• Journal of Convergence for Information Technology
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• v.10 no.5
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• pp.60-74
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• 2020

The purpose of this study is to review articles related to disaster training for nursing students and nurses by investigating the contents and effects of research. Electronic databases, including CINAHL, Pubmed and RISS were searched. Papers published only in English or Korean were included. Twelve studies were selected from the 3,588 references screened. Most training programs took less than 8 hours, focusing mostly on the response phase of disaster. Intervention methods included simulation, debriefing, action learning, role play, problem based learning and so on. It was found that disaster training programs have significant positive effects on disaster management competency, disaster knowledge, disaster nursing related self-confidence, and disaster response competency. It was also revealed that multidisciplinary practice would help learners enhance cooperation and collaboration with other team members and foster a positive professional identity. Among the selected articles, the randomized controlled trial(RCT) study was just one. Therefore, RCTs are further needed to verify the effects of such an disaster training. Also, further studies considering the characteristics of department and nursing interventions based on all phases of disaster are needed.

• Tunnel and Underground Space
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• v.30 no.5
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• pp.433-445
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• 2020

Professional TBM Operator is in short supply worldwide, and insufficient construction experience of new personnel using TBM can lead to a decline in response capabilities when various construction risks occur. The fact that the TBM construction quality greatly depends on the skill and experience of the TBM operator, and the decrease in productivity due to insufficient skilled manpower, and the decrease in safety due to the decrease in skill level are frequently discussed problems in the TBM industry. To this end, several overseas companies and organizations have developed simulators, and a simulator is being developed in Korea. The International Tunneling Association is planning a comprehensive training, including classroom training, e-learning, simulator training and field training. Given the progress at home and abroad, TBM driver training and formal recognition of training through certification or licensing is expected to become the norm in the near future.

• Korean Medical Education Review
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• v.16 no.3
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• pp.111-118
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• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.2
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• pp.22-37
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• 2018

This study suggests desirable disaster safety education curriculum through analyzing the operational status of the school disaster safety management training course and demand survey of school staff. First, the problem of the disaster safety training course of the school is not connected with the lack of law and system and the school disaster safety job. Second, improvement of law and system and variety of training should be made to acquire professional knowledge. Third, it is necessary to divide curriculum into the following four categories, according to educational needs of public officials ; Educational administration officers course focused on facility safety, maintenance and disaster countermeasure. Educational officials in technical post course addressing approval and permission of school facility projects, seismic reinforcement of school building, etc. Educational supervisors course covering roles and responsibilities of the school safety supervisors in the event of disaster. Teaching staffs course focused on safety instructions for students. Fourth, it is found that lectures and experiential learning methods are the most desirable methods of teaching and learning, and the major ranks are earthquake disaster, fire, gas, typhoon, school road, and electrical safety.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.364-373
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• 2006

Each roles of school community members as principals, assistant principals, head teachers, teachers, parents of pupils, and persons of regional society by questionnaire method. The opinions of 805 subjects of school members in Pusan city by stratified random sampling are analyzed. The results of analysis are as follows : The major roles of principals in school community are considered as (1) converging various schools members' opinions and reflecting them to school management (2) setting manifest educational goals of school and projecting visions of school development in the future (3) managing efficient, rational school. The major roles of assistant principals in school community are defined as (1) mediating and co-ordinating relation between principal and teachers (2) combing and harmonizing school members (3) dividing and co-ordinating school members' roles. The major roles of head teachers are defined as (1) driving departmental services and acting teaches' professional competency (2) mediating relation between school managers and teachers (3) converging teachers' opinions, delivering and reflecting them to the school managers. The major roles of teachers are defined as (1) supporting pupils' growth (2) completing teaching-learning activities (3) devoting pupul discipline. The major roles of pupils in school community are (1) believing schooling and teachers (2) self-initiative, positive learning activities (3) comprehending, caring, co-operating others. major roles of parents of pupils in school community are (1) believing schooling and teachers (2) The participating schooling (3) supporting schooling. The major roles of persons of regional community in school community are defined as (1) concerning and believing schooling (2) supporting and co-operating schooling (3) comprehending and loving schooling.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.2
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• pp.35-47
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• 2020

