• Journal of Ginseng Research
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• 제47권3호
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• pp.458-468
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• 2023

Background: As a complication of Type II Diabetes Mellitus (T2DM), the etiology, pathogenesis, and treatment of cognitive dysfunction are still undefined. Recent studies demonstrated that Ginsenoside Rg1 (Rg1) has promising neuroprotective properties, but the effect and mechanism in diabetes-associated cognitive dysfunction (DACD) deserve further investigation. Methods: After establishing the T2DM model with a high-fat diet and STZ intraperitoneal injection, Rg1 was given for 8 weeks. The behavior alterations and neuronal lesions were judged using the open field test (OFT) and Morris water maze (MWM), as well as HE and Nissl staining. The protein or mRNA changes of NOX2, p-PLC, TRPC6, CN, NFAT1, APP, BACE1, NCSTN, and Ab1-42 were investigated by immunoblot, immunofluorescence or qPCR. Commercial kits were used to evaluate the levels of IP3, DAG, and calcium ion (Ca²⁺) in brain tissues. Results: Rg1 therapy improved memory impairment and neuronal injury, decreased ROS, IP3, and DAG levels to revert Ca²⁺ overload, downregulated the expressions of p-PLC, TRPC6, CN, and NFAT1 nuclear translocation, