• The Korean Journal of Emergency Medical Services
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• v.13 no.2
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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.

• Journal of radiological science and technology
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• v.40 no.1
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• pp.127-134
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• 2017

The purpose of this study was to assess the impact by comparing the concentration of indoor radon and look for ways to lower the concentration of indoor radon gas measurements of three variables, the year of completion, volume of the building and ventilation. Measurement target is six classrooms on the sixth floor of building that was constructed in 1973 and was extended in 2011. Selected classroom's volume is different. Four classrooms were selected to compare the radon concentration in accordance with the year of completion, Classrooms that is same year of completion were selected to compare the radon concentration in accordance with the volume, six classroom was performed closure and ventilation to compare radon concentration according to ventilation. Radon concentrations in accordance with the year of building completion showed a high concentration of radon in a building recently built. Also, Radon concentration in volume is high the smaller the volume. Radon concentration change according to ventilation showed a reduction of about 80% when the ventilation than during closing. Especially, The radon concentrations were high detected while the recently year of building completion and the smaller volume. Ventilation of the three variables is considered that can be expected to exposure reduction effect by radon affecting the greatest radon concentration reduction.

• Journal of Hospice and Palliative Care
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• v.12 no.3
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• pp.115-121
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• 2009

Despite a recent increased nation's attention given to improving end-life care, we professionals need to be more critical and reflective on our realities surrounding hospice palliative care. The aim of this paper is to suggest that palliative care models can be used for patients/families in the last phase of life and examine whether they are appropriate for caring them in congruence with philosophy of hospice. The hospice experience model (HEM) of Eagan & Labyak and the developmental model of Byock are introduced and examined for their congruence with philosophy of hospice in applying to clinical practice. The HEM as a patient/family value-directed end of life care model emphasizes three principles; unique experience of patient/family, interactions/relationships among multiple dimensions of personhood and between family, and personal growth and development in the face of suffering through a life-completion. The developmental model stipulates dying as the last stage of living, a stage of life cycle in which patients/family may have growth through life-completion in multidimensional relationships of personhood. The model includes the developmental landmarks and tasks for life-completion as the framework to guide a means of professionals' to recognize their opportunity to grow. The landmarks and tasks include worldly and social affair, individual relationships, intrapersonal, and transcendent dimension. The models could work as appropriate palliative care models for patients/families in the last stage of living. The professionals need to be encouraged to apply the models to end of life care setting.

• Journal of Fisheries and Marine Sciences Education
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• v.9 no.1
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• pp.1-30
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• 1997

The results of this study were summarized as follows : 1. In the field of general subjects, the compulsory courses are composed of 10 courses(14.3%) in 9 subjects and show only one course in one subject in Korea, while those in Japan are composed of 11-12 courses(18.3-20.0%) in 8 subjects and present each level course of primary and deepening in course. 2. In the field of general subjects, the elective courses are composed of 60 courses(85.7%) in 12 subjects in Korea, while those in Japan are composed of 48-49 courses in 8 subjects. 3. In the field of specialized subjects, the compulsory courses for streams have 3 courses(10.7%) in Korea, while those in Japan have 4 courses (16.7%) 4. In the field of specialized subjects, the compulsory courses for departments are composed of 2-4 courses in Korea, while specialized courses for departments are composed of 4 courses in Japan. 5. In the field of general subjects, unit allotment of the compulsory courses requires the completion of 70 units (37.2%) out of total 188 units(excluding extracurricular activites) in Korea, while that in Japan requires the completion of 70-90 units(38.9-50.0%) out of total 180 units (excluding extracurricular activites). 6. In the field of general subjects, unit allotment of the elective courses requires the completion of 12-36 units(6.4-19.2%) out of total 188 units in Korea, while that in Japan requires the completion of30-50 units(16.7-27.8%) out of total 180 units. 7. In the field of specialized subjects, unit allotment of the major courses requires the completion of more thar 82 units in Korea, while that in Japan requires the completion of more than 60 units, so that the units of the complusory courses for stresms of both of the countries tend to show many differences and diversity in both zone and school. Based on these results, the research concluded that the Fisheries High Schools in the two countries make up nearly similar curricula, while in Japan general subjects carry more extensive choice of courses and higher unit allotment is provided for general subjects than in Korea. It was also concluded that the curriculum for vocational education in Japan intends to develop spontaneous, creative, and soft personalities for job. This study suggests that Fisheries High School curriculum in Korea needs to be improved to give students more opportunities for course selection and to help students adapt themselves to various kinds of job groups.