The need for communication is emphasized in decision making, design methods and processes for the educational environment that contain new curricula and learning methods. In this study, we tried to find the direction and agenda of learner-centered environment restructuring through the 'user-integrated platform' in which various subjects related to school space environment understand each other's position and overcome the barriers and prejudices of each sector. The project was planned in a 'bottom-up process' method that uncovered the singularities of the previous stage and led the main contents of the next stage. The various subjects who participated in the project shared their own experiences and different positions regarding the school space. At the workshop, the topics of the participating teams were divided into two categories. The teams in the category of the 'school culture and space' insisted innovation of 'the school culture' as a premise for the restructuring of the 'school space', and proposed schools with different interpretations of 'authority and rules of school', 'the meaning of learning and play' and 'the main character of school. The teams in the category of the 'school borders and spaces' focused on 'communication' and proposed schools containing 'emotional care of students', 'borders between schools and villages', 'village community schools', and 'interspace and niche time'. After the workshop, we were able to derive the direction and architectural strategy of the school space restructuring by analyzing the works of the participants. Through this study, we confirmed the possibility of translating user's ideas into the professional domain through careful planning, preparation, facilitation, and analysis in Participatory Design.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.421-442
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• 2016

This study analyzed characteristics which emerged while 38 secondary school teachers observed a video clip about a centroid of triangles instruction. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance teachers' knowledge in teaching mathematics and assist in designing mathematics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly reviewed previous studies relevant to the 'Knowledge Quartet' as a framework of analyzing teachers' knowledge in mathematics instructions. Secondly, this study probed the observation results from the teachers in the light of the KQ. Therefore, some issues in the teacher education program for teaching mathematics were thirdly identified in the categories of 'Foundation', 'Transformation', 'Connection', and 'Contingency' based on the analysis. This research inspires the elaboration of what features have with regard to effective teachers' knowledge in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.383-391
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• 2011

Purpose: This study was done to develop a web-based education program on appropriate antibiotic use and test the effects of the program on knowledge and attitudes towards antibiotic use in Korean adolescents. Methods: The web-based education program was developed through an extensive literature review and professional advisory meetings including technical assistance from a web-based education programmer and content experts. A convenience sample of 851 students from middle and high schools participated in the assessment of effects of the program. Knowledge and attitudes of the students towards antibiotic use and satisfaction with the web-based education program were measured. Descriptive statistics and paired t-test were used to analyze the data. Results: There were significant improvements in knowledge and attitudes towards antibiotic use following self-learning via the web-based education program in both middle and high school students. High school students demonstrated higher scores in knowledge and attitudes than middle school students. Conclusion: The results of this study indicate that this web-based education program on appropriate antibiotic use is a convenient and effective medium for self-learning in adolescents. Therefore the web-based program should be put into wide use as an effective and convenient teaching method for health education in secondary schools.

• Journal of The Geomorphological Association of Korea
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• v.20 no.1
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• pp.35-43
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• 2013

This study is intended to provide resources of on-the-spot experience learning activities for students by investigating characteristics of geomorphological and geological landscapes in Sado(including Jungdo and Jeungdo). There are nine types of geomorphological and geological landscape according to the classification from NIER(National Institute of Environmental Research) or seventeen types of it, according to the categorization from KEI(Korea Environment Institute). Such geomorphological and geological landscapes are useful as a place for on-the-spot learning activities that various types of geographical and geological features suggested in the elementary and middle school textbooks and also as a basic data for ecotourism and geotourism for visitors in Sado. In addition, specific targets to be investigated for geographical and geological heritage suggested by KEI should be determined in terms of conservation value through professional and thorough field investigation.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.180-187
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• 2021

This thesis explores the place and role of a performer's action from a perspective of a director and playwright David Mamet's concept for performer training. This thesis takes inspiration from the idea of Mamet's simple and practical investigation specifically in text-based approach with a performer's bodily function on stage. For Mamet, the writings and practices of many different body-centered training are not rooted in the principle and nature of acting/performance. Reconsidering complicated approaches particularly psychological-oriented theory, practice, and assumption draw on several practitioners takes us beyond the field of visible and/or outer appearance of a performer which in turn leads the performer's body to be as abstract therefore not to being in the moment on stage. Arming the points, we argue that whatever disciplines and/or methods necessarily need to meet the principles and demands of acting/performance/theatre to connect to the materials, an action/objective given by a specific playwright which the performer must inhabit through his/her body. Out of the context, any 'method' serves no purpose. That is, the mechanics of an action is an extension of addressing what a performer's specific needs which shifts his/her body to respond appropriately to the theatrical demands. Taking this argument further, we claim that the purpose of performer training should not be understood as learning and improving techniques or skills for his/her self-perfection. The research finding shows that this resembles to the phenomenon that the visible very often precedes the invisible where the performer's body lose a clarity with no more chance to happen and/or change the event(s). Rather, it is a process of learning what/how to learn which in turn brings us back to the central question of why we do training for what purpose in this contemporary era. Exploring and answering these questions is not only a way to employ the key materials applicable to the theatrical demands but also to achieve the identify as a professional performer/doer on stage.