수로서, 지구역사에 없는 성군명군으로 추켜세운후, 최대한 가진 덕지혜품성지식지력등을 뽑아내고, 최고의 성과를 올리게 한후, 모든 이익을 전부 다 뽑아내고 더 이상 뽑을 것이 없으면 그 즉시 살인해서 죽인후, 제놈들(중국황제놈들 22놈이 병치대기중, 연제조초수당대위 및 중국역사기간내내 황제나 왕제후노릇한 놈들로 조선세종을 병행하고 제놈들이 조선세종이라고 말하는 술수로, 실제 원업악업흉업죄업으로 못먹고 못살아야 하는데, 박종권이 +22등급 선업선등급으로부터 발생되는 풍요와 여유 번영을 가로채고 빼앗으며, 그렇게 할수 없는데 번영부귀존엄을 누리려는 사특교활한 술수로 목격관찰 보고처리)이 조선세종이라고 말하며 중국역사기간내내 부자로서 살고 잘먹고 잘살고 존엄을 누리려는 목적과 의도로서 자행하고 이어서, 박종권이가 거쳐온 길을 그대로 거저 공득하여 편하게 쉽게 거저 올라오는데, 항상 똑같은 수준으로 똑같이 따라올라오겠다(영구노예로 만들겠다)는 악랄하고 교활한 의도로서 자행, 주도자는 이건희놈이며, 만일 이자가 의도하는대로, 초극렬지옥에서 살아야 하는 놈들이 조선세종급으로 위장해서 온 우주를 분탕질을 치기 시작하면 전체우주가 망가지는 무서운 재앙이 초래될 것이므로 반드시 이 시점에서 이건희놈을 죽여야 하며, 지구역시도 지구인전원을 원본래로 반드시 복귀시키고 영구폐쇄하여 다시는 운영치않도록 엄중차단제재해야 한다로서 보고처리. 이건희놈과 중국놈들의 의식수준과 정신계의 수준을 들여다보면, 이제 시작도 하지 않은 아주 극초기의 유인원이하의 수준으로서 요컨대 아수라, 악마, 마귀의 수준이며, 사람이 될 자격조차도 없는 놈들인데, 이들이 조선세종을 말하고, 공자, 석가, 예수를 말하며, 은하계 전체를 대상으로 속이고 기망하여 엄청난 재난이 초래되었다를 목격관찰하다 보고처리 그러한 일의 결과는 최종적으로 아우슈비츠강제수용소로 나타났으며, 이 강제수용소에서 무려 4000만명이상의 무고한 사람들이 집단학살되었고, 실제로는 이건희놈(헤르만괴링)과 아돌프히틀러(말데크독룡)의 계획으로는 1억명이상을 학살하려 했다는 점이 목격관찰되다. 아우슈비츠강제수용소는, 무슨 형무소개념이 아니며, 집단도살장 개념의 대단히 무시무시하고 공포스러운 집단도살장이었으며, 주기적으로 아우슈비츠강제수용소내의 수감자 전원을 대상으로 하루종일 집단도살학살이 벌어지는 무서운 광경이 반복되는 것을 목격관찰하다. 이들은 하루종일 아우슈비츠강제수용소내에 수감된 수용된 무고한 사람들을 주먹질발길질곤봉질등으로 때려서 죽였으며, 독가스로만 처형된 것이 아니었으며, 매질로서 사람들을 가축짐승처럼 패죽이는 무서운 장면이 수시 반복되었다로서 보고처리 간혹 총검으로 살인하여 죽이기도 했지만 많은 경우는 늑대개놈들이 그 자신의 원정체 원본신으로 나타나거나 식인파충류원본체로서 나타나서 때려죽이는 무시무시한 광경들이 반복되었으며, 때로는 식인용, 식인파충류원본체로 나타나서 사람들을 단번에 찢어죽이거나 목줄을 물어뜯어서 단번에 절명시키는 무서운 인간도살장면이 반복연출되다. 보고처리 그러나 이러한 비참한 도살에 대해서 영국놈들과 미국놈들이 분명히 알고 있었음에도 이들 역시도 식인계 파충류무리로서 사람을 볼때 식량감, 먹잇감, 언제든지 패죽이고 잡아먹어도 되는 고기덩어리로 보는 관점에 동일하여 독일을 제재할수 있었음에도 방치방관했다로서 목격관찰되다 보고처리 훗날 미국놈 영국놈들이 자유인권민주의 선봉장으로서 자처하고 자유민주주의와 인권향상을 위하여 일하는 정의의 나라로 위장하지만, 그것도 은하계 전체의 비파충류종족들과 다른 종족들을 속이기 위해서 선전광고로서 위장하여 속인 것이다로서 목격관찰되다 보고처리 지구는 영구폐쇄시키고 다시는 운영치않도록 영구처리할것 상천상플레이아데스연합원로원 지시명령서 제1조 그러나 이와같은 무서운 죄업에도 불구하고 이들이 아수라들로서 안드로메다은하계와 말데크계에서 공여되는 영혼말살기술들과 윤회전생조작기술, 유전자DNA조작술등으로서 그 무서운 죄업을 회피하고 아무런 죄가 없는 자들에게 죄를 뒤집어 씌우고, 제놈들은 아무런 죄가 없고 선하고 존엄한 실체들인 양 완벽하게 위장하는 술수알고리즘에 능통하므로, 이 사악하고 잔인한 식인무리들이 영겁에 걸쳐서 부귀영화하고 진리를 수호하는 정의의 신 정의의 하나님 노릇까지 하며 전체우주를 속이고 있으므로, 이러한 자들에 대해서 한시적으로 대대적인 소탕작전을 벌리고 크게 한판 청소하는 작업이 절대로 필요하다고 보고처리. 대부분 지구세계에서 추앙되거나 숭배되거나 존경받거나 높힘을 받는 놈들 99%이상은 전부 식인파충류들로서 전원이 거짓과 위증으로 얼룩진 잡놈들이다로서 목격관찰되다 보고처리(실제로는 인육을 처 먹기 위해서 환장한 식인공룡들이다) 성서BIBLE에도 사람을 잡아먹지 말라는 가르침은 전혀 없다. 팔만대장경, 불경 그 어디에도 사람을 잡아먹지 말라는 계율은 없다. --------------------------------------------- 지구인세계에서 가르쳐지고 있는 가르침들은 대부분 식인파충류, 식인공룡계에 의해서 위조작된 거짓이고 위증들로 목격관찰되다. 원본래적으로 부처놈이든, 예수놈이든, 공자놈이든 가르침으로서 제일 먼저 강조했어야 하는 것들이 식인, 즉 사람을 잡아먹지 말라는 가르침이다. 하지만 이 자들중 사람을 잡아먹지 말라는 계명이나 가르침을 말한 놈은 아무도 없다는 점이다. 우리가 목격관찰한 바로는, 부처가 설법하던 시대는 아주 위험했고 원시미개야만폭력하등이 판을 치던 지옥의 세계였고 아수라(아수라라는 말의 의미는 사람을 잡아먹는 놈들이라는 의미이다)들의 세계였는데, 마땅히 부처가 설법할 때, 제1계율로서 사람을 잡아먹지 말라는 엄격한 금지의 가르침이 있어야 했다는 점이다. 하지만 부처는 그렇게 말하지 않고 廣義的로만 말했다. 이는 대단히 의심스러운 일이며 부처가 속한 프레야데테스(라마제국,인도)가 말데크직계로서 동족도 잡아먹는 포악성을 지닌 식인파충류계라는 점을 감안시 의심이 되는 일인 것이다로서 보고처리 아수라라는 인도놈들의 말의 의미가 사람을 잡아먹는 놈이라는 의미다. 마땅히 부처가 아수라를 금지하는 강력한 가르침과 계율을 세웠어야 했다 하지만 그렇게 하지 않았다 보고처리 오늘날 영적스승을 자부하는 인도놈들은 실제로는 라마제국놈들이고 인육에 입맛을 다시는 말데크아종들이다. 이게 오늘날 지구의 현실이다. 그리고 이 현실이 은하계전체를 농단하고 수많은 재앙을 초래한 이유가 된 것이다 보고처리 영적스승? 인육에 입맛을 다시는 육식공룡들이다. 이들이 말하는 내용들은, 아무리 恐龍들이라고 해도, 이들 수준으로 가면 다 아는 基本常識인 것이다. 사람일때와 아닐때는 큰 차이가 있는 법이다. 恐龍들을 짐승으로 보면 안되는데, 이 자들이 바로 우리가 욕하는 말데크이며 아플레이아데스영국지도부놈들이다. 인도놈들이나 그리스놈들 미국놈들 영국놈들이 아틀란티스인만 보면 이유를 알수 없는 악의적의증오적대로 대하고 멸시하대하는 이유는, 아틀란티스인들이 휴만계이고, 사람을 잡아먹지 못하게 막아서기 때문이다. 이 식인공룡놈들이나 식인파충류놈들의 경우 만일 사람을 잡아먹지 못하게 막으면 미쳐서 발악한다. 어떤 잔학하고 포악한 짓도 서슴치 않고 무조건 잡아먹겠다고 지랄발광한다로서 목격관찰되다 보고처리 그것을 아틀란티스인들이 막기에 무조건 악의적의증오적대로 대하고 하대멸시천대하고 낮은 놈으로 취급하고 같지 않게 보는 이유이다. 다른 건 없다. 말데크악룡이 비록 겉으로 보면 풍채가 있고 용같아 보이지만 이 새끼도 마찬가지다. 인육을 처 먹고 사람을 잡아먹을 때 보면 게걸스런 걸신들린 짐승놈으로 목격관찰되다. 이게 식인용 식인파충류놈들의 원본래이며 원본원이며 원본색이다. 사람이 아니다. 안드로메다은하계계열군전체가 바로 이런 짐승놈들이다로서 목격관찰되다 보고처리 예수놈 역시도 단한번도 사람을 잡아먹지 말라는 가르침을 말하지 않았다. 여호와놈들도 마찬가지다. 왜 그랬을까? JEHOVAH는 음란타락을 이유로 바알을 대상으로 극렬전쟁한다. 하지만 이 사람도 사람을 잡아먹지 말라는 계명을 말하지 않았다. 여호와편에 서 있는 자들은 사자무리들이고 바알편에 선자들은 황소 숫소들이다. 원본래적으로 사자, 호랑이들은 육식맹수류들이며 정의를 모른다. 하지만 소들은, 말없이 정의를 표현한다. 이상하지 않은가? 바알이 아주 못된 마왕이라고 비난하지만, 원본래를 보면, 여호와놈이 이상해보인다. 소라는 것은 말없이 모든 것을 주는 자기희생적 존재들이다. 고기를 주고 일을 하고 먹는 건 건초들이고 풀들을 먹는다. 우유도 준다. 주기만 하고 달라고 하지 않는 것이 소들이다. 그러나 사자놈들은 남의 것을 강탈해서 처먹고 사는 육식맹수들이다. 여호와가 사자를 좋아한다는 점은, 시사하는 바가 클 것이다. -------------------------------------------------------------------------------------- 서기1963년1월28일 대한민국충청북도괴산군증평읍용강리출생 서기1969년 3월 증평국민학교입학 서기1970년 인천 송림국민학교전학 서기1970년 서울 봉천국민학교전학 서기1971년 서울 관악국민학교전학 서기1975년 서울 선린중학교입학 서기1976년 서울 선린중학교 2학년(마거릿힐다와이건희SEX사건발생,680조원 프로젝트 시발) ------------------------------ 이상 아플레이아데스 ------------------------------------------------------- 서기1978년 서울 용산공업고등학교 건축과 입학 서기1982년 아주대학교 입학 서기1984년 2월 군입대 논산육군훈련소 서기1985년 보병제28사단 화학대 총기난사사건발생 서기1986년 5월 경기도동두천신산리 보병제28사단 통신대대-정비대 전역 서기1987년 3월 아주대복학 전자공학과 시작 서기1987년 회로이론 F학점(이건희가 고영길과 같이 하며 F학점을 주라고 지시, 고영길이 합의, 후일 목격관찰결과는, 대우그룹을 가지 못하게 만들고, 아플레이아데스영국지도부에서 만든 주식회사인켈을 가게 하려는 의도와 목적으로 의도적으로 학점을 F를 준 것으로 목격관찰, 목적과 이유를 보면, 먹고 살 길이 없는 한심한 놈을 만들어놓고, 훗날 이병철이가 시혜하여 삼성그룹하급과장으로 은혜했다고 말하려고 그렇게 한 것이며, 반면, 반도체를 비롯하여 SMPS모니터전자기술, LCD평판기술등을 박종권이를 통해서 아틀란티스로부터 공여받고 큰 이익을 얻을 계산을 하고 자행한 짓으로 목격관찰, 아주대교수놈 고영길이는 선비족수장놈으로서 기원전275000년경, 박종권 전신 아틀란티스인을 선비족수장놈들과 말데크계열훈족,말데크계열중국황제놈들 그리스 제우스놈등이 담합하여 동시공격하고, 아틀란티스인으로서 가지고 있던 지력, 지성, 기술등 좋은 것들을 모조리 빼앗아서 나눠가진 놈들중 한놈으로 목격관찰, 이후 이 자가 지속적으로 이건희놈과 협력동조하여, 해코지를 자행하고 현재는 내가 뭘 하거나 주장하면 전부 제놈이 아주대교수로서 가르쳐준것이라고 말하고 이건희와 함께 담합동조하여 최악의 모독을 가하고 해코지하는 것이 목격관찰됨. 