• 한국인터넷방송통신학회논문지
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• 제20권3호
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• pp.97-103
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• 2020

리눅스 Cgroups은 컨테이너 기반 클라우드 서비스 구축에서 각 컨테이너 별 시스템 자원을 할당하기 위한 핵심적인 역할을 담당하고 있다. 특히 입출력 자원의 경우 리눅스 Cgroups은 컨테이너의 가중치에 따라 입출력 대역폭을 분배하는 기법을 지원하고 있다. 그러나 성능 분석 결과에 따르면 현재 리눅스 Cgroups의 입출력 대역폭 분배 기법은 NVMe SSD와 같은 고성능 저장장치를 사용할 경우 입출력 성능이 크게 저하된다는 한계점을 가지고 있다. 따라서 본 논문에서는 리눅스 Cgroups을 위한 새로운 피드백 기반의 동적 대역폭 분배 기법을 제안하고자 한다. 제안하는 기법은 가중치에 따라 입출력 크레딧을 분배하며 고성능 저장장치의 성능 변화를 동적으로 반영해 입출력 크레딧을 계산함으로써 저장장치의 성능 저하를 최소화한다. 제안된 기법은 리눅스 커널 5.3에 구현되었으며 성능 평가 결과 정확한 입출력 대역폭 분배를 수행할 뿐만 아니라 기존 기법에 비해 최대 2배 높은 입출력 성능을 보여주었다.

• 한국지구과학회지
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• 제23권2호
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• pp.147-153
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• 2002

Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

• Journal of Korean Biological Nursing Science
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• 제16권1호
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• pp.17-25
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• 2014

Purpose: The purpose of this study was to review the curriculum on biological nursing: structure and function of the human body, clinical microbiology, pathophysiology, and function and effect of drugs. Methods: Data was collected by searching and reviewing internet websites of 102 nursing schools or universities which provide 4 years nursing education in the Republic of Korea. The 74 curriculum on biological nursing science were available and analyzed by title, credits, hours, types of major (core or selective), offering semester, and laboratory practice. Results: The titles of 4 courses were diverse and were offered as core major (core requisites) or selective major. Structure and function of human body was offered in priority with more credits. Laboratory practice was poorly established in most courses. Biological nursing science courses were mostly taught in the second semester of the first year and the first or second semester of second year nursing education courses. Conclusion: There is a need to standardize the curriculum on biological nursing science and to expand the use of titles proposed by academic society. Also further research is necessary to identify curriculum details and to reflect the needs of professors.

• 대한간호학회지
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• 제4권1호
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• pp.81-94
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• 1974

The trend in modern nursing is toward the performance of comprehensive nursing carp. Airer liberation of 1945, nursing education in Korea has made rapid progress. The System of nursing education in Korea has come to the professional school of nursing and collegiate program from high School level. Under these situations, the improvement on curriculum of nursing education is necessary. This paper is a basic study for improvement of curriculum in nursing education. 1. The aims of this study are; 1) to analyze and compare the objectives of nursing education in Korea and U.S.A 2) to analyze and compare the differences in curriculum of nursing education between Korea and U. S. A. 3) to find problems in nursing education of Korea 2. The curricula and bulletins from 2 colleges.9 departments, 12 professional schools and 18 attached schools of nursing in Korea and 9 attached schools of nursing and 17 colleges in U. S. A. were collected for this study. 3. The results of this study: 1) Most of Korean programs lack for the student to make understand respect the human in the statement of their objectives. 2) Most of Korean programs prepare their graduate to function as a contributing member of the-health team in the hospital and the community, while the graduate of the American attached schools is prepared to function in general staff nursing and team leadership positions in hospitals. 3) Most of Korean programs of nursing education hays low distribution of credits in supporting sciences. (especially sociology and psychology) 4) Too much proportion of time in attached schools and less and less proportion of time in professional schools is distributed in clinical practice area. 5) In our collegiate programs. too much proportion of time is distributed in adult nursing and less proportion of time in Psychiatric nursing. 6) Professional area on curriculum of attached schools is divided into many detailed subjects. 7) A large number of credits in total are distributed at the first year in attached schools.

• 한국중재학회지:중재연구
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• 제19권3호
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• pp.179-198
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• 2009

This paper aims at assessing reasonableness for restraining the independence principle in the operation of documentary credit in case of the illegality appeared in the underlying transactions. It has been a major rule under the independence principle to keep the credit operation free from the defences made by the issuing bank and/or credit applicant with a view to prevent the payment as specified under the credit. And also, it is generally accepted in the international commercial community to examine a presentation to determine, on the basis of the document alone, whether or not the documents appear on their face to constitute a complying presentation. Even though these two essences are major rules in the credit operation, if a presentation is made with the documents forged or materially fraudulent, the issuing bank can refuse to pay the documents in respect of fraud rule based on fraud exception for which a court of appropriate jurisdiction would enjoin such honour. Now we have newly come to another situation to determine whether or not we have to apply the same as fraud rule which is applicable to the illegality in the underlying contract under the new conception of illegality principle based on illegality exception. English Commercial Court handled the illegality case under the case of Mahonia Ltd., v. JP Morgan Chase Bank in 2003 and Justice Colman decided that issuing bank can rely on illegality affecting a letter of credit as an excuse for failure to pay. This judgement brought about the acceptance of illegality principle based on illegality exception as a defence to payment under a letter of credit as far as the illegality concerned in the underlying transactions. It is noticeable that this case will affect our international commercial community more to rely on the illegality in the underlying transactions as a good issue to stop payment for the issuing bank in the L/C operation.

