• Nuclear Engineering and Technology
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• 제55권12호
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• pp.4465-4471
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• 2023

Hands-on education and training is a key part of fixing and developing technology knowledge and is an inherent part of many engineering and scientific curricula. However, access to large complex training facilities, such as nuclear reactor, could be limited by various factors, such as unavailability of those facilities in the region, high traveling costs or harmonization of the schedules of hands-on E&T with theoretical lectures and with the operational schedule of the facility. To handle the issue, several success stories have been reached with the introduction of the Internet Reactor Labs (IRL). The Internet Reactor Labs can strongly contribute to accessibility of training at research reactors and can contribute to improvements in their utilization. The paper describes the development of the Internet Reactor Lab at the VR-1 reactor of the Czech Technical University in Prague. Contrary to single-purpose IRLs, it presents various modalities of online teaching and training in experimental reactor physics and reactor operation in general as well as outreach activities that have been developed in recent years.

• 품질경영학회지
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• 제22권4호
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• pp.160-167
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• 1994

Even though the woollen-yarn-making process as a whole has received much attention from customers in recent years, but yet there exist many problems to improve quality, productivity, and working environment in a small-medium woollen-yarn manufacture. To achieve the aim for improvement of quality and productivity, we have performed a period of education and training for workers. And thus this paper reports a study carried out them in the company located in near Pusan. Also, this paper describes a study how has a small-medium company introduced the education for the workers by authors. Among the possible outcome of this study is that the company does encounter considerable difficulties in the education and training. But to improve the quality and productivity, we assert that the company has to overcome these courses. We all recognize that the employer has been prepared for education and training to improve the employees' working conditions for a long time.

• 제어로봇시스템학회논문지
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• 제21권8호
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• pp.709-712
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• 2015

This paper will introduce the development case study about virtual-reality-based operation training system for steel making process. Steel making process consist iron making process to create liquid steel, pig iron, by reduction process, steel making process to make molten steel by refining, continuous casting process to make slab, and rolling process to make final product like coil, plate. This steel making process deals with liquid and solid products, so facilities of steel making process are very various and complicated. In addition, according to various customer requirements, the recycle of facilities and recipes changing have been fast. So the training for skilled operators is very important point. In this paper, we develop steel making training system based virtual reality for training skilled operator. This system consists of virtual machine, virtual HMI, and virtual control panel. And for fitting the characteristics of each process and increasing the education effectiveness, we develop dynamic methods like the method of dynamic education system configuration, initial facilities setup operation education system, and etc.

• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.105-112
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• 2022

Innovation is considered as an implemented innovation in education - in the content, methods, techniques and forms of educational activity and personality education (methods, technologies), in the content and forms of organizing the management of the educational system, as well as in the organizational structure of educational institutions, in the means of training and education and in approaches to social services in education, distance and multimedia learning, which significantly increases the quality, efficiency and effectiveness of the educational process. The classification of currently known pedagogical technologies that are most often used in practice is shown. The basis of the innovative activity of a modern teacher is the formation of an innovative program-methodical complex in the discipline. Along with programmatic and content provision of disciplines, the use of informational tools and their didactic properties comes first. It combines technical capabilities - computer and video technology with live communication between the lecturer and the audience. In pedagogical innovation, the principles reflecting specific laws and regularities of the implementation of innovative processes are singled out. All principles are elements of a complex system of organization and management of innovative activities in the field of education and training. They closely interact with each other, which enhances the effect of each of them due to the synergistic effect. To improve innovative activities in the training of students, today computer technologies are widely used in pedagogy as a science, as well as directly in the practice of the pedagogical process. They have gained the most popularity in such activities as distance learning, online learning, assistance in the education management system, development of programs and virtual textbooks in various subjects, searching for information on the network for the educational process, computer testing of students' knowledge, creation of electronic libraries, formation of a unified scientific electronic environment, publication of virtual magazines and newspapers on pedagogical topics, teleconferences, expansion of international cooperation in the field of Internet education. The article considers computer technologies as the main building material for the entire society. In the modern world, there is a need to prepare a person for life in a multimedia environment. This process should be started as early as possible, because the child's contact with the media is present almost from the moment of his birth.

• 산경연구논집
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• 제9권5호
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• pp.83-91
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• 2018

Purpose - The purpose of this study is to explore the introduction and activation of smart training for the effective training of vocational ability development of companies in the 4th industrial revolution era, we analyze the present status of smart training introduction and related difficulties and propose concrete activation plan. Research design, data, and methodology - Through the online survey, we tried to confirm the recognition of corporate about smart training. Questionnaires include what are the benefits, expectations, and difficulties of smart training, etc. The survey was conducted from August 21, 2017 to September 4, 2017. A total of 69 companies participated in the questionnaire. The questionnaire results were analyzed through frequency analysis and contents analysis. Based on the results of the questionnaire, we found out the cause of inhibition of smart training activation and suggested activation strategies. Results - The main reason for the provision of smart training is the expectation of the training performance and the recognition that it is possible to provide training in a flexible manner. The effectiveness of smart training operation was evaluated as a high level of contribution to the development of creative training course and the capacity of training institute. As a result of checking factors that hinders the activation of smart training, the most important reason is that the time and cost burden of the training institutes is excessive. The lack of expertise in the design of smart training courses and the burden of employers and trainees. Conclusions - In order to activate smart training, it is necessary to find solutions to the obstacles at the internal or external level of training institutions. The internal barriers to the training organization are lack of internal competence for preparation and course management. In this regard, we need to consider providing consulting, best practices or guidance in the process of designing and operating smart training. On the other hand, as an external obstacle factor, it is necessary to provide incentives to participate in smart training. In addition, further research is needed on strategies that can lead to participation in smart training from the viewpoint of employers and learners.