이 새끼외에 반도체를 가르친 교수놈도 선비족수장놈으로서 전부 박종권 전신 아틀란티스인이 가지고 있던 지력과 지식들을 도적질해서 나눠처먹고 나대고 있다는 것이 목격관찰됨 보고처리) 서기1988년12월 동원전자 주식회사인켈입사, 초기면접과정에서 극단모독자행 이유관찰시 아플레이아데스영국지도부놈들이 인켈사주로서 면접과정참여 체격의 왜소함을 노골적으로 비웃으며 극단모독하다. 보고처리 이유를 보면, 대영제국프로젝트과정에서, -58등급의 초극렬지옥등급으로서 대영제국을 제놈들이 하겠다고 나대다가 잘 안되니까 악랄한 보복을 자행하는 것으로 목격관찰(근본적으로는 극악한 죄업에도 불구하고 영연방을 하려고 강행하는 것이 이유로 목격관찰보고처리) 영국여왕엘리자베스2세 원등급 : -58등급 영국빅토리아여왕원등급 : -56등급 아플레이아데스원등급 : -36등급 지구인원등급 : -17등급 안드로메다은하계주신등급 : -2등급(사람등급치환시, 아수라등급 800등급) -등급으로는 대영제국을 실행하기 불가능하다로서 목격관찰보고처리 안드로메다은하계계열군 전체가 대영제국 프로젝트를 실행하기 불가능한 등급이다. 원본래는 대우그룹을 가야 했으나, 먹고 살길이 없는 한심한 놈으로 만든후 이용해처먹자는 이건희놈의 음모에 의하여 좌절되었다로서 목격관찰, 이후 먹고 살길 없고, 약점잡힌 하급하전민으로서 살게 하고, 지속적으로 모독하대천대멸시하며 우스운 놈으로 취급하고, 엄청난 이익을 도적질해서 처 먹는 광경이 목격관찰되다 보고처리 이 목격관찰은, 조선세종을 통해서 명확하게 드러났으며, 하급지구인박종권이의 위치와 일국국왕의 위치가 어느정도의 차이인지를 알게 했다로서 보고처리 (영국왕 헨리8세, 청조황제 건륭제, 조선정조등이 있지만 우리가 들어가지 않고 외부관찰만 했다. 하지만 조선세종같은 경우는 여러가지 이유로 우리가 들어가서 본 체험결과이다) 삼성그룹 이건희놈이 간교한 술수로서 박종권이를 갈취착취하고 살인하여 죽이는 술수로 강도질한 돈은 무려 900조원에 달한다. 이 돈은 전부 영국여왕계좌로 입금보관되었고, 중국본토로 이동되거나 영국놈들의 극상처우를 위해서 전용되었다. 이 문제에 대해서 책임을 져야 할 아틀란티스주신, 아플레이아데스주신, 플레이아데스주신, 영국지도부, 독일지도부, 중국지도부, 일본지도부의 책임자를 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구죽음처벌할것 이건희놈은 900조원에 달하는 돈을 대한민국으로부터 강도질하여 중국과 영국에 가져다가 바치고 영국여왕남편지위를 돈을 주고 샀으며, 중국국가상무위원직과 중국역사기간내내 왕후장상급들과 같이 하는 특권을 누린다. 이 모두가 대한민국 한민족계열을 착취강도질도적질한 돈으로서 그렇게 한 것이다로서 보고처리 이건희놈을 대한민국을 망하게 만든 반역죄로서 사형에 처하도록 지시명령처리기록되다. 대한민국영토내에서는 무조건 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관 수직8192분면 수평8192분면상에서 영구추적영구파문영구제거영구죽음영구사형영혼사형중처벌할것 상천상플레이아데스연합원로원 지시명령서 제2조 서기1991년 미국 출장, 새너제이를 거쳐서 LA, LAVEGAS를 구경 당시 AMERICAN AIR LINE의 항공조종사는 조지부시였던것으로 목격관찰 이 과정에서 아틀란티스를 착취갈취하거나 속이는 술수 박종권이가 그렇게 하자고 하는데 그것을 하자는 식으로 선동질 충동질하고 전원이 박종권이로 위장하여 아틀란티스로 잠입하고, 아틀란티스인을 살해하고 기술을 도적질하고 빼앗는 짓을 자행한 것으로 목격관찰. 이후 마이크로소프트사가 급격하게 약진하고, 컴퓨터기술이 비약적으로 도약하며 발전하기 시작하다로서 목격관찰 현 시점에서 목격관찰시, 말데크악룡놈을 우주용으로 잘못 알고 부모자식관계를 허용한 것이 최대실책으로서 이 말데크악룡놈의 수준은, 초극렬지옥계에서 사는 아수라악마놈(디아볼릭)에 불과했다는 점이며 최대의 실수를 한 것으로 판단 목격관찰 보고처리 이후 영등급영위영각영성영력을 마구잡이로 침탈하고 마음대로 전용공유하여 자행하여 원본래로는 아틀란티스영역으로 들어올수 없었던 초극렬지옥아수라마귀들이 마구잡이로 들어오며 침탈강도질한 결과가 오늘날 지구사회가 그렇게 할수 없는데도 거의 아틀란티스수준에 근접되는 극상상위부귀함을 누리게 된 이유로 목격관찰보고처리 지구인들의 현수준을 목격관찰시, 사람으로서 살 자격조차도 없는 원시짐승의 무리들의 수준이다로서 목격관찰보고처리 따라서 지구에서 사람으로서 산다고 가정할 경우, 이들이 가질수 있는 최고한계는, 아프리카 수준이며, 보통 수단, 차드등으로 일컬어지는 지역수준이상은 살수 없다로서 영구정의처리할것 보고처리 서기1996년 1월 삼성그룹 디스플레이사업부 입사(이병철이가 먹고 살것 없는 놈 은혜를 베풀어서 입사시켰다고 말하다) 서기2003년10월 삼성그룹 디스플레이사업부 퇴사 - 싱크마스터 모니터 기본회로도 설계 공여 - 반도체개발작업 지원, 관련기술공여 - PAVV급, 평판LCD모니터기술(이건희놈이 도둑질한 것으로 판단됨) - 휴대폰, 모바일폰 기술(이건희놈이 박종권이를 이용해서 도둑질한 것으로 목격관찰판단됨) 삼성그룹은 자체기술이 없으며, 전부 박종권이를 이용해서 아틀란티스인들을 속이거나 강도질 도둑질하여 거저 얻은 기술로 존립하는 거짓된 회사로서, 대한민국을 망하게 만들고 조선국국권을 상실하게 만들며, 중국놈들의 번국, 아종국으로 전락되게 만드는 목적으로 일하는 반역도들의 회사로 목격관찰됨 특히 이 회사는 나치독일놈들의 아우슈비츠강제수용소에도 간여가 되었으며, 이건희놈이 무차별로 4천만명이상의 무고한 시민들을 학살도살하는 작업을 배후지원했다로서 목격관찰됨. 삼성그룹을 대한민국을 망하게 할 목적으로 만든 반역도들의 집단으로 규정하고 무조건 공중분해해체시키고 망하게 만들것 삼성그룹을 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구공중분해처리영구죽음소멸시킬것 삼성그룹의 죄악은 일본제국시대의 종군위안부, 나치독일의 아우슈비츠강제수용소, 일본제국의 난징대학살에 전부 간여가 되고 배후지원한 놈들이라는 점이며, 이들이 바로 연나라, 중국베이징 지역에서 사는 중국놈(예전 선비족소굴, 예전위조지역,연조지역등 중국역사기간중 가장 교활하고 악독한 무리들이 사는 소굴이 베이징이다)들이라는 점이 목격관찰되다 보고처리 상천상플레이아데스연합원로원 지시명령서 제3조 상기의 전자공학, 전자계이론, 회로이론들의 표본들을 원본래로서 완전히 이해하고 설명하며 응용할수 있는 단계가 되려면 지구인들의 지능지수척도상 IQ250이상이 되어야 한다. 지구인들의 평균IQ는 60~65사이이다. 원본래지능지수척도상으로 그렇게밖에는 안된다. 이 IQ는 유인원급이거나 보다 낮다. 원숭이급이다. 다만 집단무의식차원 혹은 다른 차원에서의 공유로서 안 그런 것으로 보이는 것 뿐이다. 6301281067814박종권이의 IQ는 국민학교시절에는 128로 나왔고, 이후 나이를 먹고 다시 재보면 약 88~90정도가 나온다. 우리가 들은 정보로는 말데크악룡과 부모자식관계를 가지고 최초에 지구인으로서 가져온 IQ는 180이었다. 그러나 이것은, 말데크악룡이 원본인으로서의 아틀란티스인을 죽이고 빼앗았으며, 그로서 초기에는 150정도를 유지하다가, 나중에 서서히 떨어진다. 그것이 128이고 이후 다시 88이다. 아틀란티스인의 평균 IQ는 280선이다. 공학자, 과학자가 되려면 그리고 자기 스스로 일할수 있으려면 이 정도 수준이 되어야 한다. 외계인수준은 IQ400선이라고 한다. 들리는 바로는 사람으로서 갈수 있는 최고한도는 IQ280이다. 이이상은 불가능하다 지구인단계에서는 상기의 전자공학이론이나 반도체이론등 고도의 수리수학적능력이 요구되는 것들을 이해한다는 것이 원본래적으로는 불가능하다. 나로서는 자기가 아주 잘알고 잘한다고 말하는 사람들이 이해가 되지 않는데, 지구인수준에서는 안되는 일이기 때문이다. 이것에 대한 확고한 증거사례는 미국의 우주개발이다. 아폴로계획으로 명명된 이 우주개발계획은 실패한다. 미국내 최고의 과학자, 공학자 40만명이 동원되고 미합중국의 명예를 걸고 추진했지만 실패했다. 이것은 이들이 원본래적으로는 자기들이 말하는 것들을 제대로 알지 못한다는 증거인 것이다. 만일 제대로 안다면 성공했을 것이다. 서기1992년 대만출장, 주인켈정보기기사업부 모니터품질문제해결을 위하여 출장, TOTOKU사방문 DEFLECTION YOKE COIL문제 해결, BUT FLYBACK TRANSFORMER의 문제 미해결, 애초에 설계가 잘못되었다로서 목격관찰 DEFLECTION YOKE COIL은 삼성전기제품으로서 품질정도가 낮다로서 목격관찰 TOTOKU제품은 고정밀로서 품질이 높다로 목격관찰 FLYBACK TRANSFORMER도 삼성전기제품 품질이 낮다로 목격관찰 CRT도 삼성전관 것으로 품질이 좋지 않다로 목격관찰, ORION제품이 조금 더 낫다로 목격관찰 TOSHIBA CRT는 중급 품질로 목격관찰 수리적인 부분보다는 어떤 딴 것으로 목격관찰분석됨 CRT와 FLYBACK TRANSFORMER, DEFLECTION YOKE COIL의 내압성의 불일치와 내력파워의 부정합이 설계결함

