• Communications for Statistical Applications and Methods
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• v.18 no.1
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• pp.35-45
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• 2011

Some researchers insist that many students respond to the course evaluation surveys without sincerity and even without reading the questions. To analyze the pattern of student responses, the results of course evaluations for five semesters at Jeonbuk National University are reviewed. In mandatory course evaluations, 20% of the students marked the same option numbers to all questions regarding their lectures. In addition, consistent responses were over 50%. These results show that the university administration should reform the current course evaluation system in all respects.

• The Journal of Korean society of community based occupational therapy
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• v.7 no.3
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• pp.23-34
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• 2017

Objective : The purpose of this study was to investigate establishment status of the mandatory courses designated by Ministry of Health & Welfare for qualification of sensory developmental rehabilitation specialist(SDRS), within curriculum of baccalaureate occupational therapy(BOT) programs in Korea Methods : This is a narrative study to investigate and analyze certain courses established in curriculums of all 4-years occupational therapy(OT) programs, which is 32 schools. Results : 1) The shared mandatory subject, 'Understanding Children with Disabilities(UDC)', has been established at 9 schools. For the branch mandatory subjects, 'Neuroscience(NS) or Neuroanatomy' has been established at all 32 schools, 'Sensory Processing Dysfunctions and Intervention(SPDI)' or 'Sensory Integration' has been established at 31 schools, and each of 'Assessment & Evaluation for Children(AEC)' and 'Practicum of Sensory Rehabilitation(PSR)' has been established 7 schools for same. 2) For the mandatory courses, all 32 schools were offering designated- and alternative courses of NS, SPDI, AEC, but there was no change in the number of schools offering the practicum course since there was no case of alterative for it. 3) In terms of general provision score, there were 4 schools for score 7, 4 schools for score 6, 2 schools for score 5, 1 schools for score 4, 2 schools for score 3, and 19 schools for score 2. Conclusion : Establishment of the mandatory courses required to the qualification of SDRS among the BOT programs in nation were investigated. Including alternative courses, all the branch mandatory courses except practicum course are established in all the 32 schools. However, the shared mandatory subject, UDC and the practicum subject were established in only few schools. In the provision level evaluation of BOT programs for the SDRS qualification, it is shown that many schools has been started the provision already but still many schools' curriculum did not reflect the willingness and accuracy well. For the schools planning successful accreditation in near future, it is recommended that they prioritize the establishment of the shared mandatory course and the practicum course since these two subjects are recognized as critical factors for that. In addition, it is also needed of comparative inspections for course title and syllabi based on the guideline provided by Ministry of Health & Welfare.

• Journal of Information Management
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• v.39 no.3
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• pp.23-48
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• 2008

The purpose of this study is to propose the mandatory and extensible elements of Korea Education Metadata elements for digital course resources universities in Korea. For the study, literature research, case study and interview were performed. The mandatory elements of KEM consisted of sixty nine elements, and were proposed by two phases. Also, based on interview process twelve items were newly recommended to supplement KEM elements.

• Proceedings of the Korea Institutes of Information Security and Cryptology Conference
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• 2001.11a
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• pp.340-347
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• 2001

Security operating system applied to MAC(Mandatory Access Control) or to MLS(Multi Level Security) gives both subject and object both Security Level and value of Category, and it restrict access to object from subject. But it violates Security policy of system and could be a circulated course of illegal information. This is correctly IPC(Interprocess Communication)mechanism and Covert Channel. In this thesis, I tried to design and implementation as OS kernel in order not only to give confidence of information circulation in the Security system, but also to defend from Covert Channel by Storage and IPC mechanism used as a circulated course of illegal information. For removing a illegal information flow by IPC mechanism. I applied IPC mechanism to MLS Security policy, and I made Storage Covert Channel analyze system call Spec. and than distinguish Storage Covert Channel. By appling auditing and delaying, I dealt with making low bandwidth.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.47-58
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• 2020

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.

