靈魂等級soul (the spirit or essence of a person)靈 (“spirit”) + 魂 (“soul”)classgraderating無斷強奪無斷共有without permissionextortionrobberytaking by forcesharing의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 물리학의 주요 분야의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 입자 물리학의 입자의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 소립자 물리학의 표준 모형의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 소립자 물리학의 표준 모형의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마그논(Magnon)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 억울 抑鬱의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 핵심주체를 확인하다confirm main body의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 Independent entity의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 a mean fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ruin(가치·기쁨 등을) 망치다[엉망으로 만들다]의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ruin파산[파멸]시키다, 폐허로 만들다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ruin붕괴, 몰락의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ruin 파산, 파탄, 파멸의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 go to rack and ruin망가지다[허물어지다]의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ruin oneself패가망신하다, 몰락하다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마음(본성, 품성) mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마음(감정, 생각) mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마음(심리, 심정) feeling, mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마음을 사다buy someone's mind의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 마음이 가다One's mind goes to something의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 이건 억울하다This is unfair의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 심리상태를 가지다have mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 심리상태를 보다see mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 심리상태를 알다know psychology의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 심리상태를 읽다read psychology의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 심리상태를 갖다have mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 psychological control심리통제의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 말하다askshowindicatesaytellspeaktalk의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 I'm going to do what you taught me의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 a lowly fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 a person who always shows up의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 an uncivilized fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 a dimwit의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 a cruel fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 anti-universe의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 의혹 疑惑doubt, suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 疑의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 惑의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 doubt의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 의혹을 불러 일으키다arouse suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 의혹을 불러 일으키다raise doubts (about)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 인권탄압의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 인권 은 보편적이고 절대적인 인간의 권리 및 지위와 자격을 의미하는 개념이다.