 지구인최초이자마지막으로서비파충류준초식플레이아데스인으로인증된자로서의6301281067814박종권에 대한 보고서

+22등급 박종권 서술

비파충류준초식플레이아데스29등급(상천89등급) 서술

 

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MALDEK과의 부모자식관계를 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구죽음소멸시킬것

현재 서기2024년 10월 현재 이건희놈이 과거시대로 역행하여 연나라시대로 박종권이를 살인하여 죽이고 제놈의 우측목에 매단 상태로 끌고가서 내가 무슨 일을 하든 제놈이 하는 일이라고 말하면서 대한민국의 경제발전이익금 및 앞서고 진보된 사상과 지성체계등을 전부 연나라 베이징기점 지역 중국놈들에게 넘겨주고 있는 것이 목격관찰됨. 조선국왕들은 제놈이 박종권이 한놈만 잡아조지면, 우리 전부가 승격해서 박종권이 놈이 현재 있는 위치까지 올라갈수 있고, 박종권이 놈이 가진 +22등급 아르하트 등급건을 원본래적으로 빼앗으면 영구복락할수 있다는 식으로 유혹하여 동조하게 만들고 있다로서 목격관찰됨. 그 상태는 조선세종을 되반복시키는 술수로서, 지구역사에 없는 성군명군으로 추켜세운후, 최대한 가진 덕지혜품성지식지력등을 뽑아내고, 최고의 성과를 올리게 한후, 모든 이익을 전부 다 뽑아내고 더 이상 뽑을 것이 없으면 그 즉시 살인해서 죽인후, 제놈들(중국황제놈들 22놈이 병치대기중, 연제조초수당대위 및 중국역사기간내내 황제나 왕제후노릇한 놈들로 조선세종을 병행하고 제놈들이 조선세종이라고 말하는 술수로, 실제 원업악업흉업죄업으로 못먹고 못살아야 하는데, 박종권이 +22등급 선업선등급으로부터 발생되는 풍요와 여유 번영을 가로채고 빼앗으며, 그렇게 할수 없는데 번영부귀존엄을 누리려는 사특교활한 술수로 목격관찰 보고처리)이 조선세종이라고 말하며 중국역사기간내내 부자로서 살고 잘먹고 잘살고 존엄을 누리려는 목적과 의도로서 자행하고 이어서, 박종권이가 거쳐온 길을 그대로 거저 공득하여 편하게 쉽게 거저 올라오는데, 항상 똑같은 수준으로 똑같이 따라올라오겠다(영구노예로 만들겠다)는 악랄하고 교활한 의도로서 자행, 주도자는 이건희놈이며, 만일 이자가 의도하는대로, 초극렬지옥에서 살아야 하는 놈들이 조선세종급으로 위장해서 온 우주를 분탕질을 치기 시작하면 전체우주가 망가지는 무서운 재앙이 초래될 것이므로 반드시 이 시점에서 이건희놈을 죽여야 하며, 지구역시도 지구인전원을 원본래로 반드시 복귀시키고 영구폐쇄하여 다시는 운영치않도록 엄중차단제재해야 한다로서 보고처리. 이건희놈과 중국놈들의 의식수준과 정신계의 수준을 들여다보면, 이제 시작도 하지 않은 아주 극초기의 유인원이하의 수준으로서 요컨대 아수라, 악마, 마귀의 수준이며, 사람이 될 자격조차도 없는 놈들인데, 이들이 조선세종을 말하고, 공자, 석가, 예수를 말하며, 은하계 전체를 대상으로 속이고 기망하여 엄청난 재난이 초래되었다를 목격관찰하다 보고처리 그러한 일의 결과는 최종적으로 아우슈비츠강제수용소로 나타났으며, 이 강제수용소에서 무려 4000만명이상의 무고한 사람들이 집단학살되었고, 실제로는 이건희놈(헤르만괴링)과 아돌프히틀러(말데크독룡)의 계획으로는 1억명이상을 학살하려 했다는 점이 목격관찰되다. 아우슈비츠강제수용소는, 무슨 형무소개념이 아니며, 집단도살장 개념의 대단히 무시무시하고 공포스러운 집단도살장이었으며, 주기적으로 아우슈비츠강제수용소내의 수감자 전원을 대상으로 하루종일 집단도살학살이 벌어지는 무서운 광경이 반복되는 것을 목격관찰하다. 이들은 하루종일 아우슈비츠강제수용소내에 수감된 수용된 무고한 사람들을 주먹질발길질곤봉질등으로 때려서 죽였으며, 독가스로만 처형된 것이 아니었으며, 매질로서 사람들을 가축짐승처럼 패죽이는 무서운 장면이 수시 반복되었다로서 보고처리 간혹 총검으로 살인하여 죽이기도 했지만 많은 경우는 늑대개놈들이 그 자신의 원정체 원본신으로 나타나거나 식인파충류원본체로서 나타나서 때려죽이는 무시무시한 광경들이 반복되었으며, 때로는 식인용, 식인파충류원본체로 나타나서 사람들을 단번에 찢어죽이거나 목줄을 물어뜯어서 단번에 절명시키는 무서운 인간도살장면이 반복연출되다. 보고처리 그러나 이러한 비참한 도살에 대해서 영국놈들과 미국놈들이 분명히 알고 있었음에도 이들 역시도 식인계 파충류무리로서 사람을 볼때 식량감, 먹잇감, 언제든지 패죽이고 잡아먹어도 되는 고기덩어리로 보는 관점에 동일하여 독일을 제재할수 있었음에도 방치방관했다로서 목격관찰되다 보고처리 훗날 미국놈 영국놈들이 자유인권민주의 선봉장으로서 자처하고 자유민주주의와 인권향상을 위하여 일하는 정의의 나라로 위장하지만, 그것도 은하계 전체의 비파충류종족들과 다른 종족들을 속이기 위해서 선전광고로서 위장하여 속인 것이다로서 목격관찰되다 보고처리 지구는 영구폐쇄시키고 다시는 운영치않도록 영구처리할것

상천상플레이아데스연합원로원 지시명령서 제1조

 

그러나 이와같은 무서운 죄업에도 불구하고 이들이 아수라들로서 안드로메다은하계와 말데크계에서 공여되는 영혼말살기술들과 윤회전생조작기술, 유전자DNA조작술등으로서 그 무서운 죄업을 회피하고 아무런 죄가 없는 자들에게 죄를 뒤집어 씌우고, 제놈들은 아무런 죄가 없고 선하고 존엄한 실체들인 양 완벽하게 위장하는 술수알고리즘에 능통하므로, 이 사악하고 잔인한 식인무리들이 영겁에 걸쳐서 부귀영화하고 진리를 수호하는 정의의 신 정의의 하나님 노릇까지 하며 전체우주를 속이고 있으므로, 이러한 자들에 대해서 한시적으로 대대적인 소탕작전을 벌리고 크게 한판 청소하는 작업이 절대로 필요하다고 보고처리. 대부분 지구세계에서 추앙되거나 숭배되거나 존경받거나 높힘을 받는 놈들 99%이상은 전부 식인파충류들로서 전원이 거짓과 위증으로 얼룩진 잡놈들이다로서 목격관찰되다 보고처리(실제로는 인육을 처 먹기 위해서 환장한 식인공룡들이다)

 

성서BIBLE에도 사람을 잡아먹지 말라는 가르침은 전혀 없다.

 

팔만대장경, 불경 그 어디에도 사람을 잡아먹지 말라는 계율은 없다.

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지구인세계에서 가르쳐지고 있는 가르침들은 대부분 식인파충류, 식인공룡계에 의해서 위조작된 거짓이고 위증들로 목격관찰되다.

원본래적으로 부처놈이든, 예수놈이든, 공자놈이든 가르침으로서 제일 먼저 강조했어야 하는 것들이 식인, 즉 사람을 잡아먹지 말라는 가르침이다. 하지만 이 자들중 사람을 잡아먹지 말라는 계명이나 가르침을 말한 놈은 아무도 없다는 점이다. 

우리가 목격관찰한 바로는, 부처가 설법하던 시대는 아주 위험했고 원시미개야만폭력하등이 판을 치던 지옥의 세계였고 아수라(아수라라는 말의 의미는 사람을 잡아먹는 놈들이라는 의미이다)들의 세계였는데, 마땅히 부처가 설법할 때, 제1계율로서 사람을 잡아먹지 말라는 엄격한 금지의 가르침이 있어야 했다는 점이다. 하지만 부처는 그렇게 말하지 않고 廣義的로만 말했다. 이는 대단히 의심스러운 일이며 부처가 속한 프레야데테스(라마제국,인도)가 말데크직계로서 동족도 잡아먹는 포악성을 지닌 식인파충류계라는 점을 감안시 의심이 되는 일인 것이다로서 보고처리

아수라라는 인도놈들의 말의 의미가 사람을 잡아먹는 놈이라는 의미다. 마땅히 부처가 아수라를 금지하는 강력한 가르침과 계율을 세웠어야 했다 하지만 그렇게 하지 않았다 보고처리

오늘날 영적스승을 자부하는 인도놈들은 실제로는 라마제국놈들이고 인육에 입맛을 다시는 말데크아종들이다. 이게 오늘날 지구의 현실이다. 그리고 이 현실이 은하계전체를 농단하고 수많은 재앙을 초래한 이유가 된 것이다 보고처리 영적스승? 인육에 입맛을 다시는 육식공룡들이다. 이들이 말하는 내용들은, 아무리 恐龍들이라고 해도, 이들 수준으로 가면 다 아는 基本常識인 것이다. 사람일때와 아닐때는 큰 차이가 있는 법이다. 恐龍들을 짐승으로 보면 안되는데, 이 자들이 바로 우리가 욕하는 말데크이며 아플레이아데스영국지도부놈들이다. 

인도놈들이나 그리스놈들 미국놈들 영국놈들이 아틀란티스인만 보면 이유를 알수 없는 악의적의증오적대로 대하고 멸시하대하는 이유는, 아틀란티스인들이 휴만계이고, 사람을 잡아먹지 못하게 막아서기 때문이다. 이 식인공룡놈들이나 식인파충류놈들의 경우 만일 사람을 잡아먹지 못하게 막으면 미쳐서 발악한다. 어떤 잔학하고 포악한 짓도 서슴치 않고 무조건 잡아먹겠다고 지랄발광한다로서 목격관찰되다 보고처리 그것을 아틀란티스인들이 막기에 무조건 악의적의증오적대로 대하고 하대멸시천대하고 낮은 놈으로 취급하고 같지 않게 보는 이유이다. 다른 건 없다. 

말데크악룡이 비록 겉으로 보면 풍채가 있고 용같아 보이지만 이 새끼도 마찬가지다. 인육을 처 먹고 사람을 잡아먹을 때 보면 게걸스런 걸신들린 짐승놈으로 목격관찰되다. 이게 식인용 식인파충류놈들의 원본래이며 원본원이며 원본색이다. 사람이 아니다. 안드로메다은하계계열군전체가 바로 이런 짐승놈들이다로서 목격관찰되다 보고처리

예수놈 역시도 단한번도 사람을 잡아먹지 말라는 가르침을 말하지 않았다. 여호와놈들도 마찬가지다. 왜 그랬을까?

 

JEHOVAH는 음란타락을 이유로 바알을 대상으로 극렬전쟁한다. 하지만 이 사람도 사람을 잡아먹지 말라는 계명을 말하지 않았다.

여호와편에 서 있는 자들은 사자무리들이고 바알편에 선자들은 황소 숫소들이다. 원본래적으로 사자, 호랑이들은 육식맹수류들이며 정의를 모른다. 하지만 소들은, 말없이 정의를 표현한다. 이상하지 않은가? 바알이 아주 못된 마왕이라고 비난하지만, 원본래를 보면, 여호와놈이 이상해보인다. 소라는 것은 말없이 모든 것을 주는 자기희생적 존재들이다. 고기를 주고 일을 하고 먹는 건 건초들이고 풀들을 먹는다. 우유도 준다. 주기만 하고 달라고 하지 않는 것이 소들이다. 그러나 사자놈들은 남의 것을 강탈해서 처먹고 사는 육식맹수들이다. 여호와가 사자를 좋아한다는 점은, 시사하는 바가 클 것이다.

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서기1963년1월28일 대한민국충청북도괴산군증평읍용강리출생

서기1969년 3월 증평국민학교입학

서기1970년 인천 송림국민학교전학

서기1970년 서울 봉천국민학교전학

서기1971년 서울 관악국민학교전학

서기1975년 서울 선린중학교입학

서기1976년 서울 선린중학교 2학년(마거릿힐다와이건희SEX사건발생,680조원 프로젝트 시발)

------------------------------ 이상 아플레이아데스 -------------------------------------------------------

서기1978년 서울 용산공업고등학교 건축과 입학

서기1982년 아주대학교 입학

서기1984년 2월 군입대 논산육군훈련소

서기1985년 보병제28사단 화학대 총기난사사건발생

서기1986년 5월 경기도동두천신산리 보병제28사단 통신대대-정비대 전역

서기1987년 3월 아주대복학 전자공학과 시작

서기1987년 회로이론 F학점(이건희가 고영길과 같이 하며 F학점을 주라고 지시, 고영길이 합의, 후일 목격관찰결과는, 대우그룹을 가지 못하게 만들고, 아플레이아데스영국지도부에서 만든 주식회사인켈을 가게 하려는 의도와 목적으로 의도적으로 학점을 F를 준 것으로 목격관찰, 목적과 이유를 보면, 먹고 살 길이 없는 한심한 놈을 만들어놓고, 훗날 이병철이가 시혜하여 삼성그룹하급과장으로 은혜했다고 말하려고 그렇게 한 것이며, 반면, 반도체를 비롯하여 SMPS모니터전자기술, LCD평판기술등을 박종권이를 통해서 아틀란티스로부터 공여받고 큰 이익을 얻을 계산을 하고 자행한 짓으로 목격관찰, 아주대교수놈 고영길이는 선비족수장놈으로서 기원전275000년경, 박종권 전신 아틀란티스인을 선비족수장놈들과 말데크계열훈족,말데크계열중국황제놈들 그리스 제우스놈등이 담합하여 동시공격하고, 아틀란티스인으로서 가지고 있던 지력, 지성, 기술등 좋은 것들을 모조리 빼앗아서 나눠가진 놈들중 한놈으로 목격관찰, 이후 이 자가 지속적으로 이건희놈과 협력동조하여, 해코지를 자행하고 현재는 내가 뭘 하거나 주장하면 전부 제놈이 아주대교수로서 가르쳐준것이라고 말하고 이건희와 함께 담합동조하여 최악의 모독을 가하고 해코지하는 것이 목격관찰됨. 이 새끼외에 반도체를 가르친 교수놈도 선비족수장놈으로서 전부 박종권 전신 아틀란티스인이 가지고 있던 지력과 지식들을 도적질해서 나눠처먹고 나대고 있다는 것이 목격관찰됨 보고처리)

서기1988년12월 동원전자 주식회사인켈입사, 초기면접과정에서 극단모독자행 이유관찰시 아플레이아데스영국지도부놈들이 인켈사주로서 면접과정참여 체격의 왜소함을 노골적으로 비웃으며 극단모독하다. 보고처리 이유를 보면, 대영제국프로젝트과정에서, -58등급의 초극렬지옥등급으로서 대영제국을 제놈들이 하겠다고 나대다가 잘 안되니까 악랄한 보복을 자행하는 것으로 목격관찰(근본적으로는 극악한 죄업에도 불구하고 영연방을 하려고 강행하는 것이 이유로 목격관찰보고처리)

영국여왕엘리자베스2세 원등급 : -58등급

영국빅토리아여왕원등급 : -56등급

아플레이아데스원등급 : -36등급

지구인원등급 : -17등급

안드로메다은하계주신등급 : -2등급(사람등급치환시, 아수라등급 800등급)

-등급으로는 대영제국을 실행하기 불가능하다로서 목격관찰보고처리

안드로메다은하계계열군 전체가 대영제국 프로젝트를 실행하기 불가능한 등급이다.

