• 성인간호학회지
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• 제23권5호
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• pp.503-513
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• 2011

Purpose: The purpose of this study was to identify a model based on f the learning objectives in adult health nursing curriculums. The model can be eventually reflected in Korean National Nurse's Licensing Examination (KNNLE). Methods: The model was developed through a series of practical analysis by the task force team from June to October, 2011. The research team conducted the data synthesis and analysis from the learning objectives of adult health nursing drawn from selected national and international universities, from the adult health nursing areas in KNNLE, and from the current disease prevalence from clinical data in the representative university hospitals in Korea. Results: The current disease prevalence and mortality rates are on the increase especially for malignant neoplasm, heart diseases, suicide and diabetes. The items on the KNNLE of adult nursing are categorized by body systems into digestive system (15%), introduction (13.8%), respiratory system (11.3%), and cardiac system (11.3%). While the current system-based learning objectives covers extensive areas of adult health nursing, the core items are required to be selected based on core competences and core learning objectives to restructure the items of KNNLE. The first revised model is to consolidate and restructure the items microscopically in the subjects of adult health nursing by system. The second proposed model from macroscopic perspective is to build a comprehensive scheme of nursing curriculum by encompassing 8 subjects under current KNNLE and adjust the number of items accordingly. Conclusion: The items of KNNLE need to be gradually redesigned by considering the intervention need at clinical practice and the modified learning objectives of adult health nursing. Based on the job analysis on core competences for newly employed nurses performed by the Korean Accreditation Board of Nursing, it is necessary to establish the core learning objectives of adult health nursing and set up standards for core items in KNNLE.

• 한국컴퓨터산업학회논문지
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• 제5권2호
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• pp.193-202
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• 2004

본 연구는 인터넷기반 실습 수업에서 교수자와 학습자가 어떠한 방식으로 교수-학습 상호작용 활동을 수행하는 방식과 웹기반 실습 수업의 교육적 효과에 관하여 연구하였다. 산업체 재직자의 정보화교육을 지원하는 "전자상거래 시스템 구축" 교육과정에서 교수자와 학습자는 어떤 방식으로 교수-학습 및 상호작용 활동을 수행하는지, 웹기반 실습교육의 효과는 무엇인지를 살펴보고자 하였다. 연구대상은 산업체 직장인 및 기타 25인에 대하여 1학기에 걸쳐서 이루어졌으며, 연구방법으로는 학습결과 프로파일 분석, 설문조사, 인터뷰 등을 사용하였다. 연구결과 학습자-교수자-운영자간 상호작용은 활발하게 이루어지지 않았으나 학습자의 관심, 이메일 사용, 게시판 질의 및 응답, 온라인 실습 등의 강의 방식이 학습자의 상호작용 및 교육효과에 영향을 미치는 것으로 나타났다. 것으로 나타났다.

• 한국산학기술학회논문지
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• 제14권12호
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• pp.6146-6154
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• 2013

본 연구는 국내 전문간호사의 직무개선을 위한 기초자료를 제공하기 위해 전문간호사의 직무만족 및 직무수행에 관한 실태를 파악하기 위한 서술적 조사연구이다. 자료는 한국간호교육평가원에서 시행된 '2009년 전문간호사 직무만족도 조사' 원시자료를 이용하여 2005년부터 2008년까지 전문간호사 자격시험에 합격한 452명으로부터 얻었다. 자료분석은 SPSS 14.0 프로그램을 이용하여 평균, t-test 또는 ANOVA를 실시하였다. 전문간호사의 직무만족도는 평균 2.94점/5.00점으로 나타났다. 전문간호사의 자격분야와 동일한 직무를 수행하는 전문간호사가 그렇지 않은 전문간호사에 비해 직무만족(t=.23, p<.001), 임금상승(t=2.23, p<.05), 직급변화(t=2.56, p<.05), 전문적인 직무수행(t=10.52, p<.001), 상사와 동료와의 신뢰감 상승(t=5.31, p<.001), 직무수행에 대한 자신감 상승(t=5.07, p<.001) 등에서 각각 유의하게 높게 나타났다. 그러므로 정부와 간호계는 전문간호사들이 자격분야와 동일한 직무를 수행할 수 있도록 전문간호사의 적절한 인력수급, 보험수가 정책 마련 및 직무개선 등과 같은 노력이 요구될 것으로 사료된다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2003년도 춘계종합학술대회논문집
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• pp.344-350
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• 2003