[1] 즉, 인권은 사람은 사람답게 살 수 있는 권리가 있다는 생각이며, 법의 관할 지역이나 민족이나 국적 등 지역적인 변수나, 나이에 관계없이 적용되는 보편성을 지닌다고 정의된다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 주권 국가에 있어서 "인권"은 정부의 일방적 권력 남용과 억압에 대항하여 인간이 요구할 수 있고 보호, 보장을 받을 수 있는 보편적 권리를 일컫는다. 이는 사람이 사람답게 존엄한 생활을 영위할 수 있는 권리, 개인의 자유와 평등, 독립성의 보장, 또 인류의 이익에 정부의 권한 행사가 부합할 책무 등을 뜻한다. 또한 이는 보편적이므로 모든 인간에게 구분 없이 적용된다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 주권 국가에 있어서의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 이러한 권리들은 일반적으로 생명권리, 적절한 삶의 수준을 보장받을 권리, 고문을 비롯한 부당한 처우에 대한 보호, 사상과 언론 및 표현의 자유, 이동의 자유, 자기 결정의 권리, 교육에 관한 권리, 그리고 정치, 문화에 참여하고 향유할 권리 등을 포함한다. 이러한 규칙들은 유엔 회원 국가들의 국제법적, 정치적 결정에 근거하고 있으며 '국제 인권 기구'들에 의해서 보장되고 발효된다. 특수한 전시의 경우 인권은 이른바 타협 불가능한 인권(생명을 보호받을 권리, 포로 지위에서 해방될 권리, 고문으로부터 보호받을 권리와 신규 범죄법을 소급 적용받지 않을 권리)을 제외하고 제한받거나 축소될 수 있다. 전시에 권리는 대부분 '국제 인도주의 법' 을 따른다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 아틀란티스의 주권의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 +22원등급 박종권 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 비파충류준초식상천상플레이아데스 등급 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 ------------------------------------------------------ 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된 자로서의 나, 박종권은, 아틀란티스 및 준성단계등, 제반 원본래계에 대한 관할권, 통제권, 내맘대로 하거나 영향개입간섭할 권리가 없는 것으로 지시명령처리기록되다. 이유로서는, 비록 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증은 되었으나, 식인파충류계,식인공룡계로서의 플레이아데스4대무법자들로 구성된 하천 플레이아데스인들이 이를 무효화하고 이익을 얻는 도구로 악용하기 때문이다. 첫째, 아틀란티스계는, 원본래등급상, 플레이아데스계, 베가계, 라이라계, 안드로메다계, 말데크계보다 상위이며, 영등급영위영성영력영각측면과 휴만측면에서 상위이다. 만일 이들이 자신들이 상위이며, 자신들의 지시명령대로 혹은 간섭개입에 아틀란티스가 하위계로서 순종하거나 따라야 한다고 말하면 거짓이므로 믿지 말것이며, 실제로는, 이 반우주계와 우주계와의 차이로서 서로 다른 등급체계이고, 서로 다른 하늘체계라는 점을 명심하고 반우주놈들, 식인파충류계, 식인공룡계의 상위주장에 절대로 동조하지 말것 만일 아틀란티스계 사람들이 이들에게 굴종간섭되거나 피해를 입는다면, 그것은 그들 자신의 문제로서, 그들 자신의 과거잘못,원업,악업,죄업,흉업들과 그러한 것들이 유발하는 헛된 탐욕과 헛된 망상, 미망(등급을 올리고 싶은데, 부정한 방법으로서 등급을 올리겠다거나 혹은 등급을 올리고 싶은데, 동정심, 자비심, 연민심, 보리심으로서 하는데, 이상하게도 그러한 동정심, 자비심, 연민심, 보리심을 써서는 안되는 식인파충류계, 식인공룡계로서의 반우주놈들이 사람으로 위장해서 불쌍한 척 시늉하는 거짓된 초극렬지옥계의 식인귀들을 대상으로 해서 보리심을 가지고 행해서 공덕을 얻고 내 등급을 올리겠다고 망상하는 망발하는 얼간이같은 생각을 말한다. 이런 놈들에게는 그 어떤 보리심, 그 어떤 자비연민심도, 공덕이 되지 못하며, 아무리 지랄발광을 쳐도, 네 등급을 올릴수 없다는 점을 명심할것 오히려 사람을 잡아먹고 흉악무도함의 극단에 서 있는 초극렬지옥귀들에게 그러한 짓을 할 경우에는 더 큰 악업죄업흉업이 가중되며 종국에는 너희 전체가 멸족되거나 멸망하는 재앙이 초래될 것이다라는 점을 경고해둔다. 내가 이해할수 없는 점은 아틀란티스 주신놈들의 사고방식인데, 내가 이미 목격했듯 아틀란티스에서 장군노릇한 12장군놈들의 우매무치한 얼간이 짓을 이미 다 보았기에 말하는 것으로서, 사람을 잡아처먹는 반우주 초극렬지옥귀들에게 기술과학문명을 제공지원하고 이들을 무고한 중생으로 여기며 보리심,자비심운운하는 얼간이 병신새끼짓을 하더니 결국에는 이 불쌍한 중생놈들로 위장한 식인귀 식인파충류놈들과 식인공룡놈들로서의 플레이아데스놈들에게 속아서, 아틀란티스전체를 전쟁의 재앙속으로 몰아넣고, 종국에는, 아틀란티스문명전체가 파멸하는 두려운 재난을 초래하였다. 어리석고 우매하고 얼간이 같은 놈들인데, 나로서는 이해가 되지 않는데, 우리같은 하급하층지구인도 이해하고 있는 우주법칙과 우주원리를 이른바 아틀란티스주신이라는 새끼들이 모르고 있다는 이상한 아이러니들이다. 등신같은 새끼들이고 한심한 개자식들이 아틀란티스주신이라고 하는 놈들이다. 