• 대한치과기공학회지
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• 제29권2호
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• pp.49-64
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• 2007

This research collected the curriculum for Dental Technology from a total of 20 schools -3-year colleges and 4-year colleges- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In a distribution which students answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex: Complete denture prosthodontics I II III, Dental orthodontics I II, Dental orthodontics practice I II, and Dental orthodontics & practice III have a meaningful difference. ($\rho$< 0.05 ) 3. In an analysis of the correlation which is based on an age The major basis subjects -Introduction to dental technology, Dental esthetic, and Dental casting procedure-, and the major application subjects -Crown and bridge prosthodontics practice, Complete denture prosthodontics, Dental orthodontics, Dental orthodontics practice, and Operative dentistry laboratory technology- have meaningful difference. ($\rho$< 0.05 ) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student - t, we found that the level of significance is $\rho$< 0.001, which is meaningful. We feel the lack of a limitation which we didn't survey all students who are major in Department of Dental Technology. And we also feel that we'd better to consider not only students who being in college but also graduated students.

• 간호행정학회지
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• 제17권2호
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• pp.238-246
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• 2011

Purpose: The purpose of this study was to explore the current status of education for nursing management in Korea. Methods: A descriptive study was done using a questionnaire developed by the investigators. The data were collected by survey from 96 out of 129 nursing schools, between December 2010 and February 2011. Results: For 22.9% of nursing schools, there was no faculty for nursing management. The credits and subjects included in nursing management varied among the nursing schools. Lectures in subjects related to nursing management were given not only by nursing management faculty but also by faculty with other majors. There were more faculty and credits for nursing management courses in 4-year nursing schools than in 3-year schools. Conclusion: To improve the quality of education in nursing management, there is a need to standardized courses and provide nursing faculty who have majored in nursing management.

• 한국치위생학회지
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• 제7권4호
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• pp.595-609
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• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• 한국문헌정보학회지
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• 제37권1호
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• pp.81-100
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• 2003

본 연구는 한국과 북미에서 현재 이루어지고 있는 기록학 석사 프로그램을 비교 분석함으로써 한국의 기록학 석사 학위 프로그램에서 반드시 고려해야할 요소와 기록학 교육이 나아가야 할 방향을 제시하였다. 웹사이트 내용분석과 문헌연구를 바탕으로 각 프로그램의 소속 및 명칭, 학점, 교과목, 실습, 연구 및 논문에 관해 중점적으로 다루었다. 분석 결과, 보다 다양한 석사학위 과정 개발, 독립된 석사학위 명칭 부여, 전공 학점의 추가, 교과과정의 표준화, 실습 및 연구 환경 조성이 필수적인 요소로 나타났다. 또한 다양한 학문의 참여와 시도, 이론과 경험이 많은 교원의 채용, 교육기관과 현장 및 전문 단체의 활발한 교류, 교육 프로그램에 대한 지속적인 연구, 기록전문가의 자질 개발, 국가적 차원의 관심과 지원 및 기록전문가의 엄격한 자격제도 규정을 발전 방향으로 제시하였다.

• 간호행정학회지
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• 제11권3호
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• pp.303-314
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• 2005

Purpose: To describe the status on the education of the nursing management practice in college of nursing in Korea. Method: A descriptive survey research design was used. The participants were 47 of the college of nursing across the nation. The data were collected by mail from 15th August to 10th November, 2005. Result: The results are as follows : 1. In content analysis of teaching goals Nursing Management Process(n=66), management of environment, material and safety(n=16), Implication of Nursing Management Theory(n=16) were identified. 2. In 39 college of nursing, The education on Nursing Management Practice conducts 1${\sim}$2 credits. Also in 41 college of Nursing, The credits on Nursing Management Practice were opened in senior grade. 3. The type of instructors of Nursing Management Practice were varied in Nursing Schools. 4. As teaching methods, conference(93.5%), ward assigned instruction(73.9%), case report(67.4%), practice report(63%), presentation(52.2%) were used. 5. The education on Nursing Management Practice was performed mainly in clinical nursing area. 6. In evaluation of the education on Nursing Management Practice, all colleges have used evaluation tools. Promptness, neatness, responsibility, sincereness etc. were founded in evaluation criteria in evaluation of the education on Nursing Management Practice. 7. A standardized evaluation tools included essential content of the education on Nursing Management Practice needs to be developed. Conclusion: The result of this study will contribute to improve the education on Nursing Management Practice and also proposing to develop standardized evaluation tools in evaluation of the education on Nursing Management Practice.