• Journal of the Korean Society of Marine Environment & Safety
• /
• v.11 no.2 s.23
• /
• pp.65-71
• /
• 2005

This paper presents the maritime education and training at CMA. There are two kinds of Federal Maritime Academies, i.e. U. S. Merchant Marine Academy (USMMA) and U. S. Coast Guard Academy, which are supported by federal government and six State Maritime Academies operated by each state. CMA is a unique campus of the California State University(CSU). A specialized education combining classroom instruction, hands-on experience and professional development prepare students for a successful career in international business and logistics, maritime policy, engineering, technology or in the maritime and transportation industries. All students of CMA, under licensed faculty supervision, learn and train aboard the Training Ship Golden Bear during a two-month training cruise in their first year at CMA. Second-year students participate in a land-based cooperative, or sail on a commercial cruise or the Training Ship GOLDEN BEAR depending on their major. Third-year maritime licensing option students take a final cruise on the training ship, while other students participate in an additional land-based cooperative. In their senior year, students take license exams to complete graduation requirements.

• Korean Security Journal
• /
• no.1
• /
• pp.123-134
• /
• 1997

Our conuntry have come out to the phenomenon to the atrocity crimes, make into a intellecture crims and specialization with them due to various change to the expension of economy growth, drift of population to cities and sense of value is plunged in confution, Now that things have come to this day, since foundation of the security guard law it first begin, ten years, civilian securities guard law was include to the civil service securities law due to amendment fo the civility secuties law newly on Dec. 30, 1995. According to the amendment, the part of the public peace of peoples livelihood were slough of the visual angle in knowledge which function of the civilies security were only be in under the government dimension were put in order to be tointly according to the such state of affairs, should found the consider a counterplan fundamentally regarding to the what to doing efforts foster the civilities securitylaw and qualitalive elevation of presidential guards. To make a long story short by few words, the question resolves itself into the following five points. The first, peoples arrengements for the attitude fo public duty service with devotedly Sustaining publicity work activities for the thire divert of the understanding of civilian security guard. The secondly, Existing security traders and security association should to support to the civilian security works. The third, The government office concerned should strengthen the licensing system in order to improve the quality of existings in order to may establishment newly systems of license and technical institute of regarding to them. The fourth, Should be newly organixed the exclusive organization of personal protective works in the police buroau for the sustaining development of civirity guard works and soundness of the upbringing. The fifth, It is necessary to found the reserch institute for the study on oretical, scholarly, study for the technical reserch and enlargement of effeciveness And try to find a solution to the Universitys function and duty, activity plan, support plan to the Department of security specialist for the come forward in succession it under the national assistance. The finally, I am sure that the Korean security association could be transiormed into the organization which reliable and receive a love from the peoples when doing best utmost to do pursuit of the structure to be a securitys legalism, specialization and total security systems.

• Journal of the Korean earth science society
• /
• v.38 no.5
• /
• pp.378-392
• /
• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• Korean Journal of Adult Nursing
• /
• v.12 no.3
• /
• pp.418-430
• /
• 2000

Nurses in today's challenging health care settings need to be skilled critical thinkers and clinical experts. The nurse must be able to use a broad knowledge base to mobilize resources, coordinate actions and evaluate outcomes in complex new situations. So the national licensing examination for registered nurses is change to improve the quality of professional competency of nurses in Korea. Prior to this, learning objectives should be developed and improved periodically. The purpose of this study is to describe the nursing competency to provide base line data for developing learning objectives in adult health nursing. This study was conducted by means of a questionnaire which was developed by the researcher after reviewing the literature. The questionnaire was based on learning objectives which were developed by a nation-wide nursing faculty majoring in adult health nursing. The subjects were 45 nurses in a middle level hospital. The collected data were treated using SPSS Win 7.5 Statistical Package so as to obtain such descriptive statistics as mean score, frequency, and to test reliability test, nonpar-Friedman test. To summarize the major findings in this study, it showed the scope of nursing competency and can guide the direction of study and methodological criteria to develop learning objectives. Recommendations for further research are: firstly, it is necessary to state learning objectives with learners' behavioral terminology; secondly, to overcome locality in scope of this study, there is a need to analyze with nation-wide sampling by an in-depth statistical analysis; thirdly, because the subjects of this study are mostly three-year graduate nurses, there is a need to compare this study with other studies of different subjects.