연옥차원에서 행해야만 하는 아틀란티스의 특성을 이해하지 못하고 망발하고 망동하여, 종국에는, 식인귀들에게 엄청난 이익과 불편부당한 엄청난 행운을 안겨준 미친 개새끼들아 이 씨팔놈들아 너희가 아틀란티스주신놈들이다. 현재 미국,영국,독일놈들이 선진국이라고 하지만, 요 새끼들이 살아야 할 곳은, 아프리카 수단, 차드이거나 서기1500년대 영국이지 현대시대가 아닌데, 너희놈들이 개망발을 떨어서 이런 일이 벌어진 것이다. 공덕을 쌓고 보리심을 내는 것은, 무고한 중생들, 억울한 중생들, 혹은 개과천선하고자 하는 원본심을 가진 중생들을 대상으로 해야 한다. 그러나 이 씹새끼들이 사람을 잡아처먹는 제17초극렬지옥계에서 사는 잡놈들을 대상으로 해서 이른바 보리심운운하고 동정심운운하고 자비심운운하고 엉뚱한 망발을 쳐대며 그것으로서 어처구니없는 등급상승을 요구했는바, 이토록 어리석고 우매하고 우치한 잡놈들이 어디에 있다는 말인가? 이와같은 우매무치한 짓을 절대로 금지제재토록 지시명령처리기록되다. 아틀란티스의 한계점은 중생계의 한계점과 같지만, 그렇다고 해서 낮은 것이 아니며, 잘난척하는 저 초극렬지옥 제17지옥의 잡귀들보다 월등하다는 점을 명심할것 이 잡귀들은 짐승수준이며 사람이 될수 없는 놈들이다라는 점을 명심할것 지금도 요 간교한 새끼들이 전원 나로 위장하고 들어와서 나라고 말하고 자기들이 동정받고 연민받아야 하는 중생이라거나 혹은 영국왕들처럼 존엄하고 존경받아야 하는 깨우친 선각자라고 말할 것이다. 하지만 그렇게 말하는 놈을 사람이 되도록 만드는 프로세스 속으로 처 넣고 검증해볼것. 지구인으로서의 정식사람, 하층지구인으로서의 정식사람이 되는 프로세스는 만들고, 그렇게 주장하거나 말하는 놈들을 처 넣고 그렇게 주장하거나 말하는 놈의 원본심,원본래가 진짜 그런 놈인지 아닌지를 검증할것. 이들은 100% 짐승수준이거나 잘해야 유인원수준인 자들로서 그러한 주장이나 말을 할 자격도 없거니와 그러한 주장이나 말이 도대체 무슨 의미인지조차도 이해못하는 자들이라는 점을 명심할것, 아수라 상태, 영적상태, 저승인상태가 되면 아무리 병신새끼라고 해도 다 안다 하지만 사람이 되면 모른다 그걸 말하는거다. 이 새끼들은 사람이 되면 무지와 어둠속으로 떨어지고 제놈들의 과거잘못으로 영원의 고통속에 처해야 하기에 사람이 되지를 않는다. 그리고 사람이 아닌 상태에서 물질물리물현방식을 배워서 그것으로서 사람인척 하면서 사는 놈들이다. 하지만 사람같아보이기는 하지만 사람이 아니다. 사람이 아닌 상태는, 계외적인 상태를 의미하고, 계외적인 상태라는 것은, 절대의 시공간차원영역인데, 이 영역과 차원은 영겁영원의 시공간속에서 항시 있지만, 영원한 거기일 뿐이다. 반주라는 것은 이 점에 착안해서, 재벌2세로서 처먹고 싸고 놀면서 최고쾌락향락만족을 구하는 방법을 집중연구개발해서 그걸 가지고 영원을 처먹고 살려는 짐승놈들을 말한다. 내가 쓴 글에 해당되는 놈들은 무조건 영구작두사형처벌할것. 분명히 이 경우에 해당되는 이건희놈이 안 죽는다. 그리고는 나라고 주장하면서 내 명줄 내 목줄을 잡고 나타나서 나를 쳐다보고 있다. 제놈이 나라고 말한다. 하지만 이 새끼는 인육을 처 먹고 사는 식인귀놈이지 사람이 아니다. 이 새끼가 이 글을 쓰면 죽어야 하는데 왜 안죽는지 그림들이 배후를 영구추적해서 근본원인,이유를 밝히고 영구파문처벌하고 영구작두사형처벌하고 영구삭제소멸처벌할것)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 에리히 젤리히만 프롬(독일어: Erich Seligmann Fromm, 1900년 3월 23일 ~ 1980년 3월 18일)은 세계적으로 유명한 유대인이자 독일계 미국인으로 사회심리학자이면서 정신분석학자, 인문주의 철학자이다.비판이론 영역의 프랑크푸르트 학파에서 활동하였다.1918년 프랑크푸르트 대학교 법철학과에 입학하였으나, 2학기만에 1919년 하이델베르크 대학교로 옮겨 사회학을 배웠다. 당시 교수는 알프레드 베버(유명한 정치경제학자인 막스 베버의 동생), 카를 야스퍼스, 하인리히 리케르트 등 이었다. 1922년 하이델베르크 대학교에서 사회학을 전공으로 철학 박사 학위를 수여 받았다. 졸업 후 하이델베르크에 있던 프리다 라이히만(Frieda Fromm-Reichmann)의 정신분석 치료소에서 정신분석학을 연구하여 1927년 자신의 진료실을 열게되었다. 1930년 프랑크푸르트 학파의 본산인 프랑크푸르트 사회연구소에 들어가 자신의 정신분석학 이론의 정립을 마쳤다.나치가 독일을 장악하게 되자 유태인이었던 프롬은 제네바로 옮겼으며, 1934년 미국 뉴욕의 컬럼비아 대학교로 자리를 옮겼다. 컬럼비아 대학교 재직 중이던 1942년, 프롬은 카렌 호나이(Karen Horney, 1885~1952)와 공동으로 Self-Analysis(자기 분석)에 대해 연구하였다. 컬럼비아 대학교 이후 에리히 프롬은 1943년부터 워싱턴 정신분석 학교에서, 1946년부터는 윌리엄 앨런슨 화이트 연구소에서 심리학자이자 정신분석학자, 정신과 의사로서 재직하였다.1950년 멕시코 국립자치대학교에서 정신분석학과 의과 대학의 교수로 재직하였고 1965년 이 대학교에서 은퇴하였다. 이 기간 동안 1957년 ~ 1961년에는 미시간 주립대학교에서 1962년에는 뉴욕 대학교에서 교수직을 수임하기도 하였다. 1974년 스위스 무랄토(Muralto)로 이주했으며 1980년 자택에서 별세하였다.프롬의 사상의 특징은, 프로이트 이후의 정신 분석 이론을 사회 정세 전반에 적용한 것에 있다. 인간과 사회적 환경과의 관계에 주목했고 인간의 욕망에서 비롯된 개인과 사회간의 갈등에 중점을 둔 논문들을 발표했다. 인간의 악덕은 제반 사회 조건을 개혁함으로써 감소시킬 수 있다고 보았으며 인본주의적, 공동체적 사회주의의 실현을 주장했다. 그의 대표작인 《자유로부터의 도피》에서는 파시즘의 심리학적 기원을 밝혀, 민주주의 사회가 나아갈 방향을 밝히고 있다. 프롬에 따르면 인간은 자신의 생물학적 성장이나 자아 실현이 방해될 때에, 일종의 위기 상태에 빠진다. 