• 산업경영시스템학회지
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• 제46권1호
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• pp.91-104
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• 2023

The records system is believed to have started in Italy in the 14th century in line with trade developments in Europe. In 1491, Luca Pacioli, a mathematician, and an Italian Franciscan monk wrote the first book that described double-entry accounting processes. In many countries, including Korea, the government accounting standards used single-entry bookkeeping rather than double-entry bookkeeping that can be aggregated by account subject. The cash-based and single-entry bookkeeping used by the government in the past had limitations in providing clear information on financial status and establishing a performance-oriented financial management system. Accordingly, the National Accounting Act (promulgated in October 2007) stipulated the introduction of double-entry bookkeeping and accrual accounting systems in the government sector from January 1, 2009. Furthermore, the Korean government has also introduced International Financial Reporting Standards (IFRS), and the System of National Accounts (SNA). Since 2014, Korea owned five national accounts. In Korea, valuation began with the 1968 National Wealth Statistics Survey. The academic origins of the valuation of national wealth statistics which had been investigated by due diligence every 10 years since 1968 are based on the 'Engineering Valuation' of professor Marston in the Department of Industrial Engineering at Iowa State University in the 1930s. This field has spread to economics, etc. In economics, it became the basis of capital stock estimation for positive economics such as econometrics. The valuation by the National Wealth Statistics Survey contributed greatly to converting the book value of accounting data into vintage data. And in 2000 National Statistical Office collected actual disposal data for the 1-digit asset class and obtained the ASL(average service life) by Iowa curve. Then, with the data on fixed capital formation centered on the National B/S Team of the Bank of Korea, the national wealth statistics were prepared by the Permanent Inventory Method(PIM). The asset classification was also classified into 59 types, including 2 types of residential buildings, 4 types of non-residential buildings, 14 types of structures, 9 types of transportation equipment, 28 types of machinery, and 2 types of intangible fixed assets. Tables of useful lives of tangible fixed assets published by the Korea Appraisal Board in 1999 and 2013 were made by the Iowa curve method. In Korea, the Iowa curve method has been adopted as a method of ASL estimation. There are three types of the Iowa curve method. The retirement rate method of the three types is the best because it is based on the collection and compilation of the data of all properties in service during a period of recent years, both properties retired and that are still in service. We hope the retirement rate method instead of the individual unit method is used in the estimation of ASL. Recently Korean government's accounting system has been developed. When revenue expenditure and capital expenditure were mixed in the past single-entry bookkeeping we would like to suggest that BOK and National Statistical Office have accumulated knowledge of a rational difference between revenue expenditure and capital expenditure. In particular, it is important when it is estimated capital stock by PIM. Korea also needs an empirical study on economic depreciation like Hulten & Wykoff Catalog A of the US BEA.

• 과학교육연구지
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• 제36권2호
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• pp.394-407
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• 2012

국가수준 학업성취도 평가에 나타난 중학교 3학년 학생들의 과학과 학업성취도를 분석한 결과는 다음과 같다. 첫째, 기초학력 미달에 속하는 학생의 비율이 8.1%로 그 비율이 높았다. 이것은 많은 수의 중학교 학생들이 국민공통기본교육과정이 규정한 국민으로서 갖추어야할 최소한의 과학적 소양에 도달하지 못하고 있음을 의미한다. 둘째, 기초학력 미달에 속하는 학생의 비율에서 남학생이 여학생보다 두 배 정도 많았다. 즉, 기초학력 미달 학생 중 남학생이 10.4%로 여학생의 5.5%보다 2배정도 높았다. 셋째, 성별에 따른 성취도 분석 결과여학생이 197.55점으로 남학생의 195.09점보다 높았다. 또한 여학생들의 표준편차가 남학생들보다 작아 여학생들의 점수가 남학생들에 비해 평균 가까이에 분포하였다. 내용 영역별로 분석한 결과도 여학생의 정답률이 남학생의 정답률보다 운동과 에너지, 물질, 생명, 지구와 우주 영역에서 모두 높았다. 뿐만 아니라 행동 영역별 분석 결과도 지식 영역의 하위 영역인 이해 이외의 모든 지식 영역과 탐구 영역의 하위 영역에서 여학생의 정답률이 남학생의 정답률보다 높았다. 끝으로, 지역별 성취도를 보면 중 소도시가 196.81점으로 가장 높았고, 대도시가 196.15점, 읍 면지역이 194.86점이었다. 한편 표준편차는 대도시가 33.73점으로 가장 컸으며, 중 소도시 33.70점, 읍 면지역 32.92점이었다. 대도시와 중 소도시의 학생들이 읍 면지역 학생들에 비해 과학과 성취도가 높긴 하지만 학생들 간의 학력 격차 또한 크게 나타났다.