• Journal of Veterinary Clinics
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• v.27 no.4
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• pp.397-401
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• 2010

This study was to evaluate the usefulness of a programmed reproductive management including Presynch-Ovsynch-Resynch protocol in lactating dairy cows. Nine hundred and thirty four cows calved during February to May 2008 were used for this study. Cows received im injections of 25 mg $PGF_{2{\alpha}}$ at $45{\pm}3$ and $59{\pm}3$ days in milk (DIM). Fourteen days later, Ovsynch was initiated with an im injection of $100\;{\mu}g$ GnRH ($73{\pm}3$ DIM), 25 mg $PGF_{2{\alpha}}$ 7 days later ($80{\pm}3$ DIM), $100\;{\mu}g$ GnRH 56 h later and timed artificial insemination (TAI) 16 h after the GnRH injection. Cows showed estrus during the Presynch-Ovsynch, were inseminated artificially according to am-pm rule. Pregnancy was determined on 32 days after AI using ultrasonography. Cows diagnosed pregnant were re-examined for pregnancy by rectal palpation at 60 days after AI. Non-pregnant cows were resynchronized by receiving $100\;{\mu}g$ GnRH, 25 mg $PGF_{2{\alpha}}$ 7 days later, $100\;{\mu}g$ GnRH 56 h later and TAI 16 h after. Cows with estrus since the first AI before the completion of Resynch protocol were also inseminated artificially according to am-pm rule. Pregnancy was determined by the same manner as following the first AI. Fifty five percents of the cows treated showed estrus and received AI before completion of the Presynch-Ovsynch protocol, while 45% received TAI, regardless of estrus exhibition following the completion of the protocol. The pregnancy rate following the first AI was higher in cows that showed estrus and received AI (43.3 and 38.5%) during the Presynch-Ovsynch than cows with TAI (34.6 and 29.6%) on 32 and 60 days after AI (P < 0.01). Sixty six percents of cows diagnosed non-pregnant following the first AI showed estrus before the completion of Resynch protocol and received AI, while 34% received TAI, regardless of estrus exhibition following the completion of the protocol. The pregnancy rate following the second AI was higher in cows that showed estrus before the completion of Resynch protocol and received AI (40.2 and 36.8%) than cows with TAI (21.2 and 18.2%) on 32 and 60 days after AI (P < 0.01). The cumulative pregnancy rates following the first and second AIs were 60.8 and 53.9% on 32 and 60 days after AI, respectively. These data suggest that inclusion of Presynch-Ovsynch-Resynch protocol and estrus detection into the programmed reproductive management might be an alternative option to control dairy cattle breeding.

• Journal of the Korean Society of Radiology
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• v.15 no.2
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• pp.219-227
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• 2021

This study examines the status of non-face-to-face online continuing education for radiological technologist working at medical institutions in a region, their satisfaction, and completion status, and provides basic data on the design and operation of continuing education predicted after the post-coronavirus. It was implemented to do. From January 5, 2021 to January 31, 2021, 255 radiological technologist license holders who completed online continuing education in 2020 were targeted. Satisfaction with online continuing education was higher as the age, male radiological technologist, and job title increased after obtaining a license. As for the status of completion of continuing education, the higher the age, the higher the percentage of regular members belonging to the branch, the more moderate the cost of continuing education of medical institutions was guaranteed, and the more the completion of the continuing education license and the recognition of legal restrictions. Based on the results of this study, in order to increase the satisfaction and completion of continuing education, it is necessary to develop various educational programs and contents according to age in preparation for the rapidly changing medical environment, and it is necessary to identify and provide members' needs.

• Journal for History of Mathematics
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• v.17 no.1
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• pp.109-118
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• 2004

This study estimated direct factors that have effect to completion degree of game, and we constructs structural equation model that can evaluate completion degree of game using empirical analysis. For it, we obtained weight of components of game development by eigenvector method for analytic hierarchy process. Using calculated weight, we also let that components of game development is observating variable of X, and genre of game is observating variable of Y. And we constructs structural equation model with LISREL program

• Journal of the Chungcheong Mathematical Society
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• v.29 no.1
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• pp.137-150
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• 2016

We introduce a new approach that allows us to solve, algorithmically, the contractive completion problem. In this article, we provide concrete necessary and sufficient conditions for the existence of contractive completions of Hankel partial contractions of size $4{\times}4$ using a Moore-Penrose inverse of a matrix.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.13 no.22
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• pp.35-42
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• 1990

This paper deals with a single machine scheduling problem with a quadratic penalty function of completion times. The objective is to find a optimal sequence which minimizes the total penalty. A new type of node elimination procedure and precedence relation is developed that determines the ordering between adjacent jobs and is incorporated into a branch and bound algorithm. In addition, modified penalty function is considered and numerical examples are provided to test the effectiveness of the optimum algorithm.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2001.05a
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• pp.557-572
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• 2001

This study tries to analyze the possibility of application of project financing to electricity industry and analyze the management of risks happening in the process of foreign project procurement and construction. Those are based on the trends and analysis of project financing in foreign projects. Risks are 'classified as risks before completion of projects and risks after completion. Project financing is key element of exportation and financial strategies and activation of project financing may provide the acceleration of the efficient financial market.