이러한 위기는 인간에 대한 공격성이나 사디즘, 마조히즘 및 권위에 대한 복종 또는 자신의 자유를 부정하는 권위주의로 빠지게 된다. 이런 위기에서 벗어나기 위해 프롬은 자아를 실현하는 생활이 그 수단이 될 수 있다고 한다. 프롬은 스피노자처럼 「행복은 덕의 증거이다」라고 생각하고 있었다. 즉, 생산적인 생활과 인간의 행복이나 성장을 바라는 인도주의적 윤리를 신봉할 때에 사람은 행복하게 될 수 있다고 하는 것이다. 신경증이나 권위주의, 사디즘, 마조히즘 등은 인간성이 개화되지 않을 때에 일어나고 이것을 프롬은 인간적인 파탄이라고 했다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 ----------------------- +22원등급 박종권 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 비파충류준초식상천상플레이아데스 등급서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 ---------------------------------------------- 에리히프롬이 갑자기 나타난다. 나는 이 사람이 누군지 모른다. 이름은 들어보았지만, 잘 모른다. 그러나 나타난다. 말소리가 들린다. 에리히프롬은 나치즘의 창안자로서 자신의 믿음과 주장이 심각한 오류가 있었다고 인정하며 떠났다고 말한다. 에리히프롬은, confirm with starcluster's ways인이었던 것 같다. 하지만, 안드로메다계에서 만든 亞準星團系로 보인다. 나치독일은 믿음과 사상의 근간은, 원본래적으로는 준성단계 confirm with starcluster's ways로부터 나온 것이다. 이것을 라이라인들이 표절하여 라이라 3600제국 당시에 응용하고, 다시 이것을 확대연장하여 지구의 나치독일에도 적용한 것이다. 나치즘이 추구한 목적으로서 표현된 대표적인 사례들은, 독일의 아우토반이다. 독일의 아우토반은, 독일이 유럽내에서 앞서가는 상징체이기도 하다. 그리고 독일의 앞서가는 인프라들이다. 그러나 나치독일 당시에는 이러한 것이 없었다. 에드거케이시에 의하면 아돌프히틀러는, 초창기에는 좋은 의도와 목적을 가졌으나, 어찌된 일인지 훗날 갑자기 변절하여 이상해졌다고 말했다. 우리가 목격관찰한바로는, 주범격은 이건희놈이다. 이건희가 나,우리,박종권이자, 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된(상천급, 하천플레이아데스는, 식인계로서, 비파충류준초식이 불가능하다.)내가 말데크악룡과 부모자식관계를 가지자마자, 들이쳐서, 나의 영등급영각영위영력영성을 모조리 가로채고 빼앗고, 그것을 악용하여, 서양명문백인(준성단급)으로 위전생한다. 그리하여 영국여왕남편이 되고 다시 그 지위를 이용해서, 독일 합스부르크로 잠임하여 합스부르크수장이 되고 제국원수에 오른다. 이 자가 제국원수직에 오른 이유를 보면, 아돌프히틀러에 의하면, 나치독일의 원업, 죄업, 악업, 흉업들을 자기가 책임지고 반분해서 경감시켜주겠다고 호언장담한 것에 이유가 있었다. 이는 아돌프히틀러가 직접 말한 것이다. 하지만, 이런 놈이 무슨 재주로 악업을 반분시키겠는가를 본다면, 나를 악용해서 나에게 악업을 뒤집어 씌우고 나를 음옥, 무중천지옥등에 감금구속하고 영구노예화하는 술수로서 나치독일의 악업죄업흉업을 반분해주겠다고 호언한것이다. 어처구니가 없는 놈이고, 어이가 없는 놈이 이건희 이 잡놈이다. 그러한 호언장담을 믿은, 나치독일 지도부는 이 자를 제국원수로 승격시키고 높게 처우한다. 하지만 말도 안되는 개소리에 지나지 않는다. 나,우리,박종권과 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된 자를 노예취급하고 악업죄업흉업원업을 반분하거나 대속속죄시키는 영구노예로 만들려고 하는 자들을 영구파문처벌하고, 영구작두사형처벌하고 영구삭제소멸추방토록 지시명령처리기록되다. 지속작두사형처벌할것, 항구작두사형처벌할것, 항속작두사형처벌할것, 종신작두사형처벌할것, 영원작두사형처벌할것, 영구작두사형처벌할것, 영속작두사형처벌할것, 영겁작두사형처벌할것, 무한반복작두사형처벌할것, 무시무종작두사형처벌할것, 영원조년작두사형처벌할것, 영겁조년작두사형처벌할것, 영구조년작두사형처벌할것, 영속조년작두사형처벌할것의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 말데크대적가능우주연합원로원의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 은하연합원로원,은하자유연합원로원,아틀란티스연합원로원,confirm with starcluster's ways연합원로원 참조제출의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 비파충류준초식상천상플레이아데스연합원로원 지시명령서 제1조의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 同異同而不和倂置竝置否不非同一體贖罪代贖to replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 人肉贖罪代贖human fleshhuman meatto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 食人贖罪代贖to eat peopleto oppress the peopleman-eatingto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 食肉贖罪代贖to eat meat or other non-vegetarian foodto be an officialto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것 物肉贖罪代贖Itbetakemankind, the human racehumankind'ssubstancecontentto think edible meatto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