• Journal of Korean society of Dental Hygiene
• /
• v.13 no.1
• /
• pp.1-12
• /
• 2013

Objectives : In order to make a proposal of a Korean standard dental hygiene curriculum, the job description of the National Health Personnel Licensing Examination Board was analyzed to prepare a job analysis matrix of dental hygienist to select required core competency. Methods : Data were analyzed to test the job validity of dental hygienist and categorize the duties of dental hygienist. A proposal of a standard dental hygiene curriculum was mapped out by making a comparative analysis of the courses necessary for American authorization of dental hygiene curriculum, existing proposals of Korean standard dental hygiene curriculum and the courses of the departments of dental hygiene offered by domestic three-year colleges and four-year universities. Results : Basic medicine courses were reinforced or newly offered to provide an opportunity for students to transfer to a domestic four-year university or to a foreign university. In the field of clinical dental hygiene and practice, preventive dentistry, prophylaxis and practice were integrated, and the names of the related courses were unified to give a chance for students to engage in comprehensive dental hygiene practice. There were different courses for dental clinical science at present. In this proposal, students should earn 125 credits in total. Conclusions : Standard dental hygiene curriculum proposal was required by three-year and four-year colleges across the nation. To make it happen, the original names of dental hygiene courses should be used, and the dental hygiene certification and evaluation institute that is under the umbrella of the Korean Dental Hygienists Association should lay out the standard of the KSDHEP to facilitate the utilization of the standard dental hygiene curriculum proposal.

• Health Policy and Management
• /
• v.29 no.4
• /
• pp.394-398
• /
• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• Journal of Korea Technology Innovation Society
• /
• v.21 no.2
• /
• pp.560-586
• /
• 2018

This study empirically analyzes how factors inside university influence the creation of technology-based spin-offs, employing unique data sets. We posit a two-year time lag between the explanatory variables and the dependent one using total 270 university data sets for 5 years in Korea. The results show that universities with experienced technology licensing offices (TLO), those with R&D personnel size, those in possession of incubation policies or business incubators have an edge in creating technology-based spin-offs. The findings provide policy implications. By making more informed decisions on fostering technology-based spin-offs at universities, policymakers can promote the creation of new industries and lead them to create jobs in line with the national economic growth policy.

• Korean Journal of Construction Engineering and Management
• /
• v.21 no.3
• /
• pp.3-10
• /
• 2020

The endowment and concession has been put to practical use for the relocation projects of military Facilities. Yet, in terms of the project implementation, delay of a great deal of the projects is occurring due to related regulations and standards, as well as a lack of mutual understanding between project implementers and military units. This study analyzes the risk factors by identifying and prioritizing the potential risk factors at each stage of project implementation such as the issues that limit project characteristics and implementation. Among the derived risk factors, request exceeding facility standards in the licensing and design phases, opposition to troop relocation in the project approval phase, design change during construction phase in the construction and completion phases, dissenting opinions on endowed/conceded property in the property disposal phase and absence of facility standards in the MOA conclusion phase were found to be the main object of consideration in risk management. This study is expected to provide project managers with a guideline for effectively pursuing the projects, as it provides prioritization and optimization of risk management.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.111-118
• /
• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• Korean Medical Education Review
• /
• v.20 no.1
• /
• pp.20-31
• /
• 2018

Good assessment is crucial for feedback on curriculum and to motivate students to learn. This study was conducted to perform item analysis on the Medical Education Assessment Consortium clinical knowledge mock examination (MEAC CKME) (2011-2016) and to evaluate several effects to improve item quality using both classical test theory and item response theory. The estimated difficulty index (P) and discrimination index (D) were calculated according to each course, item type, A (single best answer)/R (extended matching) type, and grading of item quality. The cut-off values used to evaluate P were: >0.8 (easy); 0.6-0.8 (moderate); and <0.6 (difficult). The cut-off value for D was 0.3. The proportion of appropriate items was defined as those with P between 0.25-0.75 and D ${\geq}0.25$. Cronbach ${\alpha}$ was used to assess the reliability and was compared with those of the Korean Medical Licensing Examination (KMLE). The results showed the recent mean difficulty and decimation index was 0.62 and 0.20 for the first MEAC CKME and 0.71 and 0.19 for the second MEAC CKME, respectively. Higher grade items evaluated by a self-checklist system had better D values than lower grade items and higher grade items gradually increased. The preview and editing process by experts revealed maintained P, decreased recall items, increased appropriate items with better D values, and higher reliability. In conclusion, the MEAC CKME (2011-2016) is deemed appropriate as an assessment to evaluate students' competence and prepare year four medical students for the KMLE. In addition, the self-checklist system for writing good items was useful in improving item quality.