본 논문에서는 원격ㆍ다원으로 구축된 컴퓨팅 환경에서 공동 사용자간에 발생하는 이벤트를 순서화 하여 공유하는 방법과 이를 멀티미디어 자료에 적용하여 구현함으로써 통신망을 이용한 공동작업의 효과를 향상시키는 공유기술을 제안한다. 이 공유방법은 정보통신망의 서로 다른 지역에 설치된 사용자간의 프리젠테이션, 저작, 활용, 이벤트 발생 등을 원활하게 하여 원격교육, 화상회의, 멀티미디어 콘텐츠 공동저작 둥 원격ㆍ다원 프로젝트의 수행에 있어 효율성을 크게 향상시킨다. 기존의 공동 화이트보드(sharing white board) 시스템에 있어서는, 멀티미디어 단위 콘텐츠를 반드시 전용 프로그램에 의하여 저작하고 이미 저작되어 있는 콘텐츠나 프로그램은 사용할 수 없으며, 원격ㆍ다원으로 접수되는 명령어의 입력순서를 정렬하는 기술이 적용되지 않은 상태였으므로 순서오류에 의한 오동작을 감수해야 하는 문제점을 안고 있었다. 이에, 본 논문은 프로그램의 종류에 관계없이 윈도우 시스템으로부터 입출력 이벤트(event)를 추출하는 기술과 운영체제 내의 프로그램간 전송에 있어 이벤트를 후킹(hooking)하는 기술 및 공유 프로그램의 처리결과를 원격ㆍ다원으로 분산된 환경에 전달하는 알고리듬을 설계하고 이를 구현함으로써 원격ㆍ다원 환경의 모든 참여자가 오류 얼이 동일한 결과를 정확하게 공유할 수 있도록 개선하였다. 본 논문의 공유기술은 멀티미디어 콘텐츠의 공동저작, 원격교육에 있어서 공동칠판의 활용, 화상회의에 있어서 프리젠테이션 화면 제공 등에 활용함으로써 온라인 면대면 효과를 향상시키는 것으로 확인되었다.하였으나(P<0.05), 계란1개당 사료비에서는 18∼20g 공급구간에 유의차가 없었다. (시험 2) 육용종계 하절기 산란피크계의 에너지 공급수준에 관한 연구: 육용종계 산란기의 적정 에너지공급체계를 구명하기 위하여 강원도 홍천군 북방면소재 홍천종계에서 케이지 사양형태의 로스 육용종계 400수를 공시하여 2002년 4월부터 2003년 1월까지 40주간 (24∼64주령) 표2와 같은 4가지 에너지공급체계로 사양시험을 실시한 결과를 요약하면 다음과 같다. 1) 총 산란율, 종란 산란율, 평균난중 및 성계 생존율은 모두 처리간에 유의적인 차이가 인정되지 않았으나, 산란율은 1일 에너지공급량이 많을수록 오히려 저하하는 경향을 보였다. 2) 사료요구율, ME 및 CP요구량과 사료비는 모두 1일 에너지공급량이 많아질수록 증가하는 경향을 보였다(P<0.05).dis에 대한 키토산의 최소저해농도는 각각 0.1461 mg/mL, 0.2419 mg/mL, 0.0980 mg/mL 및 0.0490 mg/mL로 측정되었다. 또한 2%(v/v) 초산 자체의 최소저해농도를 측정한 결과, B. cereus, L. mosocytogenes, E. eoli에 대해서는 control과 비교시 유의적인 항균효과는 나타나지 않았다. 반면에 S. enteritidis의 경우는 배양시간 4시간까지는 항균활성을 나타내었지만, 8시간 이후부터는 S. enteritidis의 성장이 control 보다 높아져 배양시간 20시간에서는 control 보다 약 2배 이상 균주의 성장을 촉진시켰다.차에 따른 개별화 학습을 가능하게 할 뿐만 아니라

• 대한간호학회지
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• 제30권5호
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• pp.1156-1169
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• 2000

