• Urogenital Tract Infection
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• v.13 no.3
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• pp.45-50
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• 2018

The Institute of Medicine in its report "Clinical Practice Guidelines we can trust" defined standards for clinical practice guidelines. However, many guidelines continue to rely on expert opinion and lack a formal framework for moving from evidence to recommendations. These guidelines may or may not be labeled as "consensus statements" and do not meet contemporary standards for guideline documents we would refer to as "evidence-based". Therefore, the Grading of Recommendations Assessment, Development and Evaluation working group developed a novel, rigorous and transparent approach to grading certainty (quality) of evidence. In addition, it created a system for "moving from evidence to decisions", for example for the development of evidence-based guidelines. In this article, we aim to introduce this approach to appraising the certainty of relevant evidence and estimate the benefits and detriments of health care interventions within the larger context of evidence-based medicine.

• KIEAE Journal
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• v.8 no.2
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• pp.23-30
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• 2008

Many closed schools of about more 3,000(2006 year) have occurred all over the country according to governmental policy of 1982. These closed schools were sold or rent to institution, local government, and a private, and are used by various usage such as novitiate, institution, educational facility, art creation facilities, warehouse, and factory. But, unimproved closed school facilities are still reaching for about 450. Among practical use example of such closed school, alternative educational facility, practice facilities, art creation facilities etc. with closed schools which have general surrounding natural landscape and environment uses well preserved were applied consciousness and the practice about environmental problem to ecological concept. Also, a lot of discussions about ecological concept and study for desirable solutions about practical use of closed schools example have been achieved. However, it is hard to find various ecological practical use examples at filed. In such background, this research wishes to investigate changing space and facilities variously and its usage which is applied ecological concept with regional closed schools.

• 대한공업교육학회지
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• v.33 no.1
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• pp.265-281
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• 2008

The objective of this study is to show practice example let student experience about concurrent servers based multi-processes and multi-thread among the principles of data communication in ICT(information and communications technology). For this, we first implement multi-process server(fork server) and multi-thread server(thread server), and multi-thread client(thread client), Secondly, for experimental environment, we developed small ethernet networks and measure data transfer time with relation to the number of users. Experimental results show that mean transfer time of thread server is less than that of fork server by 20~61 % on average. Furthermore, it is found that the difference of data transfer time between fork server and thread server is proportional to that of the number of users. Main reason of performance difference dues to the difference between process forking time and thread creation time. We can also find that context switching for process and thread affects the load of web server. Our presentation and experimental results can be applied to used as the educational practice materials with which student can experience data communication principles.

• Journal of the Korean housing association
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• v.22 no.3
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• pp.73-82
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• 2011

The purpose of this study was to develop the curriculum of spatial convergence studies for the major field of housing and interior design. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities which were 20 colleges the major field of housing and interior design and 160 colleges of architectural design, and public institutions the MLTM and the KRIHS. The major results of this study were as follows. 1) Government has been supported the specialized graduate school of spatial information and the university which they have spatial information curriculum during 5 years. 2) The department of spatial information has been educated the theory and practice about spatial issues in order to train the spatial specialist helpful to the new growing industry. 3) There were little changed curriculum which has related to the department of housing and interior design. The half of their curriculum were housing project and interior design. The spatial convergence studies educational program should be grow up step by step. The first is basic level to learn the basic theory of spatial studies for example the spatial introduction or the housing and the second is low level to learn the depth theory of spatial studies for example the design I or the housing development. The third is middle level to apply the depth theory of spatial studies for examples the design II, III or housing policy and institutions. And the last is high level to practice the depth theory of spatial studies for example housing construction or internship.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.12
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• pp.163-200
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• 1999

The CISG entrusts many problems to trade or practice : for example the problems which can't be compromised between civil law system and common law system ; the problems in which the application of usage or practice in universal ; the problems of rapid change according to trade circumstance. The purpose of this paper is to confirm whether the CISG is accomodating the usage or practice in its Text, and to find which topic is most closely related to usage or practice in CISG. The Article 9 in the CISG is a provision of usages or practices applicable to contract. But the problems of the CISG in the accomodation of usages or practices are that it lacks the definitions of ‘usage’ and ‘practices’, the CISG is not concerned with the validity of any usage according to Article 4, and the application of usage or practice may differ in litigation and arbitration The topics such as delivery of goods, payment of price and the transfer of risk are most closely related to usages and practices. The delivery of goods and the transfer of risk are determined by the trade terms like FOB or CIF. But the method of identification and the risk for the sale of goods in transit can't be determined by the trade terms in INCOTERMS(1990). So the CISG may serve as complementing role. In payment of price, the trade term does not refer to the time and place of payment. So the CISG may be the basis of interpretation. Likewise the usages and practices such as trade terms, UCP and so on, can be expected to play a significant role in complementing and interpreting the CISG.