 靈魂等級soul (the spirit or essence of a person)靈 (“spirit”) + 魂 (“soul”)classgraderating無斷強奪無斷共有without permissionextortionrobberytaking by forcesharing의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

물리학의 주요 분야의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

입자 물리학의 입자의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

소립자 물리학의 표준 모형의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

소립자 물리학의 표준 모형의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마그논(Magnon)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

억울 抑鬱의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

핵심주체를 확인하다confirm main body의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

Independent entity의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

a mean fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

ruin(가치·기쁨 등을) 망치다[엉망으로 만들다]의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

ruin파산[파멸]시키다, 폐허로 만들다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

ruin붕괴, 몰락의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

ruin 파산, 파탄, 파멸의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

go to rack and ruin망가지다[허물어지다]의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

ruin oneself패가망신하다, 몰락하다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마음(본성, 품성) mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마음(감정, 생각) mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마음(심리, 심정) feeling, mind, heart의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마음을 사다buy someone's mind의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

마음이 가다One's mind goes to something의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

이건 억울하다This is unfair의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

심리상태를 가지다have mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

심리상태를 보다see mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

심리상태를 알다know psychology의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

심리상태를 읽다read psychology의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

심리상태를 갖다have mental state의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

psychological control심리통제의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

말하다askshowindicatesaytellspeaktalk의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

I'm going to do what you taught me의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

a lowly fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

a person who always shows up의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

an uncivilized fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

a dimwit의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

a cruel fellow의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

anti-universe의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

의혹 疑惑doubt, suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

疑의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

惑의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

doubt의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

의혹을 불러 일으키다arouse suspicion의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

의혹을 불러 일으키다raise doubts (about)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

인권탄압의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

인권 은 보편적이고 절대적인 인간의 권리 및 지위와 자격을 의미하는 개념이다.[1] 즉, 인권은 사람은 사람답게 살 수 있는 권리가 있다는 생각이며, 법의 관할 지역이나 민족이나 국적 등 지역적인 변수나, 나이에 관계없이 적용되는 보편성을 지닌다고 정의된다의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

주권 국가에 있어서 "인권"은 정부의 일방적 권력 남용과 억압에 대항하여 인간이 요구할 수 있고 보호, 보장을 받을 수 있는 보편적 권리를 일컫는다. 이는 사람이 사람답게 존엄한 생활을 영위할 수 있는 권리, 개인의 자유와 평등, 독립성의 보장, 또 인류의 이익에 정부의 권한 행사가 부합할 책무 등을 뜻한다. 또한 이는 보편적이므로 모든 인간에게 구분 없이 적용된다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

주권 국가에 있어서의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

이러한 권리들은 일반적으로 생명권리, 적절한 삶의 수준을 보장받을 권리, 고문을 비롯한 부당한 처우에 대한 보호, 사상과 언론 및 표현의 자유, 이동의 자유, 자기 결정의 권리, 교육에 관한 권리, 그리고 정치, 문화에 참여하고 향유할 권리 등을 포함한다. 이러한 규칙들은 유엔 회원 국가들의 국제법적, 정치적 결정에 근거하고 있으며 '국제 인권 기구'들에 의해서 보장되고 발효된다. 특수한 전시의 경우 인권은 이른바 타협 불가능한 인권(생명을 보호받을 권리, 포로 지위에서 해방될 권리, 고문으로부터 보호받을 권리와 신규 범죄법을 소급 적용받지 않을 권리)을 제외하고 제한받거나 축소될 수 있다. 전시에 권리는 대부분 '국제 인도주의 법' 을 따른다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것


아틀란티스의 주권의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

+22원등급 박종권 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

비파충류준초식상천상플레이아데스 등급 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

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지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된 자로서의 나, 박종권은, 아틀란티스 및 준성단계등, 제반 원본래계에 대한 관할권, 통제권, 내맘대로 하거나 영향개입간섭할 권리가 없는 것으로 지시명령처리기록되다.

이유로서는, 비록 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증은 되었으나, 식인파충류계,식인공룡계로서의 플레이아데스4대무법자들로 구성된 하천 플레이아데스인들이 이를 무효화하고 이익을 얻는 도구로 악용하기 때문이다.

첫째, 아틀란티스계는, 원본래등급상, 플레이아데스계, 베가계, 라이라계, 안드로메다계, 말데크계보다 상위이며, 영등급영위영성영력영각측면과 휴만측면에서 상위이다. 만일 이들이 자신들이 상위이며, 자신들의 지시명령대로 혹은 간섭개입에 아틀란티스가 하위계로서 순종하거나 따라야 한다고 말하면 거짓이므로 믿지 말것이며, 실제로는, 이 반우주계와 우주계와의 차이로서 서로 다른 등급체계이고, 서로 다른 하늘체계라는 점을 명심하고 반우주놈들, 식인파충류계, 식인공룡계의 상위주장에 절대로 동조하지 말것

