• 한국기후변화학회지
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• 제7권2호
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• pp.185-191
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• 2016

Since 2013, the forest carbon offest scheme is operated by 'ACT ON THE MANAGEMENT AND IMPROVEMENT OF CARBON SINK'. Most of projects account for afforestation, reforestation and restoration. This study analyzed what is affected to pricing factors for the registered 71 project of forest carbon offset in Korea Forest Service. The purpose of this study is to introduce information on the business plans of forest carbon offset scheme and aid to understand the process from registration to issuing offset credits. Also it is meaningful to proposing a policy for price competitiveness and how to enable forest carbon offset schemes to produce activation by measuring the factors that affect the forest carbon offset scheme. The results showed forest carbon credit price is 92,827 won per ton on average, it could see less price-competitive than emission rights market when compared with the price.

• The Journal of Korean Physical Therapy
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• 제31권4호
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.

• 의학교육논단
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• 제23권2호
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• 수산해양교육연구
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• 제2권1호
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• pp.15-28
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• 1989

본(本) 연구(硏究)는 식생활(食生活)의 다변화 및 향상(向上)으로 새로운 수산식품(水産食品)의 개발(開發)과 가공(加工) 저장 기술(技術)의 고도화(高度化)가 요구(要求)됨에 따라 수산식품제조(水産食品製造) 관리(管理)에 유능(有能)한 중견기술인(中堅技術人)의 양성을 위하여 전문대학(專門大學) 수산가공과(水産加I科)의 교육과정(敎育課程) 개선(改善)에 목적(目的)을 두었다. 본(本) 교육과정(敎育課程) 수정개발(修正開發)은 수산식품(水産食品)의 전망에 따라 직무(職務)의 종류(種類), 산업체(産業體)와 졸업생(卒業生) 및 재학생(在學生) 및 요구(要求) 등을 설문조사(說間調査)하고 식품가공(食品加工) 관련학과(關聯學科) 교수들의 의견(意見) 등을 검토분석(檢討分析)함으로써 최적 교육과정(敎育課程) 작성하려고 하였다. 1. 식품가공업(食品加工業)을 5종(種)으로 분류(分類)하였으며 수산가공기술자(水産加工技術者)가 갖추어야할 직무(職務)는 14개종(個種)으로 구분(區分)하였다. 2. 수산식품(水産食品) 가공기술자(加工技術者)의 능력(能力)을 배양하고 산업사회(産業社會)와 졸업생(卒業生) 및 재학생(在學生)의 요구(要求)를 충족시킬 수 있는 교과목(敎科目)은 51개(個) 과목(科目)으로 보았다. 3. 51개 과목(科目)은 각각 교양(敎養) 13개 과목(科目)에 24학점(學點), 전공필수(專攻必須) 12과목(科目)에 34학점(學點), 전공선택(專攻選擇)은 24과목(科目)에 56학점(學點), 인접선택은 2과목(科目)에 5학점(學點)으로 하여 총 119학점(學點)에 142시간(時間)을 개설(開設)토록 하였다. 4. 이상(以上)의 교육과정(敎育課程)을 실현(實現)하기 위하여는 산학협동체제(産學協同體制)가 확립(確立)되어 산업체(産業體)의 시설을 학생(學生)이 학교(學校)의 시설을 산업체(産業體)가 활용(活用)할 수 있어야 하며 이를 뒷받침 할 수 있는 법적 근거가 마련되어야 한다. 5. 충분한 기술교양(技術敎養)을 위해서는 교육 년한이 1년 이상 연장되어야 하며 기사(技師) 자격(資格) 시험에 있어서 인식도(認識度)를 묻는 차원(次元)에서 행위능력(行爲能力)을 묻는 차원(次元)으로 바꾸어야 한다. 6. 전문대학(專門大學) 교육내실화(敎育內實化)를 위하여 교재(敎材)의 개발(開發), 실험(實驗) 및 실습방법(實習方法)의 개선(改善), 교육평가(敎育評價)의 개선(改善)등이 지속적으로 이루어져야 한다.