원본래는 대우그룹을 가야 했으나, 먹고 살길이 없는 한심한 놈으로 만든후 이용해처먹자는 이건희놈의 음모에 의하여 좌절되었다로서 목격관찰, 이후 먹고 살길 없고, 약점잡힌 하급하전민으로서 살게 하고, 지속적으로 모독하대천대멸시하며 우스운 놈으로 취급하고, 엄청난 이익을 도적질해서 처 먹는 광경이 목격관찰되다 보고처리

이 목격관찰은, 조선세종을 통해서 명확하게 드러났으며, 하급지구인박종권이의 위치와 일국국왕의 위치가 어느정도의 차이인지를 알게 했다로서 보고처리

(영국왕 헨리8세, 청조황제 건륭제, 조선정조등이 있지만 우리가 들어가지 않고 외부관찰만 했다. 하지만 조선세종같은 경우는 여러가지 이유로 우리가 들어가서 본 체험결과이다)

삼성그룹 이건희놈이 간교한 술수로서 박종권이를 갈취착취하고 살인하여 죽이는 술수로 강도질한 돈은 무려 900조원에 달한다. 이 돈은 전부 영국여왕계좌로 입금보관되었고, 중국본토로 이동되거나 영국놈들의 극상처우를 위해서 전용되었다. 이 문제에 대해서 책임을 져야 할 아틀란티스주신, 아플레이아데스주신, 플레이아데스주신, 영국지도부, 독일지도부, 중국지도부, 일본지도부의 책임자를 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구죽음처벌할것

 


이건희놈은 900조원에 달하는 돈을 대한민국으로부터 강도질하여 중국과 영국에 가져다가 바치고 영국여왕남편지위를 돈을 주고 샀으며, 중국국가상무위원직과 중국역사기간내내 왕후장상급들과 같이 하는 특권을 누린다. 이 모두가 대한민국 한민족계열을 착취강도질도적질한 돈으로서 그렇게 한 것이다로서 보고처리 이건희놈을 대한민국을 망하게 만든 반역죄로서 사형에 처하도록 지시명령처리기록되다. 대한민국영토내에서는 무조건 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관 수직8192분면 수평8192분면상에서 영구추적영구파문영구제거영구죽음영구사형영혼사형중처벌할것

 


상천상플레이아데스연합원로원 지시명령서 제2조


서기1991년 미국 출장, 새너제이를 거쳐서 LA, LAVEGAS를 구경

당시 AMERICAN AIR LINE의 항공조종사는 조지부시였던것으로 목격관찰

이 과정에서 아틀란티스를 착취갈취하거나 속이는 술수 박종권이가 그렇게 하자고 하는데 그것을 하자는 식으로 선동질 충동질하고 전원이 박종권이로 위장하여 아틀란티스로 잠입하고, 아틀란티스인을 살해하고 기술을 도적질하고 빼앗는 짓을 자행한 것으로 목격관찰. 이후 마이크로소프트사가 급격하게 약진하고, 컴퓨터기술이 비약적으로 도약하며 발전하기 시작하다로서 목격관찰

현 시점에서 목격관찰시, 말데크악룡놈을 우주용으로 잘못 알고 부모자식관계를 허용한 것이 최대실책으로서 이 말데크악룡놈의 수준은, 초극렬지옥계에서 사는 아수라악마놈(디아볼릭)에 불과했다는 점이며 최대의 실수를 한 것으로 판단 목격관찰 보고처리 이후 영등급영위영각영성영력을 마구잡이로 침탈하고 마음대로 전용공유하여 자행하여 원본래로는 아틀란티스영역으로 들어올수 없었던 초극렬지옥아수라마귀들이 마구잡이로 들어오며 침탈강도질한 결과가 오늘날 지구사회가 그렇게 할수 없는데도 거의 아틀란티스수준에 근접되는 극상상위부귀함을 누리게 된 이유로 목격관찰보고처리

지구인들의 현수준을 목격관찰시, 사람으로서 살 자격조차도 없는 원시짐승의 무리들의 수준이다로서 목격관찰보고처리

따라서 지구에서 사람으로서 산다고 가정할 경우, 이들이 가질수 있는 최고한계는, 아프리카 수준이며, 보통 수단, 차드등으로 일컬어지는 지역수준이상은 살수 없다로서 영구정의처리할것 보고처리

서기1996년 1월 삼성그룹 디스플레이사업부 입사(이병철이가 먹고 살것 없는 놈 은혜를 베풀어서 입사시켰다고 말하다)

서기2003년10월 삼성그룹 디스플레이사업부 퇴사

- 싱크마스터 모니터 기본회로도 설계 공여

- 반도체개발작업 지원, 관련기술공여

- PAVV급, 평판LCD모니터기술(이건희놈이 도둑질한 것으로 판단됨)

- 휴대폰, 모바일폰 기술(이건희놈이 박종권이를 이용해서 도둑질한 것으로 목격관찰판단됨)

삼성그룹은 자체기술이 없으며, 전부 박종권이를 이용해서 아틀란티스인들을 속이거나 강도질 도둑질하여 거저 얻은 기술로 존립하는 거짓된 회사로서, 대한민국을 망하게 만들고 조선국국권을 상실하게 만들며, 중국놈들의 번국, 아종국으로 전락되게 만드는 목적으로 일하는 반역도들의 회사로 목격관찰됨 특히 이 회사는 나치독일놈들의 아우슈비츠강제수용소에도 간여가 되었으며, 이건희놈이 무차별로 4천만명이상의 무고한 시민들을 학살도살하는 작업을 배후지원했다로서 목격관찰됨. 삼성그룹을 대한민국을 망하게 할 목적으로 만든 반역도들의 집단으로 규정하고 무조건 공중분해해체시키고 망하게 만들것 삼성그룹을 근원점에서 지속적항구적항속적종신적영원적영겁적영구적영속적무시무종적으로 에테르체무관수직8192분면수평8192분면상에서 영구추적영구파문영구제거영구공중분해처리영구죽음소멸시킬것

삼성그룹의 죄악은 일본제국시대의 종군위안부, 나치독일의 아우슈비츠강제수용소, 일본제국의 난징대학살에 전부 간여가 되고 배후지원한 놈들이라는 점이며, 이들이 바로 연나라, 중국베이징 지역에서 사는 중국놈(예전 선비족소굴, 예전위조지역,연조지역등 중국역사기간중 가장 교활하고 악독한 무리들이 사는 소굴이 베이징이다)들이라는 점이 목격관찰되다 보고처리

상천상플레이아데스연합원로원 지시명령서 제3조

 

 

 

 


 


 

 

 

 

 

 

 

 


 


 

 

 

 

 

상기의 전자공학, 전자계이론, 회로이론들의 표본들을 원본래로서 완전히 이해하고 설명하며 응용할수 있는 단계가 되려면 지구인들의 지능지수척도상 IQ250이상이 되어야 한다. 지구인들의 평균IQ는 60~65사이이다. 원본래지능지수척도상으로 그렇게밖에는 안된다.

이 IQ는 유인원급이거나 보다 낮다. 원숭이급이다.

다만 집단무의식차원 혹은 다른 차원에서의 공유로서 안 그런 것으로 보이는 것 뿐이다.

6301281067814박종권이의 IQ는 국민학교시절에는 128로 나왔고, 이후 나이를 먹고 다시 재보면 약 88~90정도가 나온다.

우리가 들은 정보로는 말데크악룡과 부모자식관계를 가지고 최초에 지구인으로서 가져온 IQ는 180이었다. 그러나 이것은, 말데크악룡이 원본인으로서의 아틀란티스인을 죽이고 빼앗았으며, 그로서 초기에는 150정도를 유지하다가, 나중에 서서히 떨어진다. 그것이 128이고 이후 다시 88이다.

아틀란티스인의 평균 IQ는 280선이다. 공학자, 과학자가 되려면 그리고 자기 스스로 일할수 있으려면 이 정도 수준이 되어야 한다.

외계인수준은 IQ400선이라고 한다. 

들리는 바로는 사람으로서 갈수 있는 최고한도는 IQ280이다. 이이상은 불가능하다

지구인단계에서는 상기의 전자공학이론이나 반도체이론등 고도의 수리수학적능력이 요구되는 것들을 이해한다는 것이 원본래적으로는 불가능하다. 나로서는 자기가 아주 잘알고 잘한다고 말하는 사람들이 이해가 되지 않는데, 지구인수준에서는 안되는 일이기 때문이다.

이것에 대한 확고한 증거사례는 미국의 우주개발이다. 아폴로계획으로 명명된 이 우주개발계획은 실패한다.

미국내 최고의 과학자, 공학자 40만명이 동원되고 미합중국의 명예를 걸고 추진했지만 실패했다.

이것은 이들이 원본래적으로는 자기들이 말하는 것들을 제대로 알지 못한다는 증거인 것이다.

만일 제대로 안다면 성공했을 것이다.

 


