감옥 안의 반딧불이
엄상익

 그의 말을 들으면서 나는 전도(傳道)의 본질을 생각했다. 전도는 고매한 신학지식이나 교리가 아니었다. 가장 낮은 자리에서 자기의 죄, 자기의 체험을 있는 그대로 털어놓는 것이다. 자기의 실수와 죄를 드러내고 참회하는 모습을 보이면서 다른 사람을 하나님에게 안내하는 것이 아닐까. 박사와 교수 그리고 목사라는 화려한 포장으로 다른 사람에게 신앙의 불을 붙이려던 그는 실패했다. 그러나 그는 어두운 감방 안에서 반딧불이 같은 작은 빛이 되어 몇 사람의 영혼에 빛을 가져왔다. 그게 진짜 전도가 아닐까. (발췌)

--->전도에만 해당되는 말은 아닐 것이다. 자신의 실수와 착오를 들려주는 것만으로도, 듣는 사람에게는 커다란 배움이 된다. 
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출처 매경
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미국 분석 "일본피해 1700억 , 한국피해 45조원…26배 차이"

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출처 야후 재팬
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https://youtu.be/-_w6XBkcv8o
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홍 전 대표는  “친일 잔재 청산 외치는 좌파 정권 부모들 세대가 다 친일파다. 청와대에 수두룩하다”며 “친일청산하려면 자기 아버지부터 청산해야 한다”고 주장했다. 
또 “좌파 정부 중심의 아버지들이 일제시대에 과연 뭘 했느냐. 농협 서기, 금융회사 서기, 순사, 헌병 보조하고 작위 받은 친일파,”
 “누구라고 말은 안 했다. 친일청산하려면 자기 아버지부터 청산해야 한다”고 지적했다. 
--->니 에비부터 청산하고 오라!

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우리 일본은, 미국이 화웨이에 수출금지를 했듯이, 한국을 수출 금지 리스트에 올린게 아니다. 한국이 민수용으로 반도체를 만드는 것에 대해서, 소재들의 수출을 허가하겠다. ㅠㅠ ㅠㅠ


South Korean chipmakers spared worst of Japan trade restrictions

Tokyo plans to grant export licences for ‘bona fide’ non-military exports
South Korean chipmakers may be spared the worst damage from Tokyo’s new trade restrictions on Seoul with Japanese officials saying the country plans to still grant export licences for all “bona fide” civil semiconductor exports. According to officials briefed on Japan’s recent trade measures, the government plans to follow the letter of the Wassenaar Arrangement on arms export controls, which says restrictions cannot be used to target a particular state or to impede civil transactions.  That suggests South Korean chipmakers Samsung Electronics and SK Hynix will continue to receive supplies of fluorinated polyamide, photoresists and hydrogen fluoride etching gas. All are vital chemicals for which Japanese suppliers have a dominant market share. Last week, Tokyo imposed tougher restrictions on exporting them to South Korea.  Tokyo is leaning heavily on the argument that its measures are a legitimate reimposition of arms control for goods with dual civil and military uses.  “If [an export] is for civil use then of course we’ll grant permission,” said one senior Japanese official. “To think this will destroy the global supply chain is a mistaken interpretation.” The official said that Japan was not putting Korean companies on a banned list, as the US has done to Huawei of China. 

출처 파이낸셜타임즈
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화웨이에 대한 제재를 풀지 않겠다는 호주 정부
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중국이 신장에서 부모와 아이들을 분리하고 있는 증거들
http://www.jpolrisk.com/break-their-roots-evidence-for-chinas-parent-child-separation-campaign-in-xinjiang/
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일본이 대만과의 안보조약을 검토하고 있다.
---> 한국이 믿을 수 없는 우방이 되면서, 일본이 대만과의 협력을 모색하는 듯하다.
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이 사람은 일본의 양심적인 지식인이 아니라, 일본의 좌파 교수 같은 느낌이 든다.  결정적인 순간에  북한에 이로운 말들을 하고 있다. 

