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이병두,Rhee, Byoung Doo 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.3
The Korea Association of Medical Colleges (KAMC) has been developing learning outcomes for basic medical education (BME) since 2012. This initiative is designed to help medical schools implement competency-based medical education. KAMC divided the BME competencies into three domains (clinical practice, scientific concepts and principles, and human beings and society) with learning outcomes for each domain. KAMC plans to revise the learning outcomes to reflect feedback from medical schools, changes in social health needs, and changes in the healthcare environment and healthcare system in the near future. KAMC also plans to specify learning outcomes that integrate the three domains.
유리지방산이 원형질막 Na+ , K+ - ATPase 에 미치는 효과에 대한 알부민의 역할
이병두(Byoung Doo Rhee),임성희(Sung Hee Ihm),장학철(Hak Chul Jang),박경수(Kyong Soo Park),김성연(Seong Yeon Kim),조보연(Bo Youn Cho),이홍규(Hong Kyu Lee),고창순(Chang Soon Koh),민헌기(Hun Ki Min) 대한내과학회 1988 대한내과학회지 Vol.35 No.1
N/A There is increasing evidence that free fatty acids (FFA) inhibit the activity of plasma membrane Na+, K+-ATPase in vitro and thereby could be a control agent of metabolism. However, in several recent studies, physiological conclusion were drawn from the effect of FFA in systems in which albumin was absent. To explore the role of albumin in modulating the effect of FFA on the activity of this enzyme, the activities plasma membrane Na+, K+-ATPase were measured in the presence of various concentrations of FFA and/or albumin. 1) The activities of Na+, K+-ATPase in the presence of 4% bovine serum albumin (BSA) were inhibited by oleic and linoleic acid at concentrations ranging from 0.05 to 2.0mM. 2) The inhibitory effects of oleic acid at each concentration on the activities of Na+, K+-ATPase were increased as the concentration of BSA was decreased from 4% to 0%. 3) The activities of Na+, K+-ATPase were not inhibited when the FFA to albumin molar ratio was less than 1.0 but were inhibited to less than 50% when the ratio exceeded 3.5. The above results shows that, in vitro, the activities of plasma membrane Na+, K+-ATPase are inhibited by unsaturated FFA and albumin has a protective role on this inhibition. This suggests that in vivo unsaturated FFA could be a regulator of cellular metabolism by inhibition of Na+, K+-ATPase under the pathologic condition in which the FFA to albumin molar ratio is increased markedly.
지열히트펌프를 이용한 습식.건식 바닥난방 성능평가 연구
이병두(Lee, Byoung-Doo),이세진(Lee, Se-Jin),이대우(Lee, Dae-Woo),오성해(Oh, Sung-Hae),남우동(Nam, Woo-Dong) 한국신재생에너지학회 2009 신재생에너지 Vol.5 No.4
The present study was conducted for a comparative evaluation of wet and dry floor heating systems using geothermal heat pump. We circulated hot water from geothermal heat pump which is 10{sim}15?C lower than that from boiler. In order to access indoor temperature (25?C) it took 74 minutes for dry type and 247 minutes for wet type. Average floor temperature was 23.9?C for wet type and 32.7?C for dry type. Energy saving rate gradually increased by 66% after 138 minutes. As a result, in case of floor heating system using low temperature circulation water, dry type was more practicable for stable floor heating than wet type in terms of floor temperature and access time to indoor set temperature.
지열히트펌프를 이용한 습식.건식 바닥난방 성능평가 연구
이병두(Lee, Byoung-Doo),이세진(Lee, Se-Jin),이대우(Lee, Dae-Woo),오성해(Oh, Sung-Hae),남우동(Nam, Woo-Dong) 한국신재생에너지학회 2009 한국신재생에너지학회 학술대회논문집 Vol.2009 No.11
The present study conducted comparative evaluation of wet dry floor heating systems using geothermal heat pump. Circulation hot water from geothermal heat pump which is 10{sim}15?C lower than that from boiler was used. In order to access indoor temperature (25?C) it took 74 minutes for dry type and 247 minutes for wet type. Average floor temperature was 23.89?C for wet type and 32.66?C for dry type. Energy saving rate gradually increased by 66% after 138 minutes. In the results, for floor heating system using low temperature circulation water, wet type was not enough to meet stable and comfortable radiant floor heating due to low floor temperature and access time to indoor set temperature. While dry type was practicable for stable floor heating due to fast rise of indoor set temperature and comfortable floor temperature.
이병두(Byoung-Doo Lee),이세진(Se-Jin Lee),김강석(Kangsuk Kim),오성해(Sung-Hae Oh),김인호(In-Ho Kim),남우동(Woo-Dong Nam),이대우(Dae-Woo Lee) 대한설비공학회 2009 대한설비공학회 학술발표대회논문집 Vol.2009 No.-
The aim of the research is to analyze the capacity of Wet·Dry floor heating systems. 1) In order to reach indoor set temperature (30℃) after boiler operation, wet floor heating system take 391 minutes. on the other hand dry floor heating system take 89 minutes. 2) Maximum difference between the supply and return temperature (ΔT) is 7.6℃ for wet type system and 6.5℃ for dry type system. 3) Wet type system is advantageous for retaining a comfortable temperature (31℃)<SUP>1)</SUP> of the floor surface compared with dry type system. Average floor surface temperature of wet type is 33℃ (max : 39.3℃) and that of dry type is 36℃ (max : 40.1℃). 4) Energy-saving rate of dry type go up to 73.2% after boiler operation for about 7 hours 43 minutes and then it is gently reduced by 30∼42.9% after 47 hours.
데이터센터 에너지진단을 통한 개선방안 도출 및 효과에 관한 연구
이병두(Byoungdoo Lee),박병강(Byoung Kang Park),남현민(Hyun-Min Nam),정홍구(Hong Goo Jung) 대한설비공학회 2019 대한설비공학회 학술발표대회논문집 Vol.2019 No.-
본 연구에서는 경기도에 위치한 데이터센터의 에너지성능지표인 PUE를 통해 현재의 에너지소비 형태를 파악하고, 개선아이템 19개를 선정하였다. 이중에서 시스템개선, 설계불합리, 운영개선측면의 개선유형별 기대효과를 산출하여 빙축열시스템을 적용한 Peak-cut, 외기냉방, 냉수펌프 운전개선, 냉동기응축기 살수시스템 개선, 마지막으로 서버실 온도 및 기류 불균형 개선안을 도출하였다.
인제대학교 의과대학의 성과바탕교육과정 개발실례 및 결과 소개
이종태,이병두,노혜린,Lee, Jong-Tae,Rhee, Byoung Doo,Roh, Hye Rin 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.1
This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.