서기1992년 대만출장, 주인켈정보기기사업부 모니터품질문제해결을 위하여 출장, TOTOKU사방문

DEFLECTION YOKE COIL문제 해결, BUT FLYBACK TRANSFORMER의 문제 미해결, 애초에 설계가 잘못되었다로서 목격관찰

DEFLECTION YOKE COIL은 삼성전기제품으로서 품질정도가 낮다로서 목격관찰

TOTOKU제품은 고정밀로서 품질이 높다로 목격관찰

FLYBACK TRANSFORMER도 삼성전기제품 품질이 낮다로 목격관찰

CRT도 삼성전관 것으로 품질이 좋지 않다로 목격관찰, ORION제품이 조금 더 낫다로 목격관찰

TOSHIBA CRT는 중급 품질로 목격관찰

수리적인 부분보다는 어떤 딴 것으로 목격관찰분석됨

CRT와 FLYBACK TRANSFORMER, DEFLECTION YOKE COIL의 내압성의 불일치와 내력파워의 부정합이 설계결함


































































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Education is the transmission of knowledge and skills and the development of character traits. Formal education happens in a complex institutional framework, like public schools. Non-formal education is also structured but takes place outside the formal schooling system, while informal education is unstructured learning through daily experiences. Formal and non-formal education are divided into levels that include early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on the teaching method, like teacher-centered and student-centered education, and on the subject, like science education, language education, and physical education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena. The precise definition of education is disputed, and there are disagreements about what the aims of education are and to what extent education is different from indoctrination by fostering critical thinking. These disagreements affect how to identify, measure, and improve forms of education. Fundamentally, education socializes children into society by teaching cultural values and norms. It equips them with the skills needed to become productive members of society. This way, it stimulates economic growth and raises awareness of local and global problems. Organized institutions affect many aspects of education. For example, governments set education policies to determine when school classes happen, what is taught, and who can or must attend. International organizations, like UNESCO, have been influential in promoting primary education for all children. Many factors influence whether education is successful. Psychological factors include motivation, intelligence, and personality. Social factors, like socioeconomic status, ethnicity, and gender, are often linked to discrimination. Further factors include access to educational technology, teacher quality, and parent involvement. The main academic field investigating education is called education studies. It examines what education is, what aims and effects it has, and how to improve it. Education studies has many subfields, like philosophy, psychology, sociology, and economics of education. It also discusses comparative education, pedagogy, and the history of education. In prehistory, education happened informally through oral communication and imitation. With the rise of ancient civilizations, writing was invented, and the amount of knowledge grew. This caused a shift from informal to formal education. Initially, formal education was mainly available to elites and religious groups. The invention of the printing press in the 15th century made books more widely available. This increased general literacy. Beginning in the 18th and 19th centuries, public education became more important. This development led to the worldwide process of making primary education available to all, free of charge, and compulsory up to a certain age. Today, over 90% of all primary-school-age children worldwide attend primary school. Definitions Main article: Definitions of education The term "education" is derived from the Latin words educare, meaning "to bring up" and educere, meaning "to bring forth".[1] The definition of education has been explored by theorists from various fields.[2] Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits.[3] Extensive debate surrounds its exact nature beyond these general features. One approach views education as a process that occurs during events such as schooling, teaching, and learning.[4] Another outlook understands education not as a process but as the mental states and dispositions of educated persons that result from this process.[5] Additionally, the term may also refer to the academic field that studies the methods, processes, and social institutions involved in teaching and learning.[6] Having a clear idea of what the term means matters when trying to identify educational phenomena, measure educational success, and improve educational practices.[7] Some theorists provide precise definitions by identifying the specific features that are exclusive to all forms of education. Education theorist R. S. Peters, for instance, outlines three essential features of education, which include that knowledge and understanding are imparted to the student and that this process is beneficial and done in a morally appropriate manner.[8] Such precise definitions often succeed at characterizing the most typical forms of education. However, they often face criticism because less common types of education occasionally fall outside their parameters.[9] The difficulty of dealing with counterexamples not covered by precise definitions can be avoided by offering less exact definitions based on family resemblance instead. This means that all the forms of education are similar to each other, but they need not share a set of essential features that all of them have in common.[10] Some education theorists, such as Keira Sewell and Stephen Newman, hold that the term "education" is context-dependent.[a][11] Evaluative or thick conceptions[b] of education state that it is part of the nature of education to lead to some kind of improvement. They contrast with thin conceptions, which provide a value-neutral explanation.[13] Some theorists provide a descriptive conception of education by observing how the term is commonly used in ordinary language. Prescriptive conceptions, by contrast, define what good education is or how education should be practiced.[14] Many thick and prescriptive conceptions see education as an activity that tries to achieve certain aims,[15] which may range from acquiring knowledge and learning to think rationally to nurturing character traits like kindness and honesty.[16] Various scholars stress the role of critical thinking to distinguish education from indoctrination.[17] They state that mere indoctrination is only interested in instilling beliefs in the student, independent of whether the beliefs are rational;[18] whereas education also fosters the rational ability to critically reflect on and question those beliefs.[19] It is not universally accepted that these two phenomena can be clearly distinguished since some forms of indoctrination may be necessary in the early stages of education while the child's mind is not yet sufficiently developed. This applies to cases in which young children need to learn something without being able to understand the underlying reasons, like certain safety rules and hygiene practices.[20] Education can be characterized from the teacher's or the student's perspective. Teacher-centered definitions focus on the perspective and role of the teacher in the transmission of knowledge and skills in a morally appropriate way.[21] Student-centered definitions analyze education from the student's involvement in the learning process and hold that this process transforms and enriches their subsequent experiences.[22] Definitions taking both perspectives into account are also possible. This can take the form of describing education as a process of a shared experience of discovering a common world and solving problems.[23] Types There are many classifications of education. One of them depends on the institutional framework and distinguishes between formal, non-formal, and informal education. Another classification includes distinct levels of education based on factors like the student's age and the complexity of the content. Further categories focus on the topic, the teaching method, the medium used, and the funding.[24] Formal, non-formal, and informal Photo of a man tutoring two children Photo of father and daughter cooking Tutoring is an example of non-formal education, while learning how to cook from one's parents belongs to informal education. The most common division is between formal, non-formal, and informal education.[25][c] Formal education happens in a complex institutional framework. Such frameworks have a chronological and hierarchical order: the modern schooling system has classes based on the student's age and progress, extending from primary school to university. Formal education is usually controlled and guided by the government. It tends to be compulsory up to a certain age.[27] Non-formal and informal education take place outside the formal schooling system. Non-formal education is a middle ground. Like formal education, it is organized, systematic, and carried out with a clear purpose, as in the case of tutoring, fitness classes, and the scouting movement.[28] Informal education happens in an unsystematic way through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is usually no designated authority figure responsible for teaching.[29] Informal education takes place in many different settings and situations throughout one's life, usually in a spontaneous way. This is how children learn their first language from their parents and how people learn to prepare a dish by cooking together.[30] Some theorists distinguish the three types based on the location of learning: formal education takes place in school, non-formal education happens in places that are not regularly visited, like museums, and informal education occurs in places of everyday routines.[31] There are also differences in the source of motivation. Formal education tends to be driven by extrinsic motivation for external rewards. In non-formal and informal education, enjoyment of the learning process usually provides intrinsic motivation.[32] The distinction between the three types is normally clear, but some forms of education do not easily fall into one category.[33] In primitive cultures, most education happened on the informal level and there was mostly no distinction between activities focused on education and other activities. Instead, the whole environment acted as a form of school, and most adults acted as teachers. Informal education is often not efficient enough to teach large quantities of knowledge. To do so, a formal setting and well-trained teachers are usually required. This was one of the reasons why in the course of history, formal education became more and more important. In this process, the experience of education and the discussed topics became more abstract and removed from daily life while more emphasis was put on grasping general patterns and concepts instead of observing and imitating particular forms of behavior.[34] Levels Photo of a kindergarten lesson in Japan Young children in a kindergarten in Japan Types of education are often divided into levels or stages. The most influential framework is the International Standard Classification of Education, maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It covers both formal and non-formal education and distinguishes levels based on the student's age, the duration of learning, and the complexity of the discussed content. Further criteria include entry requirements, teacher qualifications, and the intended outcome of successful completion. The levels are grouped into early childhood education (level 0), primary education (level 1), secondary education (levels 2–3), post-secondary non-tertiary education (level 4), and tertiary education (levels 5–8).[35] Early childhood education, also known as preschool education or nursery education, begins with birth and lasts until the start of primary school. It follows the holistic aim of fostering early child development at the physical, mental, and social levels. It plays a key role in socialization and personality development and includes various basic skills in the areas of communication, learning, and problem-solving. This way, it aims to prepare children for their entry into primary education.[36] Preschool education is usually optional, but in some countries, such as Brazil, it is mandatory starting from the age of four.[37] Photo of early childhood education in Ethiopia Primary school classroom in Ethiopia Primary (or elementary) education usually starts within the ages of five to seven and lasts for four to seven years. It does not have any further entry requirements, and its main goal is to teach the basic skills in the fields of reading, writing, and mathematics. It also covers the core knowledge in other fields, like history, geography, the sciences, music, and art. A further aim is to foster personal development.[38] Today, primary education is compulsory in almost all countries, and over 90% of all primary-school-age children worldwide attend primary school.[39] Secondary education follows primary education and usually covers the ages of 12 to 18 years. It is commonly divided into lower secondary education (middle school or junior high school) and upper secondary education (high school, senior high school, or college depending on the country). Lower secondary education normally has the completion of primary school as its entry requirement. It aims to extend and deepen the learning outcomes and is more focused on subject-specific curricula and teachers are specialized in only one or a few specific subjects. One of its aims is to familiarize students with the basic theoretical concepts in the different subjects. This helps create a solid basis for lifelong learning. In some cases, it also includes basic forms of vocational training.[40] Lower secondary education is compulsory in many countries in Central and East Asia, Europe, and America. In some countries, it is the last stage of compulsory education. Mandatory lower secondary education is not as prevalent in Arab states, sub-Saharan Africa, and South and West Asia.[41] A high-school senior (twelfth grade) classroom in the United States Upper secondary education starts roughly at the age of 15 and aims to provide students with the skills and knowledge needed for employment or tertiary education. Its requirement is usually the completion of lower secondary education. Its subjects are more varied and complex and students can often choose between a few subjects. Its successful completion is commonly tied to a formal qualification in the form of a high school diploma.[42] Some types of education after secondary education do not belong to tertiary education and are categorized as post-secondary non-tertiary education. They are similar in complexity to secondary education but tend to focus more on vocational training to prepare students for the job market.[43] Photo of students in a laboratory at the Saint Petersburg State Polytechnical University Students in a laboratory in the Saint Petersburg State Polytechnical University in Russia In some countries, tertiary education is used as a synonym of higher education, while in others, tertiary education is the wider term.[44] Tertiary education expands upon the foundations of secondary education but has a more narrow and in-depth focus on a specific field or subject. Its completion leads to an academic degree. It can be divided into four levels: short-cycle tertiary, Bachelor's, Master's, and doctoral level education. These levels often form a hierarchical structure with later levels depending on the completion of previous levels.[45] Short-cycle tertiary education focuses on practical matters. It includes advanced vocational and professional training to prepare students for the job market in specialized professions.[46] Bachelor's level education, also referred to as undergraduate education, tends to be longer than short-cycle tertiary education. It is usually offered by universities and results in an intermediary academic certification in the form of a bachelor's degree.[47] Master's level education is more specialized than undergraduate education. Many programs require independent research in the form of a master's thesis as a requirement for successful completion.[48] Doctoral level education leads to an advanced research qualification, normally in the form of a doctor's degree, such as a Doctor of Philosophy (PhD). It usually requires the submission of a substantial academic work, such as a dissertation. More advanced levels include post-doctoral studies and habilitation.[49] Successful participation in formal education usually results in a form of certification that is required for higher levels of education and certain professions. Undetected cheating in exams, for example, by using a cheat sheet, threatens to undermine this system if unqualified students are certified.[50] In most countries, primary and secondary education are free of charge. There are significant global differences in the cost of tertiary education. A few countries, like Sweden, Finland, Poland, and Mexico, offer tertiary education for free or at a low cost. In some countries, like the United States and Singapore, tertiary school tuition fees are high and students often have to take substantial loans to afford their studies.[51] High costs of education can constitute a significant barrier to students in developing countries whose families may be unable to afford school fees, uniforms, and textbooks.[52] Others The academic literature discusses many other types of education and distinguishes between traditional and alternative education. Traditional education concerns long-established and mainstream schooling practices. It uses teacher-centered education and takes place in a well-regulated school environment. Regulations cover many aspects of education, such as the curriculum and the timeframe when classes start and end.[53] Image of a homeschooling lesson Homeschooling is one form of alternative education. Alternative education is an umbrella term for forms of schooling that differ from the mainstream traditional approach. Differences may include learning environment, subjects, or the teacher-student relationship. Alternative schooling is characterized by voluntary participation, relatively small class and school sizes, and personalized instruction. This often results in a more welcoming and emotionally safe atmosphere. Alternative education encompasses many types like charter schools and special programs for problematic or gifted children. It also includes homeschooling and unschooling. There are many alternative schooling traditions, like Montessori schools, Waldorf schools, Round Square schools, Escuela Nueva schools, free schools, and democratic schools.[54] Alternative education also includes indigenous education, which focuses on the transmission of knowledge and skills from an indigenous heritage and employs methods like narration and storytelling.[55] Further types of alternative schools include gurukul schools in India,[56] madrasa schools in the Middle East,[57] and yeshivas in Jewish tradition.[58] Some distinctions focus on who receives education. Categories by the age of the learner are childhood education, adolescent education, adult education, and elderly education.[59] Categories by biological sex of the students include single-sex education and mixed-sex education.[60] Special education is education that is specifically adapted to meet the unique needs of students with disabilities. It covers various forms of impairments on the intellectual, social, communicative, and physical levels. It aims to overcome the challenges posed by these impairments. This way, it provides the affected students with access to an appropriate educational structure. When understood in the broadest sense, special education also includes education for very gifted children who need adjusted curricula to reach their fullest potential.[61] Classifications based on the teaching method include teacher-centered education, in which the teacher takes center stage in providing students with information, and student-centered education, in which students take on a more active and responsible role in shaping classroom activities.[62] For conscious education, learning and teaching happen with a clear purpose in mind. Unconscious education occurs on its own without being consciously planned or guided.[63] This may happen in part through the personality of teachers and adults, which can have indirect effects on the development of the student's personality.[64] Evidence-based education uses scientific studies to determine which methods of education work best. Its goal is to maximize the effectiveness of educational practices and policies by ensuring that they are informed by the best available empirical evidence. It includes evidence-based teaching, evidence-based learning, and school effectiveness research.[65] Autodidacticism, or self-education, happens without the guidance of teachers and institutions. It mainly occurs in adult education and is characterized by the freedom to choose what and when to study, which is why it can be a more fulfilling learning experience. The lack of structure and guidance can result in aimless learning, and the absence of external feedback may lead autodidacts to develop false ideas and inaccurately assess their learning progress.[66] Autodidacticism is closely related to lifelong education, which is an ongoing learning process throughout a person's entire life.[67] Categories of education based on the subject include science education, language education, art education, religious education, physical education, and sex education.[68] Special mediums, such as radio or websites, are used in distance education. Examples include e-learning (use of computers), m-learning (use of mobile devices), and online education. They often take the form of open education, in which the courses and materials are made available with a minimal amount of barriers. They contrast with regular classroom or onsite education. Some forms of online education are not open education, such as full online degree programs offered by some universities.[69] State education, also referred to as public education,[d] is funded and controlled by the government and available to the general public. It normally does not require tuition fees and is thus a form of free education. Private education, by contrast, is funded and managed by private institutions. Private schools often have a more selective admission process and offer paid education by charging tuition fees.[71] A more detailed classification focuses on the social institution responsible for education, like family, school, civil society, state, and church.[72] Compulsory education is education that people are legally required to receive. It concerns mainly children who need to visit school up to a certain age. It contrasts with voluntary education, which people pursue by personal choice without a legal requirement.[73] Role in society Photo of a medical researcher Highly specialized professionals, like medical researchers, often require extensive education to master their fields and contribute to society. Education plays various roles in society, including in social, economic, and personal fields. On a social level, education makes it possible to establish and sustain a stable society or can act as a driver of societal transformation. It helps people acquire the basic skills needed to interact with their environment and fulfill their needs and desires. In modern society, this involves a wide range of skills like being able to speak, read, write, solve arithmetic problems, and handle information and communications technology. Socialization also includes learning the dominant social and cultural norms and what kinds of behavior are considered appropriate in different contexts. Education enables the social cohesion, stability, and peace needed for people to productively engage in daily business. Socialization happens throughout life but is of special relevance to early childhood education. Education plays a key role in democracies by increasing civic participation in the form of voting and organizing, and through its tendency to promote equal opportunity for all.[74] On an economic level, people become productive members of society through education by acquiring the technical and analytical skills needed to pursue their profession, produce goods, and provide services to others. In early societies, there was little specialization, and each child would generally learn most of the skills that the community required to function. Modern societies are increasingly complex and many professions are only mastered by relatively few people who receive specialized training in addition to general education. Some of the skills and tendencies learned to function in society may conflict with each other, and their value depends on the context of their usage. For example, cultivating the tendency to be inquisitive and question established teachings promotes critical thinking and innovation, but in some cases, obedience to an authority is required to ensure social stability.[75] Income and wealth, by educational level (US) Median annual salaries across educational levels varied by a factor of about 3.[76] Median accumulated household wealth across educational levels varied by a factor of over 50.[77] By helping people become productive members of society, education stimulates economic growth and reduces poverty. It helps workers become more skilled and thereby increases the quality of the produced goods and services, which in turn leads to prosperity and increased competitiveness.[78] Public education is often understood as a long-term investment to benefit society as a whole. The rate of return is especially high for investments in primary education.[79] Besides increasing economic prosperity, it can also lead to technological and scientific advances as well as decrease unemployment while promoting social equity.[80] Increased education is associated with lower birth rates, in part because education augments the awareness of family planning, creates new opportunities for women, and tends to raise the age of marriage.[81] However, the rate of return of education can vary due to overqualification.[82] Education can prepare a country to adapt to changes and successfully face new challenges. It can help raise awareness and contribute to the solution of contemporary global problems, such as climate change, sustainability, and the widening inequalities between the rich and the poor.[83] By making students aware of how their lives and actions affect others, it may inspire some to work toward realizing a more sustainable and fair world.[84] This way, education serves not just the purpose of maintaining the societal status quo, but can also be an instrument of social development.[85] That applies also to changing circumstances in the economic sector. For example, technological advances, particularly increased automation, are accompanied by new demands on the workforce, which education can help address.[86] Changing circumstances may render currently taught skills and knowledge redundant while shifting the importance to other areas. Education can be used to prepare people for such changes by adjusting the curriculum, introducing subjects like digital literacy, promoting skills in handling new technologies,[87] and including new forms of education such as massive open online courses.[88] On a more individual level, education promotes personal development. This can include factors such as learning new skills, developing talents, fostering creativity, and increasing self-knowledge as well as improving problem-solving and decision-making abilities.[89] Education also has positive effects on health and well-being. Key factors responsible for these effects are that educated individuals tend to be better informed about health issues and adjust their behavior accordingly, have a better social support network and coping strategies, and have a higher income, which allows them access to high-quality healthcare services.[90] The social importance of education is recognized by the annual International Day of Education on January 24. The United Nations declared the year 1970 the International Education Year.[91] Role of institutions Photo of the Ministry of Education of the People's Republic of China Governmental institutions, like the Chinese Ministry of Education, affect many aspects of public education. Organized institutions play a key role in various aspects of education. Institutions like schools, universities, teacher training institutions, and ministries of education make up the education sector. They interact both with each other and with other stakeholders, such as parents, local communities, religious groups, non-governmental organizations, professionals in healthcare, law enforcement, media platforms, and political leaders. Many people are directly involved in the education sector, like students, teachers, and school principals as well as school nurses and curriculum developers.[92] Various aspects of formal education are regulated by the policies of governmental institutions. These policies determine at what age children need to attend school and at what times classes are held as well as issues pertaining to the school environment, like infrastructure. Regulations also cover the exact qualifications and requirements that teachers need to fulfill. An important aspect of education policy concerns the curriculum used for teaching at schools, colleges, and universities. A curriculum is a plan of instruction or a program of learning that guides students to achieve their educational goals. The topics are usually selected based on their importance and depend on the type of school. The goals of public school curricula are usually to offer a comprehensive and well-rounded education, while vocational training focuses more on specific practical skills within a field. The curricula also cover various aspects besides the topic to be discussed, such as the teaching method, the objectives to be reached, and the standards for assessing progress. By determining the curricula, governmental institutions have a strong impact on what knowledge and skills are transmitted to the students.[93] Examples of governmental institutions include the Ministry of Education in India,[94] the Department of Basic Education in South Africa,[95] and the Secretariat of Public Education in Mexico.[96] Logo of UNESCO International organizations, such as UNESCO, have wielded significant influence in shaping educational standards and policies worldwide. International organizations also play a key role in education. For instance, UNESCO is an intergovernmental organization that promotes education in many ways. One of its activities is to advocate education policies, like the treaty Convention on the Rights of the Child, which states that education is a human right of all children and young people. The Education for All initiative aimed to offer basic education to all children, adolescents, and adults by the year 2015 and was later replaced by the initiative Sustainable Development Goals as goal 4.[97] Related policies include the Convention against Discrimination in Education and the Futures of Education initiative.[98] Some influential organizations are not intergovernmental, but non-governmental. For example, the International Association of Universities promotes collaboration and the exchange of knowledge between colleges and universities around the world, while the International Baccalaureate offers international diploma programs.[99] Institutions like the Erasmus Programme facilitate student exchanges between countries,[100] while initiatives such as the Fulbright Program provide a similar service for teachers.[101] Factors of educational success Educational success, also called student and academic achievement, refers to the extent to which educational aims are reached, for example, the amount of knowledge and abilities that students acquire. For practical purposes, it is often measured primarily in terms of official exam scores, but there are many additional indicators, such as attendance rates, graduation rates, dropout rates, student attitudes, and post-school indicators like later income and incarceration rates.[102] Several factors influence educational achievement, including psychological factors, which concern the student as an individual, and sociological factors, which pertain to the student's social environment. Further factors are access to educational technology, teacher quality, and parent involvement. Many of these factors overlap and influence each other.[103] Psychological On a psychological level, relevant factors include motivation, intelligence, and personality.[104] Motivation is the internal force propelling people to engage in learning.[105] Motivated students are more likely to interact with the content to be learned by participating in classroom activities like discussions, which often results in a deeper understanding of the subject. Motivation can also help students overcome difficulties and setbacks. An important distinction is between intrinsic and extrinsic motivation. Intrinsically motivated students are driven by an interest in the subject and the learning experience itself. Extrinsically motivated students seek external rewards like good grades and recognition from peers. Intrinsic motivation tends to be more beneficial by leading to increased creativity and engagement as well as long-term commitment.[106] Educational psychologists try to discover how to increase motivation. This can be achieved, for instance, by encouraging some competition among students while ensuring a balance of positive and negative feedback in the form of praise and criticism.[107] Intelligence influences how people respond to education. It is a mental quality linked to the ability to learn from experience, to understand, and to employ knowledge and skills to solve problems. Those who have higher scores in intelligence metrics tend to perform better at school and go on to higher levels of education.[108] Intelligence is often primarily associated with the so-called IQ, a standardized numerical metric for assessing intelligence by focusing on mathematical-logical and verbal skills. However, it has been argued that there are more types of intelligence. According to the psychologist Howard Gardner, there are distinct forms of intelligence belonging to fields like mathematics, logic, spatial cognition, language, and music. Further types affect how a person interacts with other people and with themselves. These types of intelligence are largely independent of each other, meaning that someone may excel at one type while scoring low on another.[109] According to proponents of learning style theory, the preferred method of acquiring knowledge and skills is another factor. They hold that students with an auditory learning style find it easy to comprehend spoken lectures and discussions, whereas visual learners benefit from information presented visually, such as in diagrams and videos. To facilitate efficient learning, it may be advantageous to incorporate a wide variety of learning modalities.[110] Learning styles have been criticized for ambiguous empirical evidence of student benefits and unreliability of student learning style assessment by teachers.[111] The learner's personality may also influence educational achievement. For instance, characteristics such as conscientiousness and openness to experience, identified in the Big Five personality traits, are associated with academic success.[112] Other mental factors include self-efficacy, self-esteem, and metacognitive abilities.[113] Sociological Sociological factors focus not on psychological attributes of learners but on their environment and position in society. They include socioeconomic status, ethnicity, cultural background, and gender. They are of interest to researchers since they are associated with inequality and discrimination. For this reason, they play a key role in policy-making in attempts to mitigate their effects.[114] Socioeconomic status depends on income but includes other factors, such as financial security, social status, social class, and quality of life attributes. Low socioeconomic status affects educational success in various ways. It is linked to slower cognitive developments in language and memory and higher dropout rates. Poor families may not have enough money to meet basic the nutritional needs of their children, causing poor development. They may also lack the means to invest in educational resources like stimulating toys, books, and computers. Additionally, they may be unable to afford tuition at prestigious schools and are more likely to attend schools in poorer areas. Such schools tend to offer lower standards of teaching because of teacher shortages or because they lack educational materials and facilities, like libraries. Poor parents may also be unable to afford private lessons if their children fall behind. In some cases, students from an economically disadvantaged background are forced to dropout from school to provide income to their families. They also have less access to information on higher education and may face additional difficulties in securing and repaying student loans. Low socioeconomic status also has many indirect negative effects by being linked to lower physical and mental health. Due to these factors, social inequalities on the level of the parents are often reproduced in the children.[115] Ethnic background is linked to cultural differences and language barriers, which make it more difficult for students to adapt to the school environment and follow classes. Additional factors are explicit and implicit biases and discrimination toward ethnic minorities. This may affect the students' self-esteem and motivation as well as their access to educational opportunities. For example, teachers may hold stereotypical views even if they are not overtly racist, which can lead them to grade comparable performances differently based on the child's ethnicity.[116] Historically, gender has been a central factor in education since the roles of men and women were defined differently in many societies. Education tended to strongly favor men, who were expected to provide for the family. Women, by contrast, were expected to manage the household and rear children, which barred most educational opportunities available to them. While these inequalities have improved in most modern societies, there are still gender differences in education. Among other things, this concerns biases and stereotypes linked to the role of gender in education. They affect subjects like science, technology, engineering, and mathematics, which are often presented as male fields. This discourages female students from following them.[117] In various cases, discrimination based on gender and social factors happens openly as part of official educational policy, such as the severe restrictions on female education instituted by the Taliban in Afghanistan[118] and the school segregation of migrants and locals in urban China under the hukou system.[119] One aspect of many social factors is given by the expectations associated with stereotypes. They work both on an external level, based on how other people react to a person belonging to a certain group, and on an internal level, based on how the person internalizes them and acts accordingly. In this sense, the expectations may turn into self-fulfilling prophecies by causing the educational outcomes they anticipate. This can happen both for positive and negative stereotypes.[120] Technology and others See also: Computers in the classroom Technology plays another significant role in educational success. Educational technology is commonly associated with the use of modern digital devices, like computers. But understood in the broadest sense, it involves a wide range of resources and tools for learning, including basic aids that do not involve the use of machines, like regular books and worksheets.[121] Photo of a group of children being introduced to a laptop A One Laptop per Child device being introduced to children in Haiti Educational technology can benefit learning in various ways. In the form of media, it often takes the role of the primary supplier of information in the classroom. This means that the teacher can focus their time and energy on other tasks, like planning the lesson and guiding students as well as assessing educational performance.[122] Educational technology can also make information easier to understand by presenting it using graphics, audio, and video rather than through mere text. In this regard, interactive elements may be used to make the learning experience more engaging in the form of educational games. Technology can be employed to make educational materials accessible to many people, like when using online resources. It additionally facilitates collaboration between students and communication with teachers.[123] The use of artificial intelligence in education holds various potentials, such as providing new learning experiences to students and assisting teachers in their work, but also poses new risks associated with data privacy, false information, and manipulation.[124] Various organizations promote student access to educational technologies, such as the One Laptop per Child initiative, the African Library Project, and Pratham.[125] School infrastructure also influences educational success. It includes physical aspects of the school, like its location and size as well as the available school facilities and equipment. A healthy and safe environment, well-maintained classrooms, and suitable classroom furniture as well as the availability of a library and a canteen tend to contribute to educational success.[126] The quality of the teacher also has an important impact on student achievement. Skilled teachers know how to motivate and inspire students and are able to adjust their instructions to the students' abilities and needs. Important in this regard are the teacher's own education and training as well as their past teaching experience.[127] A meta-analysis by Engin Karadağ et al. concludes that, compared to other influences, factors related to the school and the teacher have the biggest impact on educational success.[128] Parent involvement also boosts achievement and can make children more motivated and invested if they are aware that their parents care about their educational efforts. This tends to lead to increased self-esteem, better attendance rates, and more constructive behavior at school. Parent involvement also includes communication with teachers and other school staff to make other parties aware of current issues and how they may be resolved.[129] Further relevant factors sometimes discussed in the academic literature include historical, political, demographic, religious, and legal aspects.[130] Education studies Main article: Education sciences Photo of the cover of the title page of John Locke's 1693 book "Some Thoughts Concerning Education" John Locke's book Some Thoughts Concerning Education from 1693 is one of the foundational works of education studies.[131] The main discipline investigating education is called education studies, also referred to as education sciences. It tries to determine how people transmit and acquire knowledge by studying the methods and forms of education. It is interested in its aims, effects, and value as well as the cultural, societal, governmental, and historical contexts that shape education.[132] Education theorists integrate insights from many other fields of inquiry, including philosophy, psychology, sociology, economics, history, politics, and international relations. Because of these influences, some theorists claim that education studies is not an independent academic discipline like physics or history since its method and subject are not as clearly defined.