• Journal of Korean Clinical Nursing Research
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• v.26 no.2
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• pp.217-231
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• 2020

Purpose: To identify the clinical role of Advanced Practice Nurses (APN), and evaluate how other medical personnel perceive their work(difficulty, importance). Methods: A questionnaire survey was performed with 277 health care providers (APN 52, nurses 88, and medical doctors 137 [professors 51, fellows 44, & residents 42]) in a single, tertiary hospital. The questionnaire was categorized into 6 domains (total 40 tasks): 6 tasks on identifying health issues (A); 3 tasks on prescribing and conducting diagnostic tests (D); 18 tasks on disease treatment (T); 4 tasks regarding prescribing medicine (M); 3 tasks regarding medical collaboration (C); 6 tasks regarding patient education (E). The survey measured the frequency, difficulty, and importance of APN's clinical tasks, and evaluated the willingness of authorizing clinical tasks to APN. Results: The most frequent tasks for APN were A domain, lowest were T domain. The scores for perceived job difficulty were lower than those for job importance in all groups. The proportion of willingness to legally delegate clinical practices to APN was higher in A and E domains, but lower in D and T domains. However, professors, who spent the most time with APN, showed a higher willingness to legally delegate clinical practice. The participants favored medical doctors as substitutes for tasks which were not legislated for delegated job performance. Conclusion: In this study identified clinical roles that medical doctors considered possible for legal delegation to APN were identified. The results can be used as evidence for the legalization of the practice of APN.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.1 no.2
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• pp.159-168
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• 1997

This paper presents a mechanism which supplies tasks with fast turn-around time on real-time multimedia environments. Tasks are classified into periodic and aperiodic tasks according to their executing period, and the types of them are classified into three groups : critical tasks, essential tasks and common tasks by the degree of its urgency. In the case of periodic tasks, we defer the execution of it within the extent to keep the deadline as long as possible and serve the aperiodic tasks, and provide aperiodic tasks with fast turn-around time. Changing the priority of each task is allowed within the same type and it is scheduled by using the dynamic priority. The emergency tasks are executed within deadline in any circumstances, and the least laxity one is served first when many real-time tasks are waiting for execution. The result of simulation shows that the proposed mechanism is better than the EDZL, known as suboptimal in multiprocessor systems, in the point of rum-around time.

• The Mathematical Education
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• v.62 no.2
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• pp.257-268
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• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

• Journal of Agricultural Extension & Community Development
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• v.19 no.2
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• pp.241-271
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• 2012

The objectives of this study were to explore the duties and tasks of educational program operation, to develop the performance model including the duties and tasks, and to construct the action manual of the tasks and duties in related with implementing effectively the educational program. The findings of this study were as follows. First, The identifying duties and tasks was 1,942 related with implementing educational program operation based on theoretical job model through activity analysis and experience sampling techniques. Second, the finding duties and tasks was reconstructed through classifying with 9 duties and 88 tasks, and then it was developed as educational program operation model of Korean Rural HRD Center. Finally Third, the implementing manual was constructed including the contents and task-elements.

• Proceedings of the IEEK Conference
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• 2004.08c
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• pp.671-674
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• 2004

We propose accurate classification method of EEG signals during mental tasks. In the experimental task, the tasks of subjects show 3 major measurements; there are mathematical tasks, color decision tasks, and Chinese phrase tasks. The classifier implemented for this work is a feed-forward neural network that trained with the error back-propagation algorithm. The new BCI system is proposed by using neural network. In this system, tr e architecture of the neural network is composed of three layers with a feed-forward network, which implements the error back propagation-learning algorithm. By applying this algorithm to 4 subjects, we achieved $95{\%}$ classification rates. The results for BCI mathematical task experiments show performance better than those of the Chinese phrase tasks. The selection time of each task depends on the mental task of subjects. We expect that the proposed detection method can be a basic technology for brain-computer interface by combining with left/right hand movement or yes/no discrimination methods.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.56 no.6
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• pp.1122-1129
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• 2007

For a system with multiple real-time tasks of different deadlines, it is very difficult to find the optimal checkpoint interval because of the complexity in considering the scheduling of tasks. In this paper, we determine the optimal checkpoint interval for multiple real-time tasks that are scheduled by RM(Rate Monotonic) algorithm. Faults are assumed to occur with Poisson distribution. Checkpoints are inserted in the execution of task with equal distance in the same task, but different distances in other tasks. When faults occur, rollback to the latest checkpoint and re-execute task after the checkpoint. We derive the equation of maximum slack time for each task, and determine the number of re-executable checkpoint intervals for fault recovery. The equation to check the schedulibility of tasks is also derived. Based on these equations, we find the probability of all tasks executed within their deadlines successfully. Checkpoint intervals which make the probability maximum is the optimal.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.259-273
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• 1999

This studied investigated children's music identification, classification, and seriation cognitive task performance abilities by age and sex. The subjects were l20 six-, eight-, and ten-year-old school children. There were significant positive correlations among music cognition tasks and significant age and sex differences within each of the music tasks. Ten-year-old children were more likely to complete their music identification tasks than the younger children and girls were more likely than boys to complete their music identification tasks. Eight- and 10-year-old children were more likely to complete their music classification tasks than the younger group. Piagetian stage theory was demonstrated in children's music classification task performance. There was an age-related increase in the performance of the music seriation tasks. Developmental sequential theory was demonstrated in music seriation performance.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.365-389
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• 2017

This study aims to analyze elementary gifted students' inquiries on combinatoric tasks. In particular, we designed circular permutation tasks and analyzed students' inquiries on these tasks. We especially analyzed students' expressions, counting processes, and their construction of set of outcomes. The findings showed that the students utilized analogy to resolve given tasks, and they had difficulties in categorizing and re-categorizing possible outcomes of given tasks. Their improper use of analogy also caused difficulties in resolving circular permutation tasks.

• Journal of the Korea Society of Computer and Information
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• v.22 no.5
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• pp.51-56
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• 2017

The purpose of this study was to identify differences in cognitive function according to the presence or absence of apraxia and the tasks most relevant to the cognitive function among the various types of tasks in the apraxia test. The subjects were 42 community residents who participated in a cognitive rehabilitation program related to dementia in a Chungbuk area. MMSE-K and BCoS(Birmingham Cognitive Screen) apraxia test were administered to all subjects. The apraxia test includes three types of tasks, gesture production tasks that make meaningful movements according to verbal instructions, gesture recognition tasks that display behavior after make sense of meanings, and meaningless imitation task. Apraxia group(n=30, MMSE-K mean score: 25) showed lower cognitive function than group without apraxia(n=12, MMSE-K mean score: 28). All tasks in the apraxia test showed a significant correlation with cognitive function, but the meaningless imitation task had a negligible correlation. The apraxia test is a good way to assess cognitive function, and it may be more effective to use meaningful behavior to replace cognitive testing.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.1-20
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• 2002

The subjects of this study of the development of concepts of pretense and of false beliefs were 168 3-, 4-, 5-, and 6-year-olds. There were 2 significant main effects for age and type of task both for pretend and false belief tasks. The older children performed pretend tasks and false belief tasks at a higher level than the younger children. Performance on pretend tasks was higher with alternatives than without them. On false belief tasks, there were differences in performance among the change of location, the change of content and the second order false belief tasks. Correlations between understanding of pretense and false beliefs were relatively high. These results suggest that the relationship between children's understanding of pretense and false belief varied by types of tasks.