• 한국응급구조학회지
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• 제13권2호
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• pp.17-59
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• 2009

Purpose : This study is to provide the basic data for developing the curriculum standardization of emergency medical technology by analyzing the three-year and four-year period curriculum and high-advanced major course to bring up highly qualified paramedics. Method : This study was analyzed, divided in 3 sections, majors, teaching profession subjects and liberal arts of 18 three-year curriculum universities and 7 four-year curriculum universities. Majors were analyzed, departmentalized in the national examination for license, the clinical and on-the-job training(OJT) and other major-related subjects. It is descriptive study, analyzed by dividing high-advanced major course into majors and liberal arts. Result : 1) The average number of subjects established in three-year-course college were 58.1. The completion credit was 130.1 in average. Also, the average number of established subjects at four-year-course were 61.1. The average completion credit was 141. 2) Three-year-course college professors give lecture in theory for 95.4 hours on average, which account for 59.9% of overall lecture, and 63.8 hours for practical training that takes 40.1% of the hours lectures are given. Meanwhile, four-year-course give lecture in theory for 111 hours on average, taking a part of 59.5%, and 76.5 hours for practical training, 40.5%. 3) In regard to liberal arts, at three-year-course college, the average credit was 16 but the proportion that liberal arts charge among the completion credit was 11.6. Meanwhile, at four-year-course universities, the average credit was 28.4 and the percentage that the liberal arts took part in the completion credit was 20.1. 4) Looking over national examination subjects among majors at three-year-course college, basic medicine's average credit was 17.2, introduction to advanced emergency care's average credit was 15.5, Special advanced emergency care's average credit was 28, emergency patient management's average credit was 9.2 and emergency medicine statute's average credit was 3.6. Meanwhile, in case of four-year-course universities, basic medicine's average credit was 14.3, introduction to advanced emergency care's average credit was 12.7, special advanced emergency care's average credit was 31, emergency patient management's average credit was 8.3 and emergency medicine statute's average credit was 2.9. 5) Among national examination subjects, in case of three-year-course, the range of basic medicine credits was 6 to 23, the average credit showed 17.2. The range of introduction to advanced emergency care credits was 9 to 21, the average credit showed 15.5. The range of special advanced emergency care credits was 19 to 36, the average credit showed 28. The range of emergency patient management credits was 5 to 12, the average credit was 9.2. The range of legal medicine credits was 3 to 6, the average was 3.6 credit. In case of four-year-course the range of basic medicine was 12 to 17, the average of the credit was 14.3. The range of introduction to advanced emergency care was 9 to 19, and the average of the credit was 12.7. The range of special advanced emergency care was 18 to 41, and the average of the credit was 31. The range of emergency patient management was 7 to 12, and the average of the credit was 8.3. The range of legal medicine was 3 to 4, and the average of the credit was 2.9. So except special advanced emergency care, all the other subjects had higher score in three-year-course than four-year-course. 6) About the other major-related subjects, the completion credit was 23 on average at three-year-course and 13.5 at four-year-course. 7) The clinical and on-the-job training(OJT), In the case of three-year-course, the average completion credit was 13.5 and 13.5 at four-year-course. 8) The teaching profession subject, In the case of three-year-course, the average credit was 3 and the percentage that the teaching profession subject took part in the completion credit was 2.3% on average. Four-year-course established the subject only at one university. 9) In high-advanced major process, the entire established subjects on average were 12.8 and the average completion credit was 36.3. In liberal arts, the average established subjects were 6.5 and the completion credit was 19.5. The number of majors were 9.5 on average and the credit was 26.5 Conclusion : According to the aforemention results, the curriculum for emergency medical technology needs to be developed and standardized.