The study was aimed at developing an independent hospice center model that would be best suited for Korea based on a literature review and the current status of local and international hospices. For the study, five local and six international hospice organizations were surveyed. Components of the hospice center model include philosophy, purpose, resources (workers, facilities, and equipment), allocation of resources, management, financial support and hospice team service. The following is a summary of the developed model: Philosophies for the hospice center were set as follows: based on the dignity of human life and humanism, help patients spend the rest of their days in a meaningful way and accept life positively. On the staff side, to pursue a team-oriented holistic approach to improve comfort and quality of life for terminally ill persons and their families. The hospice center should have 20 beds with single, two, and four bed rooms. The center should employ, either on a part-time or full-time basis, a center director, nurses, doctors, chaplains, social workers, pharmacists, dieticians, therapists, and volunteers. In addition, it will need an administrative staff, facility managers and nurses aides. The hospice should also be equipped with facilities for patients, their families, and team members, furnished with equipment and goods at the same level of a hospital. represented by a center director who reports to a board and an advisory committee. Also, the center director administers a steering committee and five departments, namely, Administration, Nursing Service, Social Welfare, Religious Services, and Medical Service. Furthermore, the center should be able to utilize a direct and support delivery systems. The direct delivery system allows the hospice center to receive requests from, or transfer patients to, hospitals, clinics, other hospice organizations (by type), public health centers, religious organizations, social welfare organizations, patients, and their guardians. On the other hand, the support delivery system provides a link to outside facilities of various medical suppliers. In terms of management, details were made with regards to personnel management, records, infection control, safety, supplies and quality management. For financial support, some form of medical insurance coverage for hospice services, ways to promote a donation system and fund raising were examined. Hospice team service to be provided by the hospice center was categorized into assessment, physical care, emotional care, spiritual care, bereavement service, medication, education and demonstrations, medical supplies rental, request service, volunteer service, and respite service. Based on the results, the study has drawn up the following suggestions: 1. The proposed model for a hospice center as presented in the study needs to be tested with a pilot project. 2. Studies on criteria for legal approval and license for a hospice center need to be conducted to develop policies. 3. Studies on developing a hospice charge system and hospice standards that meet local conditions in Korea need to be conducted.

• 산업경영시스템학회지
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• 제31권1호
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• pp.41-48
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• 2008

Enhanced machine reliability has dramatically reduced the rate and number of railway accidents but for further reduction human error should be considered together that accounts for about 20% of the accidents. Therefore, the objective of this study was to suggest a new taxonomy of performance shaping factors (PSFs) that could be utilized to identify the causes of a human error associated with railway accidents. Four categories of human factor, task factor, environment factor, and organization factor and 14 sub-categories of physical state, psychological state, knowledge/experience/ability, information/communication, regulation/procedure, specific character of task, infrastructure, device/MMI, working environment, external environment, education, direction/management, system/atmosphere, and welfare/opportunity along with 131 specific factors was suggested by carefully reviewing 8 representative published taxonomy of Casualty Analysis Methodology for Maritime Operations (CASMET), Cognitive Reliability and Error Analysis Method (CREAM), Human Factors Analysis and Classification System (HFACS), Integrated Safety Investigation Methodology (ISIM), Korea-Human Performance Enhancement System (K-HPES), Rail safety and Standards Board (RSSB), $TapRoot^{(R)}$, and Technique for Retrospective and Predictive Analysis of Cognitive Errors (TRACEr). Then these were applied to the case of the railway accident occurred between Komo and Kyungsan stations in 2003 for verification. Both cause decision chart and why-because tree were developed and modified to aid the analyst to find causal factors from the suggested taxonomy. The taxonomy was well suited so that eight causes were found to explain the driver's error in the accident. The taxonomy of PSFs suggested in this study could cover from latent factors to direct causes of human errors related with railway accidents with systematic categorization.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• 한국중재학회지:중재연구
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• 제12권1호
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• pp.271-321
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• 2002

Every year, many million of business transactions take place. Ocassionally, disagreements develop over these business transactions. Many of these disputes are resolved by mediation, arbitration and out-of-court settlement options. The American Arbitration Association(AAA) helps resolve a wide range of disputes through mediation, arbitration, elections and other out-of-court settlement procedures. The AAA offers a broad range of dispute resolution services to business executives, attorneys, individuals, trade associations, unions, management, consumers, families, communities, and all level of governments. The 198,491 cases composed of the 194,303 arbitration cases and the 4,188 mediation cases, were filed with the AAA in 2000. These case filings represent a full range of matters, including commercial finance, construction, labor and employment, environmental, health care, insurance, real state, securities, and technology disputes. The Korean Commercial Arbitration Board (KCAB) does more than render arbitration services. It helps facilitate settlements and guarantee implementation thereof between trading partners at home and abroad involving disputes related to such areas as the sale of commodities, construction, joint venture agreements, technical assistance, agency agreements, and maritime transport. The 643 cases composed of the the 197 arbitration cases and the 446 mediation cases, were filed with the KCAB in 2001. There are some differences between the AAA and the KCAB regarding the number and the area of mediation and arbitration case filings, the breath of service offerings, the scope of alternative dispute resolution, and the education and training. In order to apply to the proceedings of the commercial mediation and arbitration, the AAA has the Commercial Mediation Rules, the Commercial Arbitration Rules, the Expedited Procedures, the Optional Procedures for Large, Complex Commerical Dispute, and the Optional Rules for Emergency Measures of Protection as amended and effective on September 1, 2000. In order to apply to the proceedings of commercial arbitration, the KCAB has the Arbitration Rules as amended by the Supreme Court on April 27, 2000, which have been changed to incorporate the revisions of the Arbitration Act that went into effect on December 31, 1999. There are some differences between the AAA's commercial Arbitration Rules and the KCAB's Arbitration Rules regarding the clauses of jurisdiction and administrative conference, number of arbitrators, communication with arbitrator, vacancies, preliminary hearing, exchange of information, oaths, evidence by affidavit and posthearing filing of documents or others, interim measures, serving of notice, form of award, scope of award, delivery of award to parties, modification of award, release of liability, administrative fees, neutral arbitrator's compensation, and expedited procedures. In conclusion, for the vitalization of KCAB and its ADR system, the following measures should be taken : the effective case management, the development of on0-line ADR, the establishment of ADR system of electronic commerce disputes, and the variety of dispute resolution rules in each expert field.