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벌들은 감소하는 게 아니라 증가하고 있다.
재활용으로 인해 바다에 플라스틱이 버려지고 있다. ---- 영국이 재활용품을 모아서 동남아시아에 처리를 위탁하면, 이들 나라에서 그냥 바다에 버린다고 한다. 그 결과 바다의 새나 물고기들 배에서 플라스틱이 나온다는 것이다.
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넛지(nudge)는 사회적으로 효율적인 행동 변화를 
성취하기에 부족하다.
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Joe Norman‏ 

Back to Berry (the Beast). On the modern household and skin-in-the-game.

현대 주택의 파괴성에 대해 말하고 있다.
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두 문장으로 정리한 세계사. 
오래 동안 모든 게 형편 없었다. 그러다  산업혁명이 일어났다.


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오렌지 좌파들의 말은 "다음 번에는 다를 거야. 왜냐면 내가 장담하거든."으로 요약된다.
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창조력의 최대의 적은 뛰어난 판단력이다.  그리고 교수로 채용되는 일은 좋은 판단력을 가지고 있다는 표시이다. 

---->일반적인 말이지만, 일단 교수가 되면 교수들의 창조력과 학문적 성취는 급격히 떨어진다. 
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살아남은 난파선의 선원들은 이렇게 조직되고  행동했다.
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아빠가 나에게 케인즈 경제학에 대해 말해주었다. 흥청망청 소비를 하면 그 돈이 돌고돌아 경제를 살린다는 것이었다. 그래서 나는 소비할 수 있는 방법을 생각해 냈다. 집에 불을 질러 태우는 것이었다. 집이 타버리면 다시 집을 짓기 위해 엄청난 돈이 들어간다. 역시 나는 영리해! 오늘도 이렇게 착한 일을 하는구나!

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 Politicians always incorporate education in their campaign talking points, not with the intentions of doing anything meaningful with it once they get into office, but to make themselves appear more electable. Their views on education begin and end with one thing: money. More funding, better infrastructure, higher teacher salaries, etc., as if the only problem with today’s education is a monetary one. As the old Jewish proverb postulates — a problem that can be solved with money is not a problem, but an expense. If the problem with education were a monetary one, we would have solved it a long time ago, but it’s not.


 School stressed on one thing and one thing alone — the straight-forward path of diploma-college-salary, that was the ultimate goal. The entire educational paradigm that I’ve experienced was designed to create an obedient workforce that doesn’t ask questions and quietly pays its 30+ year mortgage 

 Since most of the things we learned, we forgot within weeks of passing the tests, I thought to myself — what’s the point of it all? Apart from a shameful waste of time? 

Most of the teachers didn’t mind since I wasn’t making any trouble, unlike other pupils. Some of them encouraged the practice to the point where they started borrowing some of my books during spring and summer breaks. My most prominent teachers became the Beat Generation authors like Bukowski and Burroughs, Russian authors such as Dostoevsky, Solzhenitsyn, Pelevin, and Nabokov, and a wide range of other authors that I found in our extensive family library — from Oscar Wilde, Umberto Eco, Thomas Mann to Kafka, Jose Saramago and James Clavell (including one unfortunate incident with Marquis de Sade’s Justine when I was no older than 13). 

That’s how I came to love learning and resent institutional education, and if I can go back in time, I would not change a single thing — in due time, I realized that was the best decision I could have possibly made, considering the circumstances.

Above all, I got lucky, because I was able to develop the necessary resilience to learn a few valuable lessons from the bad habits that the educational system was trying to instill, namely:

• *A life of tests is no preparation for the tests in life;
• *True knowledge is rhizomatic*/interconnected in nature, not fractal; (rhizomatic :A Rhizome (botanical origin), unlike trees or their roots, connects any point to any other point, and its traits are not necessarily linked to traits of the same nature. Rhizomatic is a philosophical concept developed by Gilles Deleuze and FélixGuattari, used to describe theory and research that allows for multiple, non-hierarchical entry and exit points in data representation and interpretation.)
• *Failure should be treated as a respectable teacher, not something to be avoided or punished — you only fail, if you don’t learn anything from your failure, or as the great Samuel Beckett said it “Ever tried, ever failed. Try again, fail again, fail better.”;
• *Respect for authority ought to be earned, not blindly given;
• *Status games have no return on investment;
• *Schools are orderly, risk-free echo chambers, while real life is a risk-ridden world of uncertainty;
• *Degrees without erudition are not worth the paper they were printed on