• 한국간호교육학회지
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• 제18권1호
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• pp.102-110
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• 2012

Purpose: The purpose of this study was to evaluate the effects of BLS training in nursing students and their retention period. Methods: The participants were 48 nursing students enrolled in M University in Mokpo. Data were collected from September, 2009 through September 2010. Nursing students were tested for their knowledge, attitude, confidence before, immediately after, 4 weeks after, 8 weeks after, 6 months after, and 1 year after BLS training. In addition, their knowledge and skill of cardiopulmonary resuscitation were tested 5 times. Data were analyzed using the SPSS/PC 12.0 statistical program Results: Knowledge, attitude and confidence were significantly increased immediately after compared to before BLS training. Knowledge and confidence 6 months after, and attitude, performance ability and technical precision for ventilation and compression 4 weeks after BLS training were significantly decreased compared to immediately after. Conclusion: Overall retention of BLS training effects among nursing students, without reinforcement, decreases significantly after six months following initial training. BLS training in nursing students should be repeated every six months, especially performance training of BLS should be repeated every 4 weeks. In addition, to maintain the knowledge and skills of BLS, appropriate renewal time of certification and improvement of training programs are necessary.

• International Journal of Computer Science & Network Security
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• 제22권10호
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• pp.107-112
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• 2022

Nowadays clusters are recognized as an important instrument for promoting industrial development, innovation, competitiveness and growth. An educational cluster is a set of interrelated vocational educational institutions of various levels that are united by industry with each other and are connected by partnership with industry enterprises. This article attempts to develop and describe cluster model of university students' multilingual training. The purpose of this study is to describe multilingual training of university students and their polycultural competencies formation and to define the process of multilingual training in form of a cluster. The authors consider clusters as an integral part of the educational campus within the concept framework of Shadrinsk State Pedagogical University. To determine the essence of the concept of a cluster model of university students' multilingual training, theoretical, empirical, observational, and diagnostic methods were implemented, such as a review of scientific literature, a compilation of best practices, observation, statistical methods, etc. The authors analyzed the programs of partner universities and organized international webinars and internships for bachelors and masters abroad and developed online courses "Foreign language for undergraduate students and masters". Experimental data obtained during the implementation of cluster training show the effectiveness of the formation of students' polycultural competencies.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.66-78
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• 2008

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum various teaching and teaming methods for each lesson are introduced. Thus, this re- search is very practical for elementary school teachers who are planning to teach environment in their classroom.

• 수산해양교육연구
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• 제19권1호
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• pp.101-109
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• 2007

The school system of fisheries high school was proper to specialist objective school system in order to training for expert human resource development.Training a field of human resources development from fisheries high school is fallow; fisheries production, seamen's training, ship engine and refrigerator, marine electronic telecommunication and information, fisheries foods production and fisheries foods production and distribution, fishery fisheries self-management, marine distribution, management and conservation of marine environment, safety and marine prevention of disasters, apparatus of marine development, under water area development.A new department opening and each department was revised toward to department name and department character. The unit-lesson hour of curriculum according to specialist objective school system of fisheries and marine highschool was revised. professional subject 98 unit-lesson hour(52%), normality subject 90 unit-lesson hour(48%), and educational activity of professional subject 10unit-lesson hour, total training activity 10 unit-lesson hour. And the special objective school system need to revise curriculum of 208 total unit-lesson hour.

• 대한지역사회영양학회지
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• 제19권1호
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• pp.71-83
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• 2014

The purpose of the study was to implement and evaluate a nutrition capacity training program for dietitians and other professionals working at customized home visiting health services (CHVHS). This program focused on nutrition services for hypertension or diabetes mellitus patients including topics regarding CHVHS, and composed of 10 sessions with lectures, discussion and practice. Dietitians (n = 54) and other professionals (n = 20) participated in the program and completed the questionnaire to assess their understanding of nutritional management, nutrition services and CHVHS before and after the program, and to examine program satisfaction and education needs. Subjects were mostly women (98.6%) and college or university graduates (93.2%). Total score (p < 0.001), as well as all items (p < 0.001 or p < 0.01) of understanding regarding nutritional management, nutrition services and CHVHS, were significantly increased after the program both in dietitians and in other professionals. Subjects were generally satisfied with the program, showing more satisfaction with items regarding subject's participation, acquiring new knowledge, usefulness of the program for CHVHS, and education materials. In future nutrition capacity training programs, subjects wanted to have classes regarding nutrition services for specific chronic diseases, development of education materials, methods for dietary life education, modifying eating habits and so on. Other professionals compared to dietitians, showed higher education needs in meal management (p < 0.01) and nutrition counseling skills (p < 0.05). This study showed the effectiveness of a nutrition capacity training program for home-visiting dietitians and other professionals, and suggests the need and direction for future nutrition capacity training programs.