• 한국간호교육학회지
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• 제23권1호
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• pp.66-75
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• 2017

Purpose: The aim of this study was to evaluate differences of pre-post simulation training in problem solving ability, performance confidence, and critical thinking skill according to degree of nursing students' self-leadership. Methods: This study was a descriptive survey using a self-report questionnaire. One hundred eighty nursing students participated in this study which programed a simulation scenario of pre-post operative patients' care. Descriptive statistics, paired t-test, ANCOVA with IBM SPSS 21.0 program were used for data analysis. Results: After the simulation training, both the above-average subjects and below-average subjects in self-leadership significantly improved their problem-solving ability, performance confidence, and critical thinking skill. compared with their previous level. The subjects who rated above-average in self-leadership, improved their degree of problem-solving ability, performance confidence, and critical thinking skill significantly more than those who were below-average in self-leadership. Conclusion: Self-leadership of nursing students is an important element in effective simulation training.

• 한국컴퓨터정보학회논문지
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• 제22권7호
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• 정보교육학회논문지
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• 제13권1호
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• pp.23-30
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• 2009

이 연구에서 제안한 교육프로그램은 예비교사들을 대상으로 인지심리학의 개념습득 이론 중 원형이론과 본보기 이론의 상호보완을 통하여 정보교육의 필요성과 개념을 습득하도록 하였다. 또한 언플러그드형 수업사례 시연활동을 통하여 컴퓨터과학에 관한 지식이 부족한 학습자들에게 교수-학습 설계능력을 향상시키고, 컴퓨터과학의 개념과 원리를 습득할 수 있도록 하였다. 예비교사들에게 적용해본 결과 효과성이 높은 유의미한 결과를 얻을 수 있었다.

• The Korean Journal of Physiology
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• 제21권2호
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• pp.305-311
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• 1987

To evaluate training effect, the step exercise was loaded to three mem for nine weeks. Step score, cardiopulmonary functions and blood constituents were measured before, during and after the test exercise (50 cm-step exercise and treadmill running), and were compared with the pre-tranining values. The results were as follows: 1) By the training, Harvard step score increased remarkably, expecially in the early stage of training. 2) The post-training values of maximal oxygen uptake increased very significantly and it seemed to be due to increases of stroke volume and tissue oxygen extraction. 3) After the training, the degree of increase in expired volume was small during the treadmill exercise. 4) By the training, increasing rate of respiratory quotient lessened during the exercise and it was considered to be caused by the decreases of carbohydrate consumption and anaerobic metabolism. 5) The blood cholesterol concentrations were harldy changed with this degree of training. 6) The blood lactate level decreased during the recovery periods and the values of the recovery 0 and 5 minutes decreased remarkably, in comparison with the pre-trained values. The above results suggest that the 9 week-training of the step exercise brings about the enhancement of circulatory functions and tissue oxygen utilization, and changes of food-stuffs used during the exercise.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제26권1호
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• pp.45-51
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• 2015

Objectives : Children with attention-deficit hyperactivity disorder (ADHD) have been shown to display more inhibitory deficits and executive function deficits. This study investigated the treatment effects of neurofeedback (NF) training on executive function by comparing the results of neuropsychological tests of the trained children at pre- and post-training. Methods : Fifteen children with ADHD, aged 6 to 14 years, participated in the study. The NF treatment consisted of slow cortical potential (SCP) training and these sessions took place once a week. The ADHD children performed 20 sessions of NF training within 6 months. Pre-training and post-training assessments encompassed Continuous Performance Test (CPT), Stroop Test, Children's Color Trails Test I&II (CCTT) and Wisconsin Card Sorting Test (WCST). Results : Patients receiving NF training showed significant improvement in visual commission error and standard deviation of auditory response time on CPT ; and total errors on WCST. But there was no significant improvement in the Stroop test and CCTT. Conclusion : SCP training using NF improves the self-regulatory capacities and impulsivity in ADHD patient, especially impulsivity in visual stimulation tasks. This study showed evidence of clinical efficacy of NF on executive function in ADHD.

• PNF and Movement
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• 제18권1호
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• pp.87-95
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• 2020

Purpose: The purpose of this study was to investigate the effect of whole-body vibration training on the flexibility and agility of professional soccer players. Methods: Sixteen professional soccer players participated voluntarily in the study. Subjects were allocated to two groups: the experimental group received whole-body vibration (WBV) and team training, and the control group received only team training. Team training was conducted in 15 sessions of 70 min duration over 3 weeks. WBV training was applied at 40 Hz frequency, 5 sets (1 min-training, 1 min-resting) in a squatting position. Outcomes from sit-and-reach, side-step test, burpee test, and T-test were measured before and after training. To examine pre- and post-intervention differences between the two groups, a paired t-test was used. Independent t-tests were performed to compare pre- and post-test scores and the time difference of the two groups. Results: Significant improvements in sit-and-reach and agility variables were observed in the experimental group (p < 0.05). In particular, flexibility (sit-and-reach) and agility (the side-step test and the burpee test) were significantly different between the two groups (p < 0.05). Conclusion: These findings suggest that whole-body vibration training has a positive effect on performance enhancement for professional soccer players.