만일 아틀란티스계 사람들이 이들에게 굴종간섭되거나 피해를 입는다면, 그것은 그들 자신의 문제로서, 그들 자신의 과거잘못,원업,악업,죄업,흉업들과 그러한 것들이 유발하는 헛된 탐욕과 헛된 망상, 미망(등급을 올리고 싶은데, 부정한 방법으로서 등급을 올리겠다거나 혹은 등급을 올리고 싶은데, 동정심, 자비심, 연민심, 보리심으로서 하는데, 이상하게도 그러한 동정심, 자비심, 연민심, 보리심을 써서는 안되는 식인파충류계, 식인공룡계로서의 반우주놈들이 사람으로 위장해서 불쌍한 척 시늉하는 거짓된 초극렬지옥계의 식인귀들을 대상으로 해서 보리심을 가지고 행해서 공덕을 얻고 내 등급을 올리겠다고 망상하는 망발하는 얼간이같은 생각을 말한다. 이런 놈들에게는 그 어떤 보리심, 그 어떤 자비연민심도, 공덕이 되지 못하며, 아무리 지랄발광을 쳐도, 네 등급을 올릴수 없다는 점을 명심할것 오히려 사람을 잡아먹고 흉악무도함의 극단에 서 있는 초극렬지옥귀들에게 그러한 짓을 할 경우에는 더 큰 악업죄업흉업이 가중되며 종국에는 너희 전체가 멸족되거나 멸망하는 재앙이 초래될 것이다라는 점을 경고해둔다. 내가 이해할수 없는 점은 아틀란티스 주신놈들의 사고방식인데, 내가 이미 목격했듯 아틀란티스에서 장군노릇한 12장군놈들의 우매무치한 얼간이 짓을 이미 다 보았기에 말하는 것으로서, 사람을 잡아처먹는 반우주 초극렬지옥귀들에게 기술과학문명을 제공지원하고 이들을 무고한 중생으로 여기며 보리심,자비심운운하는 얼간이 병신새끼짓을 하더니 결국에는 이 불쌍한 중생놈들로 위장한 식인귀 식인파충류놈들과 식인공룡놈들로서의 플레이아데스놈들에게 속아서, 아틀란티스전체를 전쟁의 재앙속으로 몰아넣고, 종국에는, 아틀란티스문명전체가 파멸하는 두려운 재난을 초래하였다. 어리석고 우매하고 얼간이 같은 놈들인데, 나로서는 이해가 되지 않는데, 우리같은 하급하층지구인도 이해하고 있는 우주법칙과 우주원리를 이른바 아틀란티스주신이라는 새끼들이 모르고 있다는 이상한 아이러니들이다. 등신같은 새끼들이고 한심한 개자식들이 아틀란티스주신이라고 하는 놈들이다. 연옥차원에서 행해야만 하는 아틀란티스의 특성을 이해하지 못하고 망발하고 망동하여, 종국에는, 식인귀들에게 엄청난 이익과 불편부당한 엄청난 행운을 안겨준 미친 개새끼들아 이 씨팔놈들아 너희가 아틀란티스주신놈들이다. 현재 미국,영국,독일놈들이 선진국이라고 하지만, 요 새끼들이 살아야 할 곳은, 아프리카 수단, 차드이거나 서기1500년대 영국이지 현대시대가 아닌데, 너희놈들이 개망발을 떨어서 이런 일이 벌어진 것이다. 공덕을 쌓고 보리심을 내는 것은, 무고한 중생들, 억울한 중생들, 혹은 개과천선하고자 하는 원본심을 가진 중생들을 대상으로 해야 한다. 그러나 이 씹새끼들이 사람을 잡아처먹는 제17초극렬지옥계에서 사는 잡놈들을 대상으로 해서 이른바 보리심운운하고 동정심운운하고 자비심운운하고 엉뚱한 망발을 쳐대며 그것으로서 어처구니없는 등급상승을 요구했는바, 이토록 어리석고 우매하고 우치한 잡놈들이 어디에 있다는 말인가? 이와같은 우매무치한 짓을 절대로 금지제재토록 지시명령처리기록되다. 아틀란티스의 한계점은 중생계의 한계점과 같지만, 그렇다고 해서 낮은 것이 아니며, 잘난척하는 저 초극렬지옥 제17지옥의 잡귀들보다 월등하다는 점을 명심할것 이 잡귀들은 짐승수준이며 사람이 될수 없는 놈들이다라는 점을 명심할것 지금도 요 간교한 새끼들이 전원 나로 위장하고 들어와서 나라고 말하고 자기들이 동정받고 연민받아야 하는 중생이라거나 혹은 영국왕들처럼 존엄하고 존경받아야 하는 깨우친 선각자라고 말할 것이다. 하지만 그렇게 말하는 놈을 사람이 되도록 만드는 프로세스 속으로 처 넣고 검증해볼것. 지구인으로서의 정식사람, 하층지구인으로서의 정식사람이 되는 프로세스는 만들고, 그렇게 주장하거나 말하는 놈들을 처 넣고 그렇게 주장하거나 말하는 놈의 원본심,원본래가 진짜 그런 놈인지 아닌지를 검증할것. 이들은 100% 짐승수준이거나 잘해야 유인원수준인 자들로서 그러한 주장이나 말을 할 자격도 없거니와 그러한 주장이나 말이 도대체 무슨 의미인지조차도 이해못하는 자들이라는 점을 명심할것, 아수라 상태, 영적상태, 저승인상태가 되면 아무리 병신새끼라고 해도 다 안다 하지만 사람이 되면 모른다 그걸 말하는거다. 이 새끼들은 사람이 되면 무지와 어둠속으로 떨어지고 제놈들의 과거잘못으로 영원의 고통속에 처해야 하기에 사람이 되지를 않는다. 그리고 사람이 아닌 상태에서 물질물리물현방식을 배워서 그것으로서 사람인척 하면서 사는 놈들이다. 하지만 사람같아보이기는 하지만 사람이 아니다. 사람이 아닌 상태는, 계외적인 상태를 의미하고, 계외적인 상태라는 것은, 절대의 시공간차원영역인데, 이 영역과 차원은 영겁영원의 시공간속에서 항시 있지만, 영원한 거기일 뿐이다. 반주라는 것은 이 점에 착안해서, 재벌2세로서 처먹고 싸고 놀면서 최고쾌락향락만족을 구하는 방법을 집중연구개발해서 그걸 가지고 영원을 처먹고 살려는 짐승놈들을 말한다. 내가 쓴 글에 해당되는 놈들은 무조건 영구작두사형처벌할것. 분명히 이 경우에 해당되는 이건희놈이 안 죽는다. 그리고는 나라고 주장하면서 내 명줄 내 목줄을 잡고 나타나서 나를 쳐다보고 있다. 제놈이 나라고 말한다. 하지만 이 새끼는 인육을 처 먹고 사는 식인귀놈이지 사람이 아니다. 이 새끼가 이 글을 쓰면 죽어야 하는데 왜 안죽는지 그림들이 배후를 영구추적해서 근본원인,이유를 밝히고 영구파문처벌하고 영구작두사형처벌하고 영구삭제소멸처벌할것)의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것