[133] Education studies differs from regular training programs, such as teacher training, since its focus on academic analysis and critical reflection goes beyond the skills needed to be a good teacher. It is not restricted to the topic of formal education but examines all forms and aspects of education.[134] Various research methods are used to study educational phenomena. They roughly divide into quantitative, qualitative, and mixed-methods approaches. Quantitative research emulates the methods found in the natural sciences by using precise numerical measurements to gather data from many observations and employs statistical tools to analyze it. It aims to arrive at an objective and impersonal understanding. Qualitative research usually has a much smaller sample size and tries to get an in-depth insight into more subjective and personal factors, like how different actors experience the process of education. Mixed-methods research aims to combine data gathered from both approaches to arrive at a balanced and comprehensive understanding. Data can be collected in various ways, like using direct observation or test scores as well as interviews and questionnaires.[135] Some research projects study basic factors affecting all forms of education, while others concentrate on one specific application, look for solutions to concrete problems, or examine the effectiveness of educational projects and policies.[136] Subfields Education studies encompasses various subfields like pedagogy, comparative education, and the philosophy, psychology, sociology, economics, and history of education.[137] The philosophy of education is the branch of applied philosophy that examines many of the basic assumptions underlying the theory and practice of education. It studies education both as a process and as a discipline while trying to provide exact definitions of its nature and how it differs from other phenomena. It further examines the purpose of education, its different types, and how to conceptualize teachers, students, and their relation.[138] It includes educational ethics, which investigates the moral implications of education; for example, what ethical principles direct it and how teachers should apply them to specific cases. The philosophy of education has a long history and was discussed in ancient Greek philosophy.[139] The term "pedagogy" is sometimes used as a synonym for education studies, but when understood in a more restricted sense, it refers to the subfield interested in teaching methods.[140] It studies how the aims of education, like the transmission of knowledge or fostering skills and character traits, can be realized.[141] It is interested in the methods and practices used for teaching in regular schools. Some definitions restrict it to this domain, but in a wider sense, it covers all types of education, including forms of teaching outside schools.[142] In this general sense, it explores how teachers can bring about experiences in learners to advance their understanding of the studied topic and how the learning itself takes place.[143] The psychology of education studies how education happens on the mental level, specifically how new knowledge and skills are acquired as well as how personal growth takes place. It examines what factors influence educational success, how they may differ between individuals, and to what extent nature or nurture is responsible. Influential psychological theories of education are behaviorism, cognitivism, and constructivism.[144] Closely related fields are the neurology of education and educational neuroscience, which are interested in the neuropsychological processes and changes brought about through learning.[145] The sociology of education is concerned with how education leads to socialization. It examines how social factors and ideologies affect what kind of education is available to a person and how successful they are. Closely related questions include how education affects different groups in society and how educational experiences can form someone's personal identity. The sociology of education is specifically interested in the causes of inequalities, and its insights are relevant to education policy by trying to identify and mitigate factors that cause inequality.[146] Two influential schools of thought are consensus theory and conflict theory. Consensus theorists hold that education benefits society as a whole by preparing people for their roles. Conflict theories have a more negative outlook on the resulting inequalities and see education as a force used by the ruling class to promote their own agenda.[147] The economics of education is the field of inquiry studying how education is produced, distributed, and consumed. It tries to determine how resources should be used to improve education, for example, by examining to what extent the quality of teachers is increased by raising their salary. Other questions are how smaller class sizes affect educational success and how to invest in new educational technologies. This way, the economics of education helps policy-makers decide how to distribute the limited resources most efficiently to benefit society as a whole. It also tries to understand what long-term role education plays for the economy of a country by providing a highly skilled labor force and increasing its competitiveness. A closely related issue concerns the economic advantages and disadvantages of different systems of education.[148] World map showing the Education Index of 2007/2008 Comparative education uses tools like the Education Index to compare educational systems in different countries. Countries with a high score are shown in green, while red indicates a low score. Comparative education is the discipline that examines and contrasts systems of education. Comparisons can happen from a general perspective or focus on specific factors, like social, political, or economic aspects. Comparative education is often applied to different countries to assess the similarities and differences of their educational institutions and practices as well as to evaluate the consequences of the distinct approaches. It can be used to learn from other countries which education policies work and how one's own system of education may be improved.[149] This practice is known as policy borrowing and comes with many difficulties since the success of policies can depend to a large degree on the social and cultural context of students and teachers. A closely related and controversial topic concerns the question of whether the educational systems of developed countries are superior and should be exported to less developed countries.[150] Other key topics are the internationalization of education and the role of education in transitioning from an authoritarian regime to a democracy.[151] The history of education examines the evolution of educational practices, systems, and institutions. It discusses various key processes, their possible causes and effects, and their relations to each other.[152] Aims and ideologies Propaganda poster in a primary school in North Korea Propaganda poster in a primary school in North Korea. Authoritarian regimes often use education to indoctrinate students.[153][154] A central topic in education studies concerns the question of how people should be educated and what goals should guide this process. Many aims of education have been suggested, such as the acquisition of knowledge and skills as well as personal development and fostering of character traits. Common suggestions encompass features like curiosity, creativity, rationality, and critical thinking as well as the tendency to think, feel, and act morally. Some scholars focus on liberal values linked to freedom, autonomy, and open-mindedness, while others prioritize qualities like obedience to authority, ideological purity, piety, and religious faith.[155] Some education theorists focus a single overarching purpose of education and see the more specific aims as means to this end.[156] On a personal level, this purpose is often identified with helping the student lead a good life.[157] On a societal level, education makes people productive members of society.[158] It is controversial whether the primary aim of education is to benefit the educated person or society as a whole.[159] Educational ideologies are systems of basic philosophical assumptions and principles that can be used to interpret, understand, and evaluate existing educational practicies and policies. They cover various additional issues besides the aims of education, like what topics are learned and how the learning activity is structured. Other themes include the role of the teacher, how educational progress should be assessed, and how institutional frameworks and policies should be structured. There are many ideologies, and they often overlap in various ways. Teacher-centered ideologies place the main emphasis on the teacher's role in transmitting knowledge to students, while student-centered ideologies give a more active role to the students in the process. Process-based ideologies focus on what the processes of teaching and learning should be like and contrast with product-based ideologies, which discuss education from the perspective of the result to be achieved. Conservative ideologies rely on traditional and well-established practices while Progressive ideologies emphasize innovation and creativity. Further categories are humanism, romanticism, essentialism, encyclopaedism, and pragmatism as well as authoritarian and democratic ideologies.[160] Learning theories Learning theories try to explain how learning happens. Influential theories are behaviorism, cognitivism, and constructivism. Behaviorism understands learning as a change in behavior in response to environmental stimuli. This happens by presenting the learner with a stimulus, associating this stimulus with the desired response, and solidifying this stimulus-response pair. Cognitivism sees learning as a change in cognitive structures and focuses on the mental processes involved in storing, retrieving, and processing information. Constructivism holds that learning is based on the personal experience of each individual and puts more emphasis on social interactions and how they are interpreted by the learner. These theories have important implications for how to teach. For example, behaviorists tend to focus on drills, while cognitivists may advocate the use of mnemonics, and constructivists tend to employ collaborative learning strategies.[161] Various theories suggest that learning is more efficient when it is based on personal experience. An additional factor is to aim at a deeper understanding by connecting new to pre-existing knowledge rather than merely memorizing a list of unrelated facts.[162] An influential developmental theory of learning is proposed by psychologist Jean Piaget, who outlines four stages of learning through which children pass on their way to adulthood: the sensorimotor, the pre-operational, the concrete operational, and the formal operational stage. They correspond to different levels of abstraction with early stages focusing more on simple sensory and motor activities, while later stages include more complex internal representations and information processing in the form of logical reasoning.[163] Teaching methods The teaching method concerns the way the content is presented by the teacher, for example, whether group work is used instead of a focus on individual learning. There are many teaching methods available and which one is most efficient in a case depends on factors like the subject matter and the learner's age and competence level.[164] This is reflected in the fact that modern school systems organize students by age, competence, specialization, and native language into different classes to ensure a productive learning process. Different subjects frequently use different approaches; for instance, language education often focuses on verbal learning, while mathematical education is about abstract and symbolic thinking together with deductive reasoning.[165] One central requirement for teaching methodologies is to ensure that the learner remains motivated because of interest and curiosity or through external rewards.[166] Teaching method also encompasses the use of instructional media used, such as books, worksheets, and audio-visual recordings, and having some form of test or assessment to evaluate the learning progress. Educational assessment is the process of documenting the student's knowledge and skills, which can happen formally or informally and may take place before, during, or after the learning activity. An important pedagogical aspect in many forms of modern education is that each lesson is part of a larger educational enterprise governed by a syllabus, which often covers several months or years.[167] According to Herbartianism, teaching is divided into phases. The initial phase consists of preparing the student's mind for new information. Next, new ideas are first presented to the learner and then associated with ideas with which the learner is already familiar. In later phases, the understanding shifts to a more general level behind the specific instances, and the ideas are then put into concrete practice.[168] History Main article: History of education The history of education studies the processes, methods, and institutions involved in teaching and learning. It tries to explain how they have interacted with each other and shaped educational practice until the present day.[169] Prehistory Education in prehistory took place as a form of enculturation and focused on practical knowledge and skills relevant to everyday concerns, for example, in relation to food, clothing, shelter, and protection. There were no formal schools or specialized teachers, and most adults in the community performed that role and learning happened informally during everyday activities, for example, when children observed and imitated their elders. For these oral societies, storytelling played a key role in transferring cultural and religious ideas from one generation to the next.[170][e] Beginning with the emergence of agriculture around 9000 BCE, a slow educational change towards more specialization began to occur as people formed larger groups and more complex artisanal and technical skills were needed.[172] Ancient era Starting in the 4th millennium BCE and continuing through the following millennia, a major shift in educational practices started to take place with the invention of writing in regions such as Mesopotamia, ancient Egypt, the Indus Valley, and ancient China.[173][f] This development had a significant influence on the history of education as a whole. Through writing, it was possible to store, preserve, and communicate information. This facilitated various subsequent developments; for example, the creation of educational tools, like textbooks, and the formation of institutions, like schools.[175] Mosaic from Pompeii depicting Plato's Academy Plato's Academy is often seen as the first school of higher learning. (Mosaic from Pompeii). Another key aspect of ancient education was the establishment of formal education. This became necessary since the amount of knowledge grew as civilizations evolved, and informal education proved insufficient to transmit all requisite knowledge between generations. Teachers would act as specialists to impart knowledge, and education became more abstract and further removed from daily life. Formal education was still quite rare in ancient societies and was restricted to the intellectual elites.[176] It covered fields like reading and writing, record keeping, leadership, civic and political life, religion, and technical skills associated with specific professions.[177] Formal education introduced a new way of teaching that gave more emphasis to discipline and drills than the earlier informal modes of education.[178] Two often-discussed achievements of ancient education are the establishment of Plato's Academy in Ancient Greece, which is sometimes considered the first institute of higher learning,[179] and the creation of the Great Library of Alexandria in Ancient Egypt as one of the most prestigious libraries of the ancient world.[180] Medieval era Bologna University in Italy, established in 1088 CE, is the world's oldest university in continuous operation. Many aspects of education in the medieval period were shaped by religious traditions. In Europe, the Catholic Church wielded a significant influence over formal education.[181] In the Arab world, the newly founded religion of Islam spread rapidly and led to various educational developments during the Islamic Golden Age, for example, by integrating classical and religious knowledge and by establishing madrasa schools.[182] In Jewish communities, yeshivas were established as institutions dedicated to the study of religious texts and Jewish law.[183] In China, an expansive state educational and exam system influenced by Confucian teachings was established.[184] New complex societies began to evolve in other regions, such as Africa, the Americas, Northern Europe, and Japan. Some incorporated preexisting educational practices, while others developed new traditions.[185] Additionally, this period saw the establishment of various institutes of higher education and research. The first universities in Europe were the University of Bologna, the University of Paris, and Oxford University.[186] Other influential centers of higher learning were the Al-Qarawiyyin University in Morocco,[187] the Al-Azhar University in Egypt,[188] and the House of Wisdom in Iraq.[189] Another key development was the creation of guilds, which were associations of skilled craftsmen and merchants who controlled the practice of their trades. They were responsible for vocational education, and new members had to pass through different stages on their way to masterhood.[190] Modern era A woodcut from 1568 showing an old printing press The invention of the printing press made written media widely available and led to a significant increase in general literacy. Starting in the early modern period, education in Europe during the Renaissance slowly began to shift from a religious approach towards one which was more secular. This development was tied to an increased appreciation of the importance of education and a broadened range of topics, including a revived interest in ancient literary texts and educational programs.[191] The turn toward secularization was accelerated during the Age of Enlightenment starting in the 17th century, which emphasized the role of reason and the empirical sciences.[192] European colonization affected education in the Americas through Christian missionary initiatives.[193] In China, the state educational system was further expanded and focused more on the teachings of neo-Confucianism.[194] In the Islamic world, the outreach of formal education increased and remained under the influence of religion.[195] A key development in the early modern period was the invention and popularization of the printing press in the middle of the 15th century, which had a profound impact on general education. It significantly reduced the cost of producing books, which were hand-written before, and thereby augmented the dissemination of written documents, including new forms like newspapers and pamphlets. The increased availability of written media had a major influence on the general literacy of the population.[196] These changes prepared the rise of public education in the 18th and 19th centuries. This period saw the establishment of publicly funded schools with the aim of providing education for all.[g] This contrasts with earlier periods when formal education was primarily provided by private schools, religious institutions, and individual tutors.[199] Aztec civilization was an exception in this regard since formal education was mandatory for the youth regardless of social class as early as the 14th century.[200] Closely related changes were to make education compulsory and free of charge for all children up to a certain age.[201] Contemporary era Initiatives to promote public education and universal access to education made significant progress in the 20th and the 21st centuries and were promoted by intergovernmental organizations like the UN. Examples include the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the Education for All initiative, the Millennium Development Goals, and the Sustainable Development Goals.[202] These efforts resulted in a steady rise of all forms of education but affected primary education in particular. In 1970, 28% of all primary-school-age children worldwide did not attend school; by 2015, this number dropped to 9%.[203] The establishment of public education was accompanied by the introduction of standardized curricula for public schools as well as standardized tests to assess the student's progress. Contemporary examples include the Test of English as a Foreign Language, which is a globally used test to assess English language proficiency of non-native English speakers, and the Programme for International Student Assessment, which evaluates education systems worldwide based on how 15-year-old students perform in the fields of reading, mathematics, and science. Similar changes also affected teachers by setting in place institutions and norms to guide and oversee teacher training, like certification requirements for teaching at public schools.[204] Emerging educational technologies have shaped contemporary education. The widespread availability of computers and the internet dramatically increased access to educational resources and made new types of education possible, such as online education. This was of particular relevance during the COVID-19 pandemic when schools globally closed for extended periods and many offered remote learning through video conferencing or pre-recorded video lessons to continue instruction.[205] Contemporary education is also shaped by the increased globalization and internationalization of education.[206]