• 대한지리학회지
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• 제50권4호
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• pp.407-430
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• 2015

본 연구의 목적은 북한의 헤테로토피아적 장소성을 한 측면으로 점화시킬 수 있음을 대응표본 t-test를 통해 검증하는 것이다. 북한에 다양한 인도적 활동을 펼치고 있는 재미교포들은 북한의 이중적 장소성을 인지하고 있으며 기독교적 노스탤지어와 전시도시로서 평양의 특수성에 주목한다. 북한은 한민족 공간이자 폐쇄적 독재국가이며, 고립과 폐쇄로 일관하지만 의도적으로 경제특구와 같은 개방시스템을 침투시키는 경계공간을 두고 있다. 또한 특정계급공간으로서 평양의 특수성이 두드러진다는 점에서 헤테로토피아적 특성을 갖는다. 민족의 명산이지만 한국 관광객 총살사고가 일어난 금강산, 기네스북에 등재될 정도로 기교가 뛰어나지만 인권유린으로 이루어진 아리랑 공연, 김소월의 고향이자 '진달래 꽃'시의 배경인 동시에 핵시설로 세계에 알려진 영변이 갖는 이러한 헤테로토피아적 장소성을 점화 실험을 통해 그 효과를 분석하였다. 실험 결과 금강산 관광은 뚜렷한 점화 효과를 발견하지 못하였고, 체제 선전을 위한 인문 경관인 아리랑 공연은 호감도가 다소 떨어졌다. 극단적인 장소성을 갖는 영변은 부정적 자극에 대한 점화 효과가 유의미하게 나타났다. 본 연구는 북한의 다면적 장소성이 통일에 기여하는 방향으로 의도적으로 강조되거나 변화될 수 있음을 시사한다는 데 그 의의가 있다.

• IMMUNE NETWORK
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• 제24권2호
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• pp.3.1-3.23
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• 2024

Cigarette smoke extract (CSE)-treated mouse airway epithelial cells (MAECs)-derived exosomes accelerate the progression of chronic obstructive pulmonary disease (COPD) by upregulating triggering receptor expressed on myeloid cells 1 (TREM-1); however, the specific mechanism remains unclear. We aimed to explore the potential mechanisms of CSE-treated MAECs-derived exosomes on M1 macrophage polarization and pyroptosis in COPD. In vitro, exosomes were extracted from CSE-treated MAECs, followed by co-culture with macrophages. In vivo, mice exposed to cigarette smoke (CS) to induce COPD, followed by injection or/and intranasal instillation with oe-TREM-1 lentivirus. Lung function and pathological changes were evaluated. CD68⁺ cell number and the levels of iNOS, TNF-α, IL-1β (M1 macrophage marker), and pyroptosis-related proteins (NOD-like receptor family pyrin domain containing 3, apoptosis-associated speck-like protein containing a caspase-1 recruitment domain, caspase-1, cleaved-caspase-1, gasdermin D [GSDMD], and GSDMD-N) were examined. The expression of maternally expressed gene 3 (MEG3), spleen focus forming virus proviral integration oncogene (SPI1), methyltransferase 3 (METTL3), and TREM-1 was detected and the binding relationships among them were verified. MEG3 increased N6-methyladenosine methylation of TREM-1 by recruiting SPI1 to activate METTL3. Overexpression of TREM-1 or METTL3 negated the alleviative effects of MEG3 inhibition on M1 polarization and pyroptosis. In mice exposed to CS, EXO^-CSE further aggravated lung injury, M1 polarization, and pyroptosis, which were reversed by MEG3 inhibition. TREM-1 overexpression negated the palliative effects of MEG3 inhibition on COPD mouse lung injury. Collectively, CSE-treated MAECs-derived exosomal long non-coding RNA MEG3 may expedite M1 macrophage polarization and pyroptosis in COPD via the SPI1/METTL3/TREM-1 axis.