• 수산해양교육연구
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• 제13권1호
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• pp.99-116
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• 2001

Testing is a procedure used to measure a sample of behaviour in order to discover how well a seafarer performs, usually in comparison with others, or compared with identified performance criteria. In this context It is important that the test, in whatever form it is being used, yields consistent results by being valid, reliable and practical. Whilst we can only take a sample of a person's knowledge or comprehension about topic in this way, testing methods do provide a more reliable estimate of performance than most other observational techniques; unsystematic or irregular observation being too unreliable. The method of examination has been specified in the provisions of Regulation 12 of the Decree of the ship officers act as followings. Other necessary matters for conducting oral and written examinations have been set out by the Minister. But written examination is too shortage of period and small number of question to cover the qualification of each level and oral test is just simple and namely Traditionally, written examinations have been provided as the only means for determining the acquisition of knowledge by the mariner. Typically, the examination formats have taken the format of either an essay or multiple choice examinations. Essay items, used in the vast majority of subject examination(not in Korea), consisted of three basic types: situational, descriptive and computational. The level of certificate being examined determined the number and mix of the type of essay questions selected. Oral question has again been used by assessors of seafarer in a wide variety of contexts. Also, oral questioning is often used when observation of performance is undertaken to ask why a certain action has been taken, or to be broaden the scope of what has been observed. At end, Each techniques have their own advantage and disadvantage, so we have to choose some or all of the following techniques, depending upon the certificate, qualification or job for which the trainee is aiming. But in high lank, we have to use both of essay type and multiple choice and with enough time of oral test at least 30 minutes. Who would be the assessor? According to the STCW Code Section A-I/6, instructors, supervisor and assessors are appropriately qualified for particular types and levels of training or assessment of competence of seafarers either on board or ashore, as required under the Convention, in accordance with the provisions of this section.

• Journal of Periodontal and Implant Science
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• 제46권5호
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• pp.320-328
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• 2016

Purpose: Human saliva, as a vital part of the immune defense system, contains a number of distinct proteins and peptides. Recently human common salivary protein 1 (CSP1) has been identified as an abundant salivary protein and may play a role in promoting the binding of cariogenic bacteria to salivary pellicles. However, nothing else is known regarding the role of CSP1 in periodontology. The aim of this study was to quantify and compare CSP1 levels between healthy subjects and periodontal patients. Methods: This controlled clinical study was conducted in periodontally healthy individuals and patients with chronic periodontitis Chonbuk National University Hospital, with Institutional Review Board approval. Whole saliva samples were collected from 36 healthy subjects and 33 chronic periodontitis patients and analyzed. Sodium dodecyl sulfate-polyacrylamide gel electrophoresis and immune blotting were conducted to ensure that anti-CSP1 monoclonal antibody (mAb) binds to CSP1 in human saliva. A sandwich enzyme-linked immunosorbent assay (ELISA) system was house-fabricated using mAb-hCSP1#14 and mAb-hCSP1#4 as a capture and a detector mAb, respectively. The CSP1 concentrations in saliva from 36 healthy subjects and 33 periodontal patients were quantified using the CSP1 sandwich ELISA system, and the results were analyzed using the Student's t-test. Results: Immunoblot analysis using mAb-hCSP1 as a probe confirmed that CSP1 in human saliva existed as a single band with a molecular weight of approximately 27-kDa. The quantification of CSP1 concentrations by CSP1 ELISA showed that the median values (25th to 75th percentiles) of periodontal patients and healthy subjects were 9,474 ng/mL (range, 8,434.10,139 ng/mL) and 8,598 ng/mL (range, 7,421.9,877 ng/mL), respectively. The Student's t-test indicated the presence of a statistically significant difference between the 2 groups (P=0.024). Conclusions: The presence of a significant difference in CSP1 levels between healthy subjects and periodontal patients suggests that CSP1 may be a potential biomarker for the detection or screening of periodontitis patients.