• PNF and Movement
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• v.14 no.3
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• pp.157-176
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• 2016

Purpose: The purpose of this study was to share an experience about processes and lessons learned to execute evidence-based practice (EBP) in neurological physical therapy. Methods: The most important thing in applying EBP to practice is to search, find, and appraise the existing evidence. Many evidence databases are available, such as CENTRAL, PEDro, PUBMED, and EMBASE. However, the knowledge represented in these databases is not always perfect. The practice model is a set of processes to resolve client problems. Therapists should make hypothesis-focused decisions through EBP. Integrating clinical reasoning and evidence is most important when it comes to the execution of EBP. Results: The process of EBP consisted of following: coming up with clinical questions, followed by searching for, appraising, evaluating, and integrating evidence. To integrate EBP into practice, it is necessary to consider clinical expertise, patient value and preferences, as well as research wth the best evidence. We provided an example of a clinical case with a stroke patient to show how this process and framework concerning clinical reasoning through evidences can be integrateds. During this process, we also utilized information technology to improve EBP ability. Conclusion: We should recognize what manner of information is needed to resolve eash patient's problem, and we should search for this information efficiently. Then, we should judge the value of the information obtained as it applies, to the clinical setting.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2003.04a
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• pp.103-110
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• 2003

A hybrid structural reliability analysis method that integrates a commercial finite element program and a reliability analysis algorithm is proposed to estimate the safety of real structures in this paper. Since finite element method (FEM) is most commonly and widely used in the analysis and design practice of real structures, it appears to be necessary to use general FEM program in the structural reliability analysis. In this case, simple conventional reliability methods cannot be used because the limit state function can only be expressed in an algorithmic form. The response surface method(RSM)-based reliability algorithm with the first-order reliability method (FORM) found to be ideal in this respect and is used in this paper. The intention of use of RSM is to develop, albeit approximately, an explicit expression of the limit state function for real structures. The applicability of the proposed method to real structures is examined with help of the example in consideration of a concrete dam. Both the strength and serviceability limit states are considered in this example.

• Structural Engineering and Mechanics
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• v.31 no.2
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• pp.225-235
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• 2009

The present paper reviews the shear design (of reinforced concrete beam) provisions of four different national codes and proposes a new but simplified shear strength empirical expression, incorporating variables such as compressive strength of concrete, percentage of longitudinal and vertical steel/s, depth of beam in terms of shear span-to-depth ratio, for reinforced concrete (RC) beams without shear reinforcement. The expression is based on the experimental investigation on RC beams without shear reinforcement. Further, the comparisons of shear design provisions of four National codes viz.: (i) IS 456-2000, (iii) BS 8110-1997, (iv) ACI 318-2002 (v) EuroCode-2-2002 and the proposed expression for the prediction of shear capacity of normal beam/s, have been made by solving a numerical example. The results of the numerical example worked out suggest that there is need for revision in the shear design procedure of different codes. Also, the proposed expression is less conservative among the IS, BS & Eurocode.

• Educational Technology International
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• v.11 no.1
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• pp.93-117
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• 2010

The purpose of this study was to develop the problem solving instruction facilitating novice learner to represent the problem. For the purpose, we mainly focused on three aspects of problem solving. First, learner should represent the targeted problem and its solutions for problem solving. Second, from crucial notions of cognitive load theory, learner's mental load should be optimized for problem representation. Third, for optimizing students' mental load, experts may support making their thinking more visible and mapping from their intuition to expert practice. We drew the design principles as follows. First, since providing worked examples for the targeted problem has been considered to minimize analogical errors as well as reduce cognitive load in problem representation at line of problem solving and instructional research, it is needed to elaborate the way of designing. The worked example alternatively corresponds to expert schema that consists of domain knowledge as well as strategies for expert-like problem representation and solution. Thus, it may help learner to represent what the problem is and how to solve it in problem space. Second, principle can be that expert should scaffold learner's self-explanations. Because the students are unable to elicit the rationale from worked example, the expert's triggering scaffold may be critical in that process. The unexplained and incomplete parts of the example should be completed not by expert's scaffold but by themselves. Critical portion of the expert's scaffold is to explain about how to apply and represent the given problem, since students' initial representations may be reached at superficial or passive pattern of example elaboration. Finally, learner's mental model on the designated problem domain should be externalized or visualized for one's reflection as well as expert's scaffolding activities. The visualization helps learner to identify one's partial or incorrect model. The correct model of learner could be constructed by expert's help.

• Lingua Humanitatis
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• v.7
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• pp.335-353
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• 2005

In recent years there has been much discussion about whether there is a critical, or sensitive period for language acquisition. Research on a critical period provides an excellent example around which we can organize a discussion of the behavioral and neural evidence. In this paper, the early history of critical periods and evidence for the existence of critical periods in various domains of human cognition and learning are reviewed. Followed by this overview, evidence for a critical period in both linguistic and non linguistic area are presented. The paper then provides some unresolved questions regarding a critical period in language acquisition and states what the outcome of this issues mean for an understanding of language acquisition. Finally the paper concludes with some educational implications of a critical period for practice.