• 한국도서관정보학회지
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• 제46권4호
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• pp.191-205
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• 2015

본 연구는 보편적이고 타당한 학술논문 공동연구 기여도 산정 기준의 개발을 도모하기 위하여, 국내대학의 교수연구업적평가 중 학술논문 공동연구 기여도 산정 기준을 분석하였다. 국내 문헌정보학과가 포함된 종합대학 27개교의 규정과 189명의 국내 교수들의 2001년~2014년간의 학술논문 데이터를 수집하여 첫 번째 학교기준들을 비교하였으며, 두번째 공동연구의 기여도 세 가지 산정식(Inflated, Harmonic, Fractional)과 학교기준을 적용하여 도출한 순위를 통계적으로 분석하였다. 계량서지학의 대표적인 공동연구 기여도 기준(i.e Vinkler)과 가장 유사한 기준은 기여도 총합이 1인 학교기준이었으며, 국내의 저자역할은 제1저자, 교신저자, 공동저자로만 구분하하고 있었다. 한편 순위의 통계분석 결과, 학교기준과 가장 유사한 기준은 Harmonic 방식이었으나, 학교기준 중 1보다 큰 기준과 Harmonic방식이 순위 상관이 상대적으로 차이가 나타났으며, 이러한 결과는 논문의 수가 중간수준인 저자일 경우, 산정식 형태에 따라 기여도 순위가 변동될 수 있음을 추측 할 수 있었다. 그러나 공동연구에서 가장 많은 기여도를 받는 학교기준을 적용할지라도 단독연구만큼의 기여도는 받지 못하였으며, 이는 연구자들이 공동연구를 기피하고 지양하는 한 요소가 될 수도 있다. 이에 타당한 공동연구 기여도 측정 개발을 위하여 정성적 연구방법을 포함한 후속연구가 지속 되어야 한다.

• 기본간호학회지
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• 제2권2호
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• pp.199-211
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• 1995

This study analyzed the practical education in fundamentals of nursing, for the 36 nursing schools including 12 4-year nursing schools and 24 junior college nursing schools. This survey was done from september 5th to october 5th in 1995. The results of this study were as follows : 1. Required credit in fundamentals of nursing. 1) The highest incidence of the total required credit was 7 in 4-year nursing school and 9 in junior college. 2) For the lecture course credit, the large number of 4-year nursing school gave 5 credit lessons and 6 credits provided in junior nursing colleges. 3) For the credit of practical education the major portion of 4-year nursing school gave 2 credits instruction, however junior nursing school provided 3 credits. 2. Laboratory practice in fundamentals of nursing. In laboratory practice, the ratio of instructor and student was 1 : 20 in 83.4% of the 4-year nursing school and in 66.7% of the junior nursing school. 3. Contents and hours of fundamental nursing practice. 1) In the area of health assessment and nursing process, the large number of schools allocated following hours : 6 hours for vital signs, 4 hours for nursing process, 2 hours for recording but practice for physical examination and communication was done in few schools. 2) In the area of functional health pattern, the large number of schools allocated practice hours like followings : 2 hours for I/O, 2 hours for gavage feeding, 2 hours for elimination, 6 hours for catheterization, 6 hours for bed making, 2 hours for positioning, 6 hours for personal hygiene, 2 hours for R.O.M, 4 hours for moving turning lifting, 2 hours for inhalation and suction. But C.P.R and terminally ill patient care were taught in smaller number of schools. 3) In the area of special nursing measures, the major portion of nursing schools allocated hours like followings. It consisted of 6 hours for asepsis, 16-18 hours for medication, 2 hours for heat and cold application, 2 hours for wound care. 4) 22.2% of the nursing schools had total review practice time and 36.1% of the nursing schools had the students clinical practice. Based on above mentioned results, 4-year nursing school had faithful practical education of fundamental nursing than junior nursing school. But for the contents and allocated hours for practice education, junior nursing schools were much more contents and hours than 4 year school.

• 대한치과기공학회지
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• 제31권4호
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• pp.55-66
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• 2009

