• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2003년도 학술.기술논문 발표회
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• pp.17-21
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• 2003

This study is mainly acceptive for physical material performance than waterproofing layer performance on the external condition after construction. The reason are legalized only for material performance quality standard even though it is existed waterproofing materials for membrane. In actuality, waterproofing layer are greatly occurred in performance a decreased developing essential element that are human footprints as a result physical perimeter environment after construction and on the construction. As the result, this present paper purpose for evaluation and performance of the membrane waterproofing layer on the construction.

• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2003년도 학술.기술논문발표회
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• pp.17-21
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• 2003

This study is mainly acceptive for physical material performance than waterproofing layer performance on the external condition after construction. The reason are legalized only for material performance duality standard even though it is existed waterproofing materials for membrane. In actuality, waterproofing layer are greatly occurred in performance a decreased developing essential element that are human footprints as a result physical perimeter environment after construction and on the construction. As the result, this present paper purpose for evaluation and performance of the membrane waterproofing layer on the construction.

• The Journal of Korean Physical Therapy
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• 제14권1호
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• pp.177-186
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• 2002

The purpose of this study was to contribute to the development of clinical instruction by students ratings of teaching effectiveness in clinical education. The instrument used in this study was teaching effectiveness of clinical nursing by Yu and modified evaluation method by Kern and Mickelson. The results were are follows 1. Among the 12 categorial components of clinical teaching effectiveness, the highest satisfaction was 'encouraging to think for themselves' and the lowest was 'attitude of teacher and evaluation' 2. To compare teaching effectiveness between sex, 'resource for student' and 'professional competence' showed statistical significance. 3. To compare teaching effectiveness among clinical practice stage, 'encouraging' 'role model', 'professional competence', 'organization of subject mater' and 'attitude of teacher and evaluation' showed statistical significance. 5. Interrater ICCs for evaluation method did not showed statistical significance and interitem ICCs showed statistical significance. This article presents goal of clinical education, development of clinical instructor's educational program and a standardized method to measure clinical performance.