독고신(獨孤信, 503~557)은 본명은 여원(如願), 선비식 이름은 기미두(期彌頭)이다. 운중(雲中, 오늘날 산서성(山西省) 대동시(大同市)) 출신으로, 흉노(匈奴) 후예 선비족(鮮卑族) 출신이다. 선조는 흉노 출신으로 서위(西魏) 팔주국(八柱國) 중 한 명이다. 관직은 대사마(大司馬)에 이르고 위국공(衛國公)에 진봉되었다. 우문호(宇文護)에 반대한 것으로 인해 우문호에게 붙잡혔고 사사(賜死)되었다. 독고신은 북주(北周) 명제(明帝) 우문육(宇文毓)과 수(隋) 문제(文帝) 양견(楊堅)의 장인이고, 수 양제(煬帝) 양광(楊廣)과 당고조(唐高祖) 이연(李淵)의 외조부이다. 초기 조상 독고복류둔(獨孤伏留屯)은 흉노(匈奴) 부락의 대인(大人)이었으며, 북위(北魏) 초기 중요한 관원 중 1명이었다. 독고여원(獨孤如願)의 조부 독고사니(獨孤俟尼), 혹은 사니벌(俟尼伐), 초두벌(初豆伐)때에 독고사니는 부락 전체를 거느리고 무천(武川)으로 이주하였고, 북변 방어 임무를 수행했다. 당시 북위 도성은 평성(平城, 오늘날 산서성 대동시 동북쪽)에 세워서 유연(柔然)을 방어하고자 하였으며, 북위 조정은 그 북쪽 연변 요충지에 몇몇 군사 거점을 세우고 진(鎭)이라 하였으며, 진의 장수는 모두 선비 귀족이 맡았으니, 독고사니 역시 그 하나였다. 독고사니의 사망 이후 독고여원의 부친 독고고자(獨孤庫者)는 부락의 추장을 계승하였다. 독고신의 부친 독고고자는 어려서 건장하고 무략이 있었으며 호쾌하였으며 절조와 의기가 있었으니, 북주(北州)의 인물이 매우 그를 존경하였다. 사서에서 독고여원은 '용모가 아름답고 말타고 활쏘기를 잘한다(美容儀, 善騎射)'고 하였다. 생애 독고신 다면체 매정인(煤精印) 매정인에 새겨진 14개 인문(印文) 독고신은 초기에 갈영(葛榮)의 휘하에 들어가 장수가 되었고, 후에는 북위(北魏) 이주영(爾朱榮) 휘하에 들어갔다. 소년 시절 용모 단장을 좋아하였고 옷차림에 조예가 깊었으며, 이주영은 그가 말 타고 활 쏘기를 잘하는 것을 보고 인재라 보고 별장(別將)으로 선발하였다. 독고신이 20세였을 때 군 내에서는 그를 '독고랑(獨孤郞)'이라고 칭하였다. 독고신은 단신으로 어양왕(漁陽王) 원사주(袁肆周)를 생포하였고 애덕현후(愛德縣侯)라는 작위를 하사받았으며, 후에 무위장군(武威將軍)으로 옮겨졌다. 권신 고환(高歡)이 권력을 장악한 후, 독고신은 단기로 북위 효무제(孝武帝)를 따라 서쪽으로 가서 우문태(宇文泰)에게 투신하여 부양군공(浮陽郡公)에 봉해졌다. 이후 북위는 동위와 서위로 나뉘었다. 고환은 또다른 황제로 효정제(孝静帝)를 세웠고 스스로는 조정의 권력을 장악하였으며, 업(鄴)으로 천도하였으니 이를 동위(東魏)라 한다. 우문태는 효무제를 독살하였고, 대통(大统) 원년(535) 문제(文帝)를 세우고 장안(長安)에 수도를 두었으니, 이를 서위(西魏)라 한다. 독고신은 형주(荊州) 군정사무를 담당하는 도독(都督) 동남도행대(東南道行臺, 지방에 파견되어 민사를 담당하는 관원) 형주자사(荊州刺史)로 임명되어 나갔는데, 병사를 이끌고 동위의 홍농태수(弘農太守) 전팔능(田八能)을 격파하고 양성(穰城)의 동위 서형주자사(西荆州刺史) 신찬(辛纂)을 습격하여 삼형(三荆)을 평정하였다. 반년 후, 동위 고오조(高敖曹)와 후경(侯景)이 양성을 공격하였다. 독고신은 중과부적이었기에 부하 양충(楊忠)과 함께 성을 버리고 남으로 달려가서 남량(南梁)에 투항하였다. 3년 후, 장안으로 돌아왔지만 동위에게 패배했고 성을 버리고 남량으로 도주하였기에 상주하여 문제(文帝)에게 처벌을 청하였다. 문제는 사면하고 원래 관직에 복귀하였다. 대통 3년(537), 독고신은 우문태를 따라 동위로 출정하였고, 사원(沙苑)에서 고환이 친히 이끌고 온 10만 대군을 격파하였으며, 하내군공(河內郡公)에 봉해졌다. 이윽고 독고신은 풍익왕(馮翊王) 원계해(元季海)와 함께 2만 병사를 이끌고 낙양(洛陽)을 공격하였으며, 금용성(金墉城)을 점령하였다. 대통 12년(546) 대사마(大司馬)에 배수되었다. 독고신은 문무의 도를 겸하였기에 무장일 뿐만 아니라 지방 통치에도 능한 관원이었다. 농우(隴右)에 주둔하면서 진주자사(秦州刺史)에 임명된 근 10년 가운데 '일에 옹체가 없었고, 예교를 보였으며, 농업을 권하였기에, 수년 가운데 공사로 풍족해졌으며, 귀부하려는 유랑자들이 수만 가(家)에 이르렀다(事無擁滯, 示以禮敎, 勸以耕桑, 數年之中, 公私富實, 流人願附者數萬家)'고 한다. 어느날 교외에서 사냥을 하다가 저녁 노을이 지자 성으로 돌아왔는데 바람이 갑자기 불어 부지불식간에 모자가 한 쪽으로 기울었는데, 다음날 일어나 보니 성에 가득히 사람들이 그를 따라 모자를 기울여 썼다고 한다. 이것이 '사양측모(斜陽側帽)'의 고사이다. 독고신은 이로 인해 명성이 높아져 '멀고 가까운 곳에 (독고여원의) 소식이 이르다(信著遐邇)라는 말이 나왔다. 우문태는 그의 그런 모습을 보고 여러 사람의 마음을 끌 수 있다고 여겨 '신(信)'이라는 이름을 하사하였고, 서위팔주대국(西魏八大柱國)의 한 명으로 임명하였다. 우문태와 독고신은 동향으로 대대로 무천(武川)에 살았으나 독고신의 풍채와 고아함이 인심을 얻을 것을 알았으며, 또한 공훈이 높았기에 그에게 방비를 맡겼다. 독고신도 일의 사정을 잘 살펴보고 주도적으로 상주를 올려 자신이 농우에 오래 살았으니 조정으로 돌아가겠다고 하였다. 우문태는 짐짓 불허한다고 하였다. 이때 마침 독고신의 모친이 사망하였기에 우문태는 곧바로 그에게 상복을 입게 하였다.부친 독고고자를 사공공(司空公)에 추증하고 모친 비련씨(費連氏)를 상락군군(常樂郡君)에 임명하였으며, 대통 16년(550) 독고신을 상서령(尙書令)에 승진시키고 대사마(大司馬)에 배수하였다. 효민제(孝閔帝) 즉위 후에는 위국공(衞國公)으로 승진하여 봉하고 식읍 1만호를 하사하였다. 우문태는 북순하다 병을 얻어 사망하였고, 효민제 우문각(宇文覺)이 즉위하였으나 진국공(晉國公) 우문호(宇文護)가 정국을 장악하였다. 팔주국(八柱國) 장군의 한 명인 조귀(趙貴)는 독고신과 협력하여 우문호를 제거하고자 하였으나 개부의동삼사(開府儀同三司) 우문성(宇文盛)이 탐지하여 조정에 보고하였다. 우문호는 조귀를 잡았고 독고신의 관작을 파하였다. 북주 효민제 원년(557) 3월 기유일, 우문호는 강제로 독고신을 집에서 자진하게 하였으니 향년 54세였다. 시호는 려(戾)이다.[1][2][3] 수문제(隋文帝) 즉위 후 조서를 내려 태사·상주국·기정상창영조항명패십주제군사·기주자사(太師·上柱國·冀定相滄瀛趙恒洺貝十州諸軍事·冀州刺史)로 추증하고 조국공(趙국公)에 봉하였으며, 시호를 경(景)이라 하였다. 당(唐)대에 양왕(梁王)에 추봉되었다.

In geometry, a polygon (/ˈpɒlɪɡɒn/) is a plane figure made up of line segments connected to form a closed polygonal chain. The segments of a closed polygonal chain are called its edges or sides. The points where two edges meet are the polygon's vertices or corners. An n-gon is a polygon with n sides; for example, a triangle is a 3-gon. A simple polygon is one which does not intersect itself. More precisely, the only allowed intersections among the line segments that make up the polygon are the shared endpoints of consecutive segments in the polygonal chain. A simple polygon is the boundary of a region of the plane that is called a solid polygon. The interior of a solid polygon is its body, also known as a polygonal region or polygonal area. In contexts where one is concerned only with simple and solid polygons, a polygon may refer only to a simple polygon or to a solid polygon. A polygonal chain may cross over itself, creating star polygons and other self-intersecting polygons. Some sources also consider closed polygonal chains in Euclidean space to be a type of polygon (a skew polygon), even when the chain does not lie in a single plane. A polygon is a 2-dimensional example of the more general polytope in any number of dimensions. There are many more generalizations of polygons defined for different purposes.