에리히 젤리히만 프롬(독일어: Erich Seligmann Fromm, 1900년 3월 23일 ~ 1980년 3월 18일)은 세계적으로 유명한 유대인이자 독일계 미국인으로 사회심리학자이면서 정신분석학자, 인문주의 철학자이다.비판이론 영역의 프랑크푸르트 학파에서 활동하였다.1918년 프랑크푸르트 대학교 법철학과에 입학하였으나, 2학기만에 1919년 하이델베르크 대학교로 옮겨 사회학을 배웠다. 당시 교수는 알프레드 베버(유명한 정치경제학자인 막스 베버의 동생), 카를 야스퍼스, 하인리히 리케르트 등 이었다. 1922년 하이델베르크 대학교에서 사회학을 전공으로 철학 박사 학위를 수여 받았다. 졸업 후 하이델베르크에 있던 프리다 라이히만(Frieda Fromm-Reichmann)의 정신분석 치료소에서 정신분석학을 연구하여 1927년 자신의 진료실을 열게되었다. 1930년 프랑크푸르트 학파의 본산인 프랑크푸르트 사회연구소에 들어가 자신의 정신분석학 이론의 정립을 마쳤다.나치가 독일을 장악하게 되자 유태인이었던 프롬은 제네바로 옮겼으며, 1934년 미국 뉴욕의 컬럼비아 대학교로 자리를 옮겼다. 컬럼비아 대학교 재직 중이던 1942년, 프롬은 카렌 호나이(Karen Horney, 1885~1952)와 공동으로 Self-Analysis(자기 분석)에 대해 연구하였다. 컬럼비아 대학교 이후 에리히 프롬은 1943년부터 워싱턴 정신분석 학교에서, 1946년부터는 윌리엄 앨런슨 화이트 연구소에서 심리학자이자 정신분석학자, 정신과 의사로서 재직하였다.1950년 멕시코 국립자치대학교에서 정신분석학과 의과 대학의 교수로 재직하였고 1965년 이 대학교에서 은퇴하였다. 이 기간 동안 1957년 ~ 1961년에는 미시간 주립대학교에서 1962년에는 뉴욕 대학교에서 교수직을 수임하기도 하였다. 1974년 스위스 무랄토(Muralto)로 이주했으며 1980년 자택에서 별세하였다.프롬의 사상의 특징은, 프로이트 이후의 정신 분석 이론을 사회 정세 전반에 적용한 것에 있다. 인간과 사회적 환경과의 관계에 주목했고 인간의 욕망에서 비롯된 개인과 사회간의 갈등에 중점을 둔 논문들을 발표했다. 인간의 악덕은 제반 사회 조건을 개혁함으로써 감소시킬 수 있다고 보았으며 인본주의적, 공동체적 사회주의의 실현을 주장했다. 그의 대표작인 《자유로부터의 도피》에서는 파시즘의 심리학적 기원을 밝혀, 민주주의 사회가 나아갈 방향을 밝히고 있다. 프롬에 따르면 인간은 자신의 생물학적 성장이나 자아 실현이 방해될 때에, 일종의 위기 상태에 빠진다. 이러한 위기는 인간에 대한 공격성이나 사디즘, 마조히즘 및 권위에 대한 복종 또는 자신의 자유를 부정하는 권위주의로 빠지게 된다. 이런 위기에서 벗어나기 위해 프롬은 자아를 실현하는 생활이 그 수단이 될 수 있다고 한다. 프롬은 스피노자처럼 「행복은 덕의 증거이다」라고 생각하고 있었다. 즉, 생산적인 생활과 인간의 행복이나 성장을 바라는 인도주의적 윤리를 신봉할 때에 사람은 행복하게 될 수 있다고 하는 것이다. 신경증이나 권위주의, 사디즘, 마조히즘 등은 인간성이 개화되지 않을 때에 일어나고 이것을 프롬은 인간적인 파탄이라고 했다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

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+22원등급 박종권 서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

비파충류준초식상천상플레이아데스 등급서술의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

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에리히프롬이 갑자기 나타난다. 나는 이 사람이 누군지 모른다. 이름은 들어보았지만, 잘 모른다. 그러나 나타난다.