• Journal of Trauma and Injury
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• v.36 no.1
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• pp.3-7
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• 2023

Purpose: As resuscitative endovascular balloon occlusion of the aorta (REBOA) is performed in an extremely emergent situation, achieving competent clinical practice is mandatory. Although there are several educational courses that teach the REBOA procedure, there have been no reports evaluating the impact of training on clinical practice. Therefore, this study is aimed to evaluate the effects of the course on procedural performance during resuscitation and on clinical outcomes. Methods: Patients who were managed at a regional trauma center in Dankook University Hospital from August 2016 to February 2018 were included and were grouped as precourse (August 2016-August 2017, n=9) and postcourse (September 2017- February 2018, n=9). Variables regarding injury, parameters regarding REBOA procedure, morbidity, and mortality were prospectively collected and reviewed for comparison between the groups. Results: Demographics and REBOA variables did not differ between groups. The time required from arterial puncture to balloon inflation was significantly shortened from 9.0 to 5.0 minutes (P=0.003). There were no complications associated with REBOA after the course. Mortality did not show any statistical difference before and after the course. Conclusions: The endovascular training for REBOA pilot course, which uses a modified form of flipped learning, realistic simulation of ultrasound-guided catheter insertion and balloon manipulation, and competence assessment, significantly improved procedural performance during resuscitation of trauma patients.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.221-234
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• 2016

Open port has the designated course and traffic jam of ships happens often. This fact may connect to ship crash easily. And the accident happens due to violation of navigation mainly. In ship crash between Neoblue and Shinkwang 7 at incheon open port, the Korean incheon maritime safety tribunal shows that the violation of navigation and duty of attention at the open port would produce ship crash directly. Wherefore, the interpretation and application of navigation are important to protect future ship crash accident. The points of navigation as objects of study are divided into two categories, interpretation and application of navigation on crashing between the ship which navigate the designated course and the ship which enter into the designated course from the another course or outside the course, interpretation and application of navigation on crashing between two or more ships, which navigate violating the navigation every ships and violating agreement rule each other. And as conclusion, I refer the legal responsibility both Neoblue and Shinkwang 7 in detail. The results of this study as follows : First, in case of crashing between the ship which navigate the designated course and the ship which enter into the designated course from the another course or outside the course, public order in open port act can be applied by priority. However, in applying the public order the principle of trust and reasons of crew, cause and effect, the time of navigation application are mandatory considerations. Second, in case of crashing between two or more ships, which navigate violating the navigation every ships and violating agreement rule each other, we should focus on the reasons of crew. Also, the reasons of crew need strict conditions. These means that the awareness of crash danger and recognition of special circumstance including limit state of ships, existence of emergency danger, non escaping crash danger by only observance of navigation. And in case of this state the public order the principle of trust and reasons of crew, cause and effect, the time of navigation application should be considered by priority, too.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.11 no.1
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• pp.1-11
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• 2008

Comprehensive understanding of the natural course of chronic hepatitis B virus (HBV) infection is mandatory for the management and treatment of chronic hepatitis B, of which the natural course consists of immune tolerance, immune clearance, inactive carrier state, and reactivation phase. Evidence based medical approach is essential for the management of HBV carriers and treatment of active hepatitis to decrease risks of liver cirrhosis and hepatocellular carcinoma as well as to increase survival. In addition, education of patients or their parents are required to achieve a better therapeutic outcome and to prevent unconfirmed alternative medicine and anecdotal approaches.

• The Korean Journal of Applied Statistics
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• v.24 no.2
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• pp.435-443
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• 2011

On March 2011, an annual salary plan was applied to new faculty members in National Colleges and Universities. In 2015, all tenured faculty members will receive salaries based on annual performance evaluations. The efforts and accomplishments of faculty are normally assessed according to a standard formula of 40% teaching, 40% research and 20% service. In almost all colleges and universities, student course evaluations may be considered as the only measure of the perceived quality of the courses offered by the faculty member. The mandatory course evaluations are becoming prevalent in Korea. The results of course evaluations do not reflect the fairness and the appropriateness of the quality of the course taught by the faculty member and should not be considered under the teaching evaluation criteria.