The long-term damage of short-termism: how inadequate education breeds mediocre leaders

The consequences of an entire generation of poorly equipped and creatively unimaginative people can be devastating, considering how markets and technology are likely to disrupt all traditional institutions on a long enough time scale. Our seemingly functioning civilization is incredibly fragile and vulnerable to large shocks, and these shocks are inevitable. We cannot continue to operate in the traditional paradigms of human politics and societal organization, because we have (partially) transitioned from small, relatively simple, hierarchical, primitive, zero-sum hunter-gatherer tribes to significant, complex, decentralised, technologically sophisticated, nonzero-sum market-based cultures with anywhere between 10 000 to 20 000 distinct occupations. 

We have diverse aims, ambitions, impersonal exchanges, complex trade, and private property, yet our most vital institution doesn’t recognize the non-linear, feedback loop driven structure of our modern world. Neither does it perceive knowledge in its rhizomatic nature characterized by ceaselessly established connections between semiotic chains. Nah, fuck complex thinking and non-linearity. School prepares you for the top-down imposed, artificial binary reality where you only have two choices — Democrat or Republican, Left or Right, Liberal or Conservative, Capitalist or Socialist, etc. No grey areas, no complexity, no adaptivity. Simple linearity. Our existing educational institutions fail to align with both current and future demands, uncertainties, risks, and opportunities of our time. 

The current crisis of leadership is a direct result of short-termism thinking and a complete misinterpretation of the purpose of education. In Nassim Taleb’s Skin in the Game, he made an excellent assessment about the current state of our leaders and crucial decision-makers, and how their flaws can be directly attributed to their linear thinking and domain-dependence:

• They think in statics, not dynamics: for the most part, today’s decision-makers are incapable of thinking long-term. While real life is comprised of first, second, third, fourth, n-th steps, these people demonstrate an innate inability to think beyond their first. The farthest they tend to go to is the next-term elections;
• Think in low, not high dimensions: they give single-dimensional explanations for multi-dimensional problems. Complex systems don’t have an obvious one-dimensional cause-and-effect mechanism, tackling them requires careful understanding of complex interactions and their impact. Intellectual humility will do some justice here as well.
• Think in singular actions, not a multitude of interactions: relationships and dependencies are far more critical than singular acts with no context or connections. For example, the act of removing a dictator from power is far less critical in the long run than the chain of events that are likely to follow these actions.

Education as a moral enterprise: To lead forth, bring out, rise, mold or nourish

I find etymology to be one of the most valuable branches of linguistics — after all, we use language to describe our reality, and words, their history and evolution matter more than most people realize. I rely a lot on the etymological dictionaries to make sense of the world, and education is one of the many words I had to look up. According to the dictionary, education is derived from the 15th-century Latin word educare, which literally means to lead forth, bring out, rise, mold or nourish.

“It takes a village to raise a child.” — African proverb

 As Homo sapiens children, we are born prematurely and rely on our family and community for many years to adapt and learn the ins and outs of survival in our environment. For a long time, we are unable to walk, talk, or provide nourishment for ourselves. Our abilities and talents are not fixed, they are elastic, and our environment either stretches them or doesn’t. It is people — parents, teachers, other members of the community — who shape the next generation based on their interactions with children. As a society, we are unable to interfere with a given household (you cannot change apathetic parents), but we can interfere in the second most crucial character-forming institution we have — the educational one. 

 “The function of education is to develop the mental and emotional resources that young people need to cope well with the real demands of their real lives.” — Guy Claxton

If education is to change, it will be in a bottom-up manner, where thousands of students, their families, and teachers truly understand the value of fundamental reform and demand it. After all, public education is funded with our tax money, and as a customer (especially if you are a business looking to recruit talent), we are dissatisfied with the end product. 
 
 A life-long apprenticeship in meeting criteria and passing exams is no preparation for the real-life dynamics of our time, and the current model of pre-planned, pre-approved, fixed, sequenced, graded type of bite-sized learning is only useful if you plan on making a career out of taking tests and pleasing people.

The virtues an education should foster

if education is to be treated as a moral enterprise, then it ought to be able to cultivate virtues amongst its students. And virtues are not mere skills or habits; they are cognitive frameworks, a state of being in a way.