• Journal of Chest Surgery
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• 제44권2호
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• pp.115-122
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• 2011

Background: The intramural coronary artery has been known as a risk factor for early death after an arterial switch operation (ASO). We reviewed the morphological characteristics and evaluated the early and mid-term results of ASO for patients with an intramural coronary artery. Materials and Methods: From March 1994 to September 15th 2010, 158 patients underwent ASO at Dong-A and Pusan National University Hospitals for repair of transposition of the great arteries and double outlet right ventricle. Among these patients, 14 patients (8.9%) had an intramural coronary artery. Mean age at operation was $13.4{\pm}10.2$ days (4 to 39 days) and mean body weight was $3.48{\pm}0.33$ kg (2.88 to 3.88 kg). All patients except one were male. Eight patients had TGA/IVS and 4 patients had an aortic arch anomaly. Two patients (14.3%) had side-by-side great artery relation, of whom one had an intramural right coronary artery and the other had an intramural left anterior descending coronary artery. Twelve patients had anterior-posterior relation, all of whom had an intramural left coronary artery (LCA). The aortocoronary flap technique was used in coronary transfer in 8 patients, of whom one patient required a switch to the individual coronary button technique 2 days after operation because of myocardial ischemia. An individual coronary button implantation technique was adopted in 6, of whom 2 patients required left subclavian artery free graft to LCA during the same operation due to LCA injury during coronary button mobilization and LCA torsion. Results: There was 1 operative death (7.1%), which occurred in the first patient in our series. This patient underwent an aortocoronary flap procedure for coronary transfer combining aortic arch repair. Overall operative mortality for 144 patients without an intramural coronary artery was 13.2% (19/144). There was no statistical difference in operative mortality between the patients with and without an intramural coronary artery (p>0.1). There was no late death. The mean follow-up duration was $52.1{\pm}43.0$ months (0.5 to 132 months). One patient who had a subclavian artery free graft required LCA stenting 6.5 years after surgery for LCA anastomotic site stenosis. No other surviving patient needed any intervention for coronary problems. All patients had normal ventricular function at latest echocardiography and were in NYHA class 1. Conclusion: The arterial switch operation in Transposition of Great Arteries or Double Outlet Right Ventricle patients with intramural coronary can be performed with low mortality; however, there is a high incidence of intraoperative or postoperative coronary problems, which can be managed with conversion to the individual coronary button technique and a bypass procedure using a left subclavian free graft. Both aortocoronary flap and individual coronary button implantation techniques for coronary transfer have excellent mid-term results.

• 공연문화연구
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• 제37호
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• pp.5-31
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• 2018

고성오광대 제1과장 문둥북춤은 양반의 자손으로서 조상들의 죄업으로 문둥병에 걸려 고통으로 괴로워하다 신명을 통해 극복한다는 내용을 대사 없이 춤으로만 표현한다. 고성오광대 문둥북춤의 문화재 지정 이후 현재까지 변화양상을 살펴본 결과 시간이 지남에 따라 문둥북춤의 춤사위가 더 많아지고 동작이 구체화된 것을 확인할 수 있었다. 1965년 문둥북춤 춤사위부터 2000년 문둥북춤까지 춤사위가 5개에서 20개로 확장되고 이전보다 구체화된 것을 확인할 수 있었다. 또한 문둥북춤에서 사용하는 소도구 북의 표현하는 방식이 65년의 경우 북을 치고 어르는 춤사위만 있었다면, 1988년의 경우 현재와 같이 북과 북채를 무대에 두고 등장하고 춤사위도 14개로 늘어난 것을 확인할 수 있었다. 2000년 문둥북춤의 경우 문둥이가 북을 잡고 난 이후부터 신명나게 춤을 추며 자진모리장단으로 발전되는 형태는 이전보다 춤사위가 더 다양해지고 이야기 구조를 좀 더 명확하게 표현하는데 사용된 것을 알 수 있었다. 마지막으로 고성오광대의 대표적인 춤사위 배김새가 1965년엔 보이지 않고 1969년엔 한 방향으로만 배김사위를 하는데 1988년과 2000년 문둥북춤에서 보여지는 배김사위는 좌우로 대칭하여 한 번씩 연행해 현재의 배김사위와 같은 것을 알 수 있었다.

• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of Chest Surgery
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• 제29권9호
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• pp.983-988
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• 1996

발살바동 동맥류는 매우 드문 질환으로 1987년부터 1994년까지 인제대학교 의과대학 서울백병원 흉부외과학교실에서는 총 12례를 경험하였으며 이는 이 기간중의 심폐체외순환을 이용한 심장수술중 0.7%였다. 남자가 8례, 여자가 4례였고, 연령분포는 8세에서 38세까지로 평균 19.2세 였다. 파열이 있었던 경우는 8례였다. 발살바동 동맥류의 기원은 우측 발살바동에서 10례(83.3%), noncoronary 발살바동에서 2례 (16.6%)였다. 파열된 경우에는 우측 발살바동에서 6례, noncoronary발살바동에서 2례였으며, 우측 발살바동에서 기원한 6례중 5례가 우심실로, 1례가 우심방 및 우심실로 파열됐고, noncoronary 발살바동에서 기원한 2례중 1례가 우심방으로, 1례가 우심실로 파열됐었다. 동반된 심질환은 심실중격결손이 10례(83.3%)였고 이중 9례는 우측 발살바동에서 동반되었으며, 대동맥 판폐쇄부전이 동반된 예는 3례로서 모두 심실중격결손도 같이 동반하고 있었다. 그외 승모판폐쇄부전이 1례, 우심실양분증이 1례였다. 조기사망은 없었고, 만기사망은 술후 15개월에서 1례있었는데 심내막염으로 인하여 사망하였다. 술후 평균 29개월(4~60개월)간의 추적기간 \ulcorner만기사망 1례를 제외한 11례에서 WYHA기능적 분류로 classs I의 상태이다. 수술의 위험도나 사망률이 낮으므로 합병증의 위험이 있으면 파열이 없더라도 수술하여야 하며, 파열이 있는 경우는 진단이 되면 바로 수술을 해야할 것으로 사료된다. 대부분의 경우 대동맥판막 및 동맥류의 정확한 판단 및 교정을 위해 대동맥절개가 필요하다. 한편 동반된 심질환도 동시에 교정해주며 특히 대동맥판막에 대해서는 철저히 교정 해주어야 한다고 생각한다.

• Asia pacific journal of information systems
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• 제18권2호
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• pp.1-14
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• 2008

