• 한국운동역학회지
• /
• 제24권4호
• /
• pp.399-415
• /
• 2014

The aim of this study was to investigate the effect of resistance training with and without whole-body vibration(WBV) on the biomechanical properties of the plantarflexor in the elderly women (>60 yrs., n=35). Thirty-five volunteers were randomly assigned to a resistance training with WBV group (RVT, n=14), a resistance training without WBV (RT, n=11), and a non-training control group (CON, n=10). The RVT and the RT groups participated in the training sessions three times a week for 8 weeks, followed by a 4-week detraining period. The CON group was instructed to refrain from any type of resistance training. To assess strength and activation of the plantarflexor muscles, maximum isometric ankle plantarflexion torque and muscle activation of the triceps surae muscles were measured using dynamometry, twitch interpolation technique and electromyography at four different ankle joint angles. Also, the lower extremity function was assessed by vertical jumping. The measurements were performed prior to, 2 and 8 weeks after the training and after a 4-week detraining period. Following the 8-week training sessions, an increase in the isometric plantarflexion strength was found to be greater for the RVT compared with the RT group (p<.05). Muscle inhibition was significantly decreased after training than before training only for the RVT (p<.05). Following the detraining period, a decrease in isometric plantarflexors strength and a increases in muscle inhibition were significantly less in the RVT compared with the RT group. In conclusion, the exercise with WBV is a feasible training modality for the elderly and seems to have a boosting effect when used with conventional resistance training.

• 대한한의학회지
• /
• 제42권4호
• /
• pp.40-60
• /
• 2021

Objectives: This study aimed to evaluate the impact of a training course on pharmacovigilance for future doctors of Korean medicine (DKM). Methods: In 2020, a pharmacovigilance training course was conducted for 57 senior students of a Korean medicine (KM) college, and its impact to the students were assessed in terms of the knowledge, attitudes, and perceptions of these students at three-time points: pre-training, post-training, and 4-6 months after the end of the training. Results: A total of 38 students completed the survey. The average score from the knowledge test increased significantly after training compared to prior to the training (5.47±2.140, 6.61±1.001, respectively, p<0.001) and was maintained until the final survey (6.61±1.220). The rate of correct answers to most of the knowledge test questions increased after the training but decreased in the final survey. In terms of attitudes, self-confidence in causality assessment (2.63±1.025, 4.58±0.826, p<0.001) and spontaneous reporting (2.08±1.050, 4.74±0.446, p<0.001) significantly increased after the training and then slightly decreased (3.92±1.171, 4.40±0.755). The perception level was high prior to the training, and this pattern was maintained throughout the study period. Students responded that pharmacovigilance education was necessary for DKM after training, and for the undergraduates of KM colleges. Conclusions: This study shows that this pharmacovigilance training course is effective for students majoring in KM but that retraining is required at least 6 months after the initial training. Further follow-up studies are needed to ensure that students actively participate in spontaneous reporting after graduation, and continuous education should be provided to graduates.

• 건설안전기술
• /
• 통권50호
• /
• pp.71-79
• /
• 2009

Construction companies economic to lighten the restrictions on safety education and training due to the domestic recession as long as the global downturn. With this, the Korean government restrictions, but the incidents are being sharply increased nowadays. The construction industry hazardous than any others, so, they insist to reinforce the training for incidents prevention, to be disregarded at the subcontractors of the bigger construction companies problems. According to these matters, this study hereby surveyed regarding their suggestions for the improvements of the training concepts through questionnaires below.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제4권1호
• /
• pp.23-31
• /
• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• 한국반도체및디스플레이장비학회:학술대회논문집
• /
• 한국반도체및디스플레이장비학회 2003년도 추계학술대회 발표 논문집
• /
• pp.169-176
• /
• 2003

Telematic and new programming technologies support the increasing demand of education and training leading to the delivery of computer based learining systems open to distance and continuing education. Using LabVIEW, we designed and implemented an interactive learning environment for practice on electronics measurement methodologies. The environment provides remote access to real and simulated instrumentation and guided experiments on basic circuits. The environment is applied to the education and training on electronics for engineers in the field of semiconductor industry.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제42권4호
• /
• pp.431-452
• /
• 2003

In this paper we briefly survey recent works on training of mathematics teacher at universities of some countries. The main purpose of this work is to propose a desirable direction of curriculum and teaching/learning paradigm for training mathematics teachers at universities.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제42권4호
• /
• pp.523-540
• /
• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제42권4호
• /
• pp.579-588
• /
• 2003

The main purpose of this work is to propose programs of discrete mathematics for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal, syllabus and contents of discrete mathematics course for pre-service teacher, followed by principles for teaching the subject.

• 비교교육연구
• /
• 제28권3호
• /
• pp.77-101
• /
• 2018

미래 사회와 직업세계 변화에 대응하기 위하여 고등교육기관의 경쟁력 및 대학의 진로교육 체계와 서비스 강화에 대한 필요성이 높아지고 있다. 이에 본고에서는 영국, 미국, 싱가포르 등 주요 선진국의 대학 진로교육 정책 및 사례에 대해서 분석하였다. 분석 결과, 영국의 경우에는 정부에서 대학 운영을 점차 간섭하는 추세로 변화하고 있었으며, 미국의 경우에는 각 주별로 고유의 교육정책 및 법안을 수립하여 운영하는 지방자치적 성격을 갖고 있었다. 반면 싱가포르는 대다수가 국립대학으로 진로교육 정책이 정부에 의해 주도되고 있었다. 따라서 주요국의 대학 진로교육 정책 및 지원 실태와 운영 사례를 비교 분석하고 우리나라 대학의 진로교육의 방향성에 대한 시사점을 제시하였다.

• 한국과학교육학회지
• /
• 제6권2호
• /
• pp.43-52
• /
• 1986

It is the purpose at thus survey to get hold at problems in teaching integrated science in middle school. For this purpose, problems and suggestions were collected by questionnaire which were made out by middle school science teachers. Through the analysis of the questionnaire, it was found that the present curriculum of science education in the college of education and the in-service training program were not suitable for training middle school science teacher. Form the results of the analysis, this survey concluded that the curriculum and program mentioned above need improvement as follows. (1) science education curriculum in the college of education should be set up with two part. One is the part that middle school science teachers are trained and the other is the part that high school science teachers are trained. (2) In-service training program should be set off into two kinds. One is the program that middle school science teachers are trained and the other program that high school science teachers are trained.