말소리가 들린다. 에리히프롬은 나치즘의 창안자로서 자신의 믿음과 주장이 심각한 오류가 있었다고 인정하며 떠났다고 말한다. 에리히프롬은, confirm with starcluster's ways인이었던 것 같다. 하지만, 안드로메다계에서 만든 亞準星團系로 보인다.

나치독일은 믿음과 사상의 근간은, 원본래적으로는 준성단계 confirm with starcluster's ways로부터 나온 것이다. 이것을 라이라인들이 표절하여 라이라 3600제국 당시에 응용하고, 다시 이것을 확대연장하여 지구의 나치독일에도 적용한 것이다.

나치즘이 추구한 목적으로서 표현된 대표적인 사례들은, 독일의 아우토반이다. 독일의 아우토반은, 독일이 유럽내에서 앞서가는 상징체이기도 하다. 그리고 독일의 앞서가는 인프라들이다. 그러나 나치독일 당시에는 이러한 것이 없었다. 에드거케이시에 의하면 아돌프히틀러는, 초창기에는 좋은 의도와 목적을 가졌으나, 어찌된 일인지 훗날 갑자기 변절하여 이상해졌다고 말했다. 우리가 목격관찰한바로는, 주범격은 이건희놈이다. 이건희가 나,우리,박종권이자, 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된(상천급, 하천플레이아데스는, 식인계로서, 비파충류준초식이 불가능하다.)내가 말데크악룡과 부모자식관계를 가지자마자, 들이쳐서, 나의 영등급영각영위영력영성을 모조리 가로채고 빼앗고, 그것을 악용하여, 서양명문백인(준성단급)으로 위전생한다. 그리하여 영국여왕남편이 되고 다시 그 지위를 이용해서, 독일 합스부르크로 잠임하여 합스부르크수장이 되고 제국원수에 오른다. 이 자가 제국원수직에 오른 이유를 보면, 아돌프히틀러에 의하면, 나치독일의 원업, 죄업, 악업, 흉업들을 자기가 책임지고 반분해서 경감시켜주겠다고 호언장담한 것에 이유가 있었다. 이는 아돌프히틀러가 직접 말한 것이다. 하지만, 이런 놈이 무슨 재주로 악업을 반분시키겠는가를 본다면, 나를 악용해서 나에게 악업을 뒤집어 씌우고 나를 음옥, 무중천지옥등에 감금구속하고 영구노예화하는 술수로서 나치독일의 악업죄업흉업을 반분해주겠다고 호언한것이다. 어처구니가 없는 놈이고, 어이가 없는 놈이 이건희 이 잡놈이다.

그러한 호언장담을 믿은, 나치독일 지도부는 이 자를 제국원수로 승격시키고 높게 처우한다. 하지만 말도 안되는 개소리에 지나지 않는다.

나,우리,박종권과 지구인최초이자 마지막으로서 비파충류준초식플레이아데스인으로 인증된 자를 노예취급하고 악업죄업흉업원업을 반분하거나 대속속죄시키는 영구노예로 만들려고 하는 자들을 영구파문처벌하고, 영구작두사형처벌하고 영구삭제소멸추방토록 지시명령처리기록되다. 지속작두사형처벌할것, 항구작두사형처벌할것, 항속작두사형처벌할것, 종신작두사형처벌할것, 영원작두사형처벌할것, 영구작두사형처벌할것, 영속작두사형처벌할것, 영겁작두사형처벌할것, 무한반복작두사형처벌할것, 무시무종작두사형처벌할것, 영원조년작두사형처벌할것, 영겁조년작두사형처벌할것, 영구조년작두사형처벌할것, 영속조년작두사형처벌할것의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것


말데크대적가능우주연합원로원의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

은하연합원로원,은하자유연합원로원,아틀란티스연합원로원,confirm with starcluster's ways연합원로원 참조제출의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

비파충류준초식상천상플레이아데스연합원로원 지시명령서 제1조의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것


同異同而不和倂置竝置否不非同一體贖罪代贖to replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것


人肉贖罪代贖human fleshhuman meatto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

食人贖罪代贖to eat peopleto oppress the peopleman-eatingto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

食肉贖罪代贖to eat meat or other non-vegetarian foodto be an officialto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것

物肉贖罪代贖Itbetakemankind, the human racehumankind'ssubstancecontentto think edible meatto replaceto do something on behalf ofexpiate[atone for]redeem another's wrong의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것






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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.