Curiosity: children are genuinely curious about the world. No, they don’t predominately have ADHD and don’t need amphetamine-based medications to remain focused in the classroom. When their innate curiosity isn’t captured, fostered, and directed, kids, will inevitably grow bored and restless.

Risk-taking: remember when you were learning how to ride a bike? Not the safest undertaking out there, isn’t it? You likely fell dozens of times and came back home in bruises. But the risk of injury outweighs the reward of being able to ride a bike. It is that childlike capacity to be up for a challenge, willing o take a risk and see what happens, to leave your comfort zone of all the things you know you can do — that’s the type of virtues schools ought to be fostering.

Tinkering: children like to tinker, and like most humans learn best via trial-and-error. Tinkering is the virtue of the practical inventor. The successful dynamic of the Wright brothers (thanks to them we have airplanes nowadays) was the combination of Wilbur’s inventiveness and Orville’s practical tinkering (or vice versa, I can’t remember who the tinkerer was).

Imagination: day-dreaming is a sign of a powerful imagination that shouldn’t be punished, but fostered. Imagination enables kids to use their inner, fantasy world as a test environment for their ideas — a theatre of possibilities. The imaginative have a powerful intuition that helps them navigate the ins and outs of life.

Discipline: the opposite of the unstructured and wild imagination is discipline (both in physical and cognitive areas). Discipline teaches children to think carefully, rigorously, and methodically, which will ultimately enable them to implement their imaginative ideas in reality. Disciplined learners can follow a rigorous train of thought and spot the holes in arguments and theories. Imagination and discipline are the yin and yang of real creativity.

Reflection: introverts are more naturally inclined to introspectiveness. Reflection is a virtue which enables children to learn how to reflect and contemplate, taking some time off to think things over, analyze their decisions and actions, and brainstorm for alternative strategies. Those who learn how to reflect won’t be paralyzed by self-consciousness or fear but will be empowered by their self-awareness and ability to step back, reflect, and learn.

An educational system designed to condition children how to survive as opposed to thrive is not worth the generous taxpayer subsidies. A mediocre system designed by mediocre people that teaches mediocracy at scale. It won’t end well.  (발췌)

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투화신涂华新 중의사가 말하는 당뇨, 고혈압, 암 등의 원인
涂华新先生讲寒热真假辨证 ——兼谈糖尿病、高血压、肿瘤病的中医治

 中医上有句话，叫“气有余就是火。”相对而言，“气不足就是寒。”用现代医学的话来说，功能亢进就是火，功能低下就是寒。

  

     要认识寒证，最好的办法就是认识热证的临床表现，因为寒热是相对而言的。

     真正的热证，临床表现是：舌苔黄而干燥，用手摸上去，感觉是干而不润，大便干结伴小便发红，面红伴烦躁，病人自觉发热而渴，喜喝冷饮。（最典型的病例就是部分突发狂躁的精神病人，力大无穷，逾垣上屋，呼叫不休，不知羞丑。）这些都是直观可见的。大家一定要注意，以上这些方面要同时存在，互为佐证，才能确认为热证。否则的话，可能就是寒证。

      比如，病人长期便秘、口臭、失眠，感觉是一派火象。但如果其他方面热象不显，舌苔不燥不干，最可能的原因是脾胃功能低下，肠道蠕动慢，造成积滞内听而致。“功能低下就是寒，”那么，通过温补脾胃，病人胃肠蠕动恢复正常，“脾主运化”，自然就大便通畅，口臭消失，失眠改善。

     有的病人长期腹泻、便溏，现代医学认为属结肠炎、直肠炎的，从现代医学角度来看，病人肠道分泌物多，造成大便质溏易泄，这就像我们受凉了流鼻涕一样，肠道在流涕。中医有句话：中气不足，溲便为之变。中气不足，即脾胃功能低下。低下者，寒也。典型的寒证，我们在处方用药时就不能再下火。

     中医望诊里的舌诊非常重要，因为特别直观。病人也可以自己用镜子来看一看，只要不是舌苔黄而干燥剌手，基本都可以确定是属寒性体质。如果再看到舌体胖大，边有齿痕，苔滑或腻，寒湿无疑了。这种体质，最宜温阳。