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 the arithmetic mean of the major basis subjects which graduates and undergraduates answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits. And averages of the major application subjects credits which are Implants(especially low), Occlusal anatomy practice I II, Dental ceramics practice I II, and Dental ceramics practice are low, mostly have a converged tendency in high points. 2. In an analysis of the correlation which is based on the major basis subjects: Dental esthetic, oral anatomy I II, Dental materal practice III, Dental casting pracedure, Oral hygiene, Health & medical law, Management administration, and Medical terminology have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on the major application subjects; Crown and bridge prosthodontics practice IV, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Dental ceramics I II, Dental ceramics practice I II, Dental ceramics practice IIII, Occlusal anatomy I II, Occlusal anatomy practice I, Operative dentistry laboratory technology I, Operative dentistry laboratory technology practice II, Dental attachment laboratory technology practice, Implants, and Dental laboratory clinical practice have meaningful difference. (${\rho}$ < 0.05) 4. In an analysis of the correlation which is based on the ratio of a theory to an actual training; 40:60(38.57%) is the highest, followed by 30:70(30.04%), 50:50(23.32%), 60:40(5.83%), and 70:30(2.24%). These have meaningful difference. (${\rho}$ < 0.05) 5. In an analysis of the correlation which is based on the distinction of sex: Partial denture prosthodontics practice I II III, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Occlusal anatomy practice I II, Implants, Medical terminology have meaningful difference. (${\rho}$ < 0.05) For the purpose of training entrepreneurs of middle standing who is required by a future society, Department of Dental Technology's Curriculum need to be managed with planning a curriculum which reflects opinions of graduates, undergraduates and a society, and also are considered not focusing on a supplier but focusing on a user.

• 정보학연구
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• 제6권4호
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• pp.147-162
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• 2003

본 논문은 전자무역거래의 환경하에서 활용될 수 있는 전자결제시스템의 유형과 현재 제공되고 있는 국제전자결제시스템의 활용상의 문제점을 살펴 보고 전자무역을 활성화할 수 있는 전자결제시스템의 발전방안을 모색하는데 그 목적을 두었다. 현재 전자무역거래에서 활용될 수 있는 전자결제시스템은 전자화폐(electronic cash), 전자수표(electronic check), 전자자금이체(electronic fund transfer), 트레이드카드(tradecard) 및 스위프트 시스템에 의한 전자신용장(electronic L/C by SWIFT system) 등이 있다. 하지만 이들에 대한 전자결제시스템의 보안성, 안정성 및 연동성을 포함하는 제도와 인프라가 제대로 구축되고 있지 않아 사용하는데 한계성을 가지고 있다. 따라서 아직 정착되고 있지 못한 국제전자결제시스템의 발전을 위해서는 정보보안기술과 인증시스템의 구축이 필요하고, 걸제서류가 전자문서로 교환될 수 있도록 해야 한다. 또한 스위프트시스템의 네트워크를 스위프트넷에 의하여 모든 당사자간에 연동시켜 안정성 있게 운용되어야 하고 기업간 거래를 위한 전자신용장을 정착시켜야 한다. 이와 더불어 전자결제와 관련된 법적${\cdot}$제도적인 국내외 인프라를 구축하여 국제전자결제시스템의 통합적 지침을 제공할 수 있도록 해야 할 것이다.

• 동서간호학연구지
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• 제10권1호
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• pp.126-135
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• 2004

Purpose: This study is a descriptive investigation study to identify oriental nursing curricular data, situation, and cognition which are ongoing in our country's educational institutions. Method: Data were collected from a hundred and seventeen nursing institutions(sixty four of three-year course and fifty three of four-year course) after distributing fourteen questionnaires by mail and collecting them by phone and internet browsing from Mar. 2. 2003 to Nov. 11. 2003 to identify oriental nursing educational situation. Results: 1) Oriental related subjects included mostly oriental nursing, introduction of oriental nursing, and introduction of oriental medicine. The credits were mostly two credits for four-year course, however, there were similar number of three-year courses of schools opening with one credit(53.5%) and two credits(46.5%). 2) The educational purpose of oriental subject was for reasons of citizen's increasing concern to the oriental medicine, need of integration of east-west medicine, and method of own traditional treatment. 4) In the prospect of oriental nursing, opinion of needs of continuous education to develop the theory and practice was the most, and there was opinion of progress of oriental nursing in accordance with oriental medicine, while there was one of no need of education also. Conclusion: Accordingly, we suggest a development of a program for developmental oriental nursing education and practice such as professional oriental nursing course for nursing leaders and nurses. and need for aggressive studies on oriental nursing for paradigm shift. In addition, it is prospective that the development of oriental nursing theory and practice could be recognized as an internationally competitive one of our own nursing knowledge system in world nursing market.