• 정보교육학회논문지
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• 제3권2호
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• pp.54-71
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• 2000

교원을 양성하는 교육대학에서의 예비교사들에게 어떻게 정보화 교육을 시켜야 될지는 중요한 문제가 아닐 수 없다. 이를 알아보기 위하여 교육대학의 특성과 교육과정을 살펴보았으며, 교육대학의 교육 정보화에 대한 실태도 분석하여 보았다. 그 결과 교육대학의 정보화 교육을 위한 몇 가지 발전 방향을 제시하였다.

• 한국정보처리학회:학술대회논문집
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• 한국정보처리학회 2024년도 춘계학술발표대회
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• pp.843-845
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• 2024

도메인 적응 사전 훈련(Domain-Adaptive Pre-training, DAPT)을 활용한 한국어 문서 요약 연구에서는 특정 도메인의 문서에 대한 이해도와 요약 성능을 향상시키기 위해 DAPT 기법을 적용했다. 이 연구는 사전 훈련된 언어 모델이 일반적인 언어 이해 능력을 넘어 특정 도메인에 최적화된 성능을 발휘할 수 있도록 도메인 특화 데이터셋을 사용하여 추가적인 사전 훈련을 진행한다. 구체적으로, 의료, 법률, 기술 등 다양한 도메인에서 수집한 한국어 텍스트 데이터를 이용하여 모델을 미세 조정하며, 이를 통해 얻은 모델은 도메인에 특화된 용어와 문맥을 효과적으로 처리할 수 있음을 보여준다. 성능 평가에서는 기존 사전 훈련 모델과 DAPT를 적용한 모델을 비교하여 DAPT의 효과를 검증했다. 연구 결과, DAPT를 적용한 모델은 도메인 특화 문서 요약 작업에서 성능 향상을 보였으며, 이는 실제 도메인별 활용에서도 유용할 것으로 기대된다.

• 대한물리치료과학회지
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• 제19권2호
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• pp.17-24
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• 2012

Purpose : The purpose of this study was to show the effect of postural training through action observation (AO) on craniovertebral angle (CVA) and cranial rotation angle (CRA) of forward head posture (FHP). Methods : From 16 subjects of having the FHP who consist of postural training through the AO (n = 8) and control group (n = 8) were training to three times per one week during three weeks. FHP measurements for pre and post the intervention use to Wiz-pacs(Wiz-Picture Achiving Communication System) from X-ray change of CVA and CRA. Results : The study for the change within the group pre and post the intervention, CVA and CRA were found the significant differences only in the postural training group through the AO (p<.05). In the comparison of the rates of change between the groups pre and post the intervention CVA and CRA all showed the significant differences (p<.05), and in the comparison of the rates of average change of individual variables in each groups, the postural training group through the AO showed more change rates. Conclusion : The study suggests that when people with FHP received the postural training, the postural training through the AO resulted in more change into the correct postures.

• 초등상담연구
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• 제5권1호
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• pp.185-204
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• 2006

The object of this study is to inspect how much influence the play-based assertive training program has on the self-expression and learning attitude of elementary students. To perform this study, I set up two subjects of research. First, does the play-based assertive training program have influence on the self-expression improvement of elementary students? Second, does the play-based assertive training program have influence on the attitude of elementary students? I established 28 students in the third grade of K elementary school in Gongju City as experiment group for this research. In experiment group, 1 peformed play-based assertive training program in the class of discretion and extra-curricula activity twice a week and maintained the program for 6 weeks. By the standard of 12 times of performances, I put pre-test and post-test into operation. The major consequences revealed through above processes are followed: First, as the consequence of analyses of differences between pre-test and post-test about self-expression of experiment group adapted by play-using assertion training program, the level of self-expression was advanced meaningfully. Second, as the consequences of analyses of differences between pre-test and post-test about learning-attitude of experiment group adapted by play-based assertive training program, the level of learning-attitude was advanced meaningfully. Among 8 sub-fields of learning attitude, the field of superiority, accomplishment motives, concentration, self-study show statistically meaningful difference s respectively. The conclusion drawn from above consequences is that the play-based assertive training program is very effective in developing students' self-expression and attitude for learning.