     还有病人口干、唇干的问题，病人总认为自己上火造成的口唇干。但如果其舌苔不黄燥、不干，基本上都是下边太寒了，真阴不上承所致。就像蒸馒头时，下边锅里的水没烧开，上面的锅盖自然就是干的一样。

     有的病人说，自己随便吃点东西都易上火，这是典型的肠胃功能低下，饮食积而化热。只有把脾胃功能提起来，才能彻底治愈。

     还有的病人面红、烦躁、失眠、牙痛、耳鸣、眼红等等诸多表面是火象，热象的，如果其他方面不满足前面判断热症的标准条件，那就是典型的虚火了，是下元太寒导致的阳不潜藏，治宜温补肾阳。

     从直观方面来看，只要排除病人体质是热的症候，如舌不红、苔不燥，就可确定为本寒。用温的方法就能见效或根治疾病。

    现在人们生活水平普遍提高了，现代病，如高血压、糖尿病、心脑血管病患者不断增多，这些病症从现代医学角度就是维持疗法，用药物暂时扩张血管，或用降糖药物或注射胰岛素来防止病人的血压、血糖等检测结果偏离正常值太远。然而，这样的办法能治愈这些给人们带来无数痛苦的疾病吗？我们更多地看到很多病人在终生服药。如果我们换一个角度，从中医学角度来看这个问题，情形将为之改观。

    拿糖尿病来说，多饮、多食、多尿，身体消瘦（三多一少），表面看是火，是热，本质呢？现代医学对糖尿病的完整名称是：“糖、脂肪、蛋白质三大代谢紊乱综合症。”三大代谢紊乱达不到正常的代谢水平，糖、脂肪、蛋白质利用的不好，被当作垃圾排到血管和尿中了，这不就是典型的机能低下，典型的大寒体征吗？糖尿病人的并发症：血管堵塞、心梗、脑梗、手足溃疡、便秘、阳痿、厌食、烦躁等等，无一不是机能低下的表现。这类病人最需要的就是温补脾肾，以恢复正常的生理机能。

    高血压病人，尤其是舒张压（低压）偏高的病人，从中医上辩证，基本上都是肾阳虚体质。因为正常血压情形下，已不能保证机体组织所需要的营养与氧气，不能把代谢完的血液及时送回心肺，所以只能加压运送。这不就是机能低下的表现吗？所以中医用温补肾阳的办法可以把偏高的血压恢复正常，用温补脾肾的办法可以解决糖尿病的三大代谢紊乱，从而消除糖尿病的并发症，直至治愈。换句话说，属于阳虚的病人，如果不去给他温补脾肾，阳虚造成的疾患永远难以治愈。

  

    现在临床常见高发的肿瘤病，其发病机理是病人的体质极度阳虚，大寒体质。就像自来水管里的水，达到0度以下就会结冰。阳气不足，寒积为有形的疾块，就是肿瘤。水管中的冰，通过升高环境的温度可以化掉；人体的肿瘤，通过用温扶阳气的办法可以消掉。知道了病是怎样来的，就能找到治愈疾病的方法。我们用这样的办法，还可以预防肿瘤形成。临床过程中，肿瘤病人病情的好转，身体的康复，都证明了这一点。

    心脑血管病人，尤其是心脏病患者，主要的病变是血管内沉积的垃圾太多了，造成了血管硬化，管内狭窄，导致血管输送血液的能力不足，根源何在？中医上讲：脾主运化。脾的运化垃圾的功能低下了，才造成这种结果，只要恢复脾的运化功能，垃圾运走了，血管自然疏通，而且，是全身的血管的疏通，决不是上支架、搭桥所能达到的效果。临床上糖尿病患者并发症的消除可以证明这一点，心脏病患者的康复可以证明这一点，高血压患者的恢复同样可以证明这一点。

     其他的病种，如类风湿、强直性脊柱炎，发病部位在骨、在筋。中医讲肝主筋，肾主骨，那么，很清楚，这两种病就是肝肾虚了。我们通过温补脾肾，可以从根源上把筋和骨的病变消除掉，中医在治疗这些疾病方面，可以取得很好的效果。

  