According to technology acceptance model(TAN) which is one of the most important research models for explaining IT users' behavior, on intention of using IT is determined by usefulness and ease of use of it. However, TAM wouldn't explain the performance of using IT while it has been considered as a very good model for prediction of the intention. Many people would not be confirmed in the performance of using IT until they can control it at their will, although they think it useful and easy to use. In other words, in addition to usefulness and ease of use as in TAM, controllability is also should be a factor to determine acceptance of IT. Especially, there is a very close relationship between controllability and ease of use, both of which explain the other sides of control over the performance of using IT, so called perceived behavioral control(PBC) in social psychology. The objective of this study is to identify the relationship between ease of use and controllability, and analyse the effects of both two beliefs over performance and intention in using IT. For this purpose, we review the issues related with PBC in information systems studies as well as social psychology, Based on a review of PBC, we suggest a research model which includes the relationship between control and performance in using IT, and prove its validity empirically. Since it was introduced as qa variable for explaining volitional control for actions in theory of planned behavior(TPB), there have been confusion about concept of PBC in spite of its important role in predicting so many kinds of actions. Some studies define PBC as self-efficacy that means actor's perception of difficulty or ease of actions, while others as controllability. However, this confusion dose not imply conceptual contradiction but a double-faced feature of PBC since the performance of actions is related with both self-efficacy and controllability. In other words, these two concepts are discriminated and correlated with each other. Therefore, PBC should be considered as a composite concept consisting of self-efficacy and controllability, Use of IT has been also one of important areas for predictions by PBC. Most of them have been studied by analysis of comparison in prediction power between TAM and TPB or modification of TAM by inclusion of PBC as another belief as like usefulness and ease of use. Interestingly, unlike the other applications in social psychology, it is hard to find such confusion in the concept of PBC in the studies for use of IT. In most of studies, controllability is adapted as PBC since the concept of self-efficacy is included in ease of use explicitly. Based on these discussions, we can suggest perceived use control(PUC) which is defined as perception of control over the performance of using IT and composed of controllability and ease of use as sub-concepts. We suggest a research model explaining acceptance of IT which includes the relationships of PUC with attitude and performance of using IT. For empirical test of our research model, two user groups are selected for surveying questionnaires. In the first group, there are freshmen who take a basic course for Microsoft Excel, and the second group consists of senior students who take a course for analysis of management information by Excel. Most of measurements are adapted ones that have been validated in the other studies, while performance is real score of mid-term in each class. In result, four hypotheses related with PUC are supported statistically with very low significance level. Main contribution of this study is suggestion of PUC through theoretical review of PBC. Specifically, a hierarchical model of PUC are derived from very rigorous studies in the relationship between self-efficacy and controllability with a view of PBC in social psychology. The relationship between PUC and performance is another main contribution.

• 영재교육연구
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• 제24권6호
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• pp.1001-1024
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• 2014

본 연구에서는 과학영재학교에서 AP(Advanced Placement)를 경험하고 현재 대학생이 된 39명의 영재고 졸업생들과의 심층인터뷰를 통해 영재학교에서 운영 중인 AP의 운영실제 및 그 의미를 탐색하고 2015년부터 과학고로의 전면적 확대를 앞두고 있는 AP의 향후 방향성을 모색해보고자 하였다. 현재 영재학교 학생들은 기초필수와 선택과목 등으로 평균 8과목 이상의 AP 과목을 수강하고 있었다. AP 교과목의 경우, 대개는 영재학교 2학년부터 수강이 이루어지는 것이 일반적이나 PT(placement test)를 통해 1학년 때부터 AP과목을 수강하는 경우도 있었다. AP로 제공되는 선택과목들은 전공별로 차이가 있어 수학 교과에서는 비교적 많은 전공 선택 과목이 제공되고 있으나 생물이나 전산 교과등을 이수하려는 학생들에게는 상대적으로 선택의 폭이 적었다. 본 연구에 참여한 학생들에 의하면 영재학교에서의 AP는 오히려 대학에서의 수업보다 내용상 더 어려웠으며 소수인원으로 진행되는 만큼 활발한 교사-학생 상호작용과 함께 충실하게 운영되었다. 하지만 AP 과목의 이수 인정 학점인 C+의 타당성과 관련해서는 상이한 의견이 제시되었다. 연구결과 학생들은 AP로 단축된 시간을 다양한 측면으로 활용하고 있었다. AP가 0.5년에서 1.5년의 조기졸업을 위한 통로로도 활용되어지지만, 학생들은 AP로 단축된 시간을 복수전공, 부전공, 해외 교환학생 등과 같이 다양한 기회로 활용하고 있음을 알 수 있었다. 특히 남학생들의 경우 AP로 인해 단축된 시간이 있어 군복무 기간에 대해 다소 부담감을 덜 느끼는 것을 알 수 있었고, AP가 학생 개개인 관심사나 연구를 위한 시간적 여유를 제공해주기도 하였으며, 무엇보다 AP를 통해 고등학교에서 보다 진지하게 진로를 탐색하고 경험할 수 있는 유용한 시간이었다고 학생들은 지적한다. 본 연구는 과학영재학교와 과학고등학교에서 AP 과정이 성공적으로 정착하고 더욱 확대 발전하기 위해서 학교-대학 간의 보다 원활한 행정시스템 개선, AP 과목 인정 대학의 확대 등을 포함한 몇 가지 현실적 제언을 제시하고 있다.