     我们在临床中观察到这样一个现象：许多心脏病、脾胃病、结肠炎、气管炎、哮喘、肾虚腰痛病人，甚至癫痫病人，食用绿豆制品后都会导致疾病的复发或加重。甚至肿瘤病人，食完绿豆后造成病情急剧恶化的也屡见不鲜。我们都知道，绿豆是消火的，是寒性的食品。如果绿豆都能使这些疾病加重，从反面证明了这些疾病的根源是阳气不足。

     换个角度，怎样让这些疾病治愈而不复发呢？用温阳的办法，更典型的是一些哮喘病人，腹泻病人，一旦食用经过冰箱冷冻过的食品，很易诱发或加重原来的疾病。推而广之，现在广泛用于临床的清火的药物（属于寒凉性质的），用于生活中的冰箱、冰柜、空调，这些其实都在悄悄消耗着我们的阳气，降低着我们的体质，给我们带来身体机能的低下，造成我们偏寒的体质状态，面对这样的大环境，我们临床中就要睁大双眼，认清疾病种种表象下隐藏的寒来，才能更好地做到辨证用药，取得更好的临床疗效。

      临床经验证明：中医经方运用广泛，疗效切实可靠，从而可以用于诸多疑难病症。流行歌曲《本草纲目》中一句歌词说的很好：“扎根千年的汉方，有这人所不知的力量。”这句话高度肯定了中医经方的疗效，也坚定了我们推广经方的决心。

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당뇨병의 중의 치료

糖尿病，现代医学的全称是：糖代谢紊乱、脂肪代谢紊乱和蛋白质紊乱的综合证。

据《健康报》报道：糖尿病死亡率十年间上升110%，是各种慢性病中死亡率上升最快的一个。35岁以后，糖尿病死亡率即开始上升。65岁以后更是陡然上升，而且女性的死亡率高于男性，未来20-30年糖尿病发生与死亡将与心脑血管疾病一样上升，而且目前城市人群死亡率高于农村人群。

降糖西药把血糖合成肝糖元的同时，也把血糖合成了脂肪，这是降糖药物严重的副作用之一，这些多余的脂肪沉积在血管壁上，就造成了动脉硬化，进一步造成血管栓塞。

以大小血管栓塞为中间原因，进一步导致组织缺血，缺氧，造成视物模糊、白内障、动脉闭塞性硬化、冠心病、脑血栓、偏瘫、肢体疼痛、麻木乃至坏死等一系列难以逆转的并发症。

降糖西药的另一个副作用是造成肠胃功能紊乱，使病人食欲降低，导致患者体质逐渐下降。

中医对糖尿病的辨证认识，糖尿病属于脾肾两虚导致的疾患，因此，治疗的重点应放在温补脾肾上。随着病人体质的改善，糖、脂肪、蛋白质三大代谢紊乱得到整体治疗，从而消除并发症，最终达到糖尿病的临床治愈。

患者通常首先改善的是并发症，如下肢无力、便秘、失眠等。随着代谢紊乱的整体改善，血管得到进一步疏通，将沉积于体内的垃圾清除，患者的血糖随着身体的调节机制恢复而自然下降，从而达到康复的目的。

临床常用中医药方案：

一、真武汤：黑附片15克 生白芍45克 茯苓45克 生白术30克 生姜（切片）45克

用水1500ml，煮到600m，每次服200m，每日3次。

温服（适应舌体胖大，边有齿痕，舌不红者）

忌口：绿豆制品，清火药品等。

注：中药不能用煎药机煎煮，宜用锅煮。

二、五苓散：猪苓30克 白茯苓30克 生白术30克 泽泻50克 桂枝20克

上药打粉，每用一汤匙（约6克）用饭汤搅匀冲服。

    适应症：舌体胖，舌质淡，上下眼睑水肿或伴下肢水肿，大便干结，小便不利者。

三、全息汤方（薛振声方）

柴胡12克、白芍10克、桂枝10克、生甘草10克、瓜蒌10克、薤白10克、枳实10克、厚朴10克、陈皮10克、苍术10克、白术10克、猪苓10克、茯苓10克、泽泻12克、生地10克、丹皮10克、龙骨12克、牡蛎12克，生姜一两引，水煎服。

适应症：舌苔厚腻，大便干结，睡眠差的病人。

涂华新先生简介：

涂华新，男，1971年出生于河南南阳。河南省知名中医、经方临床家、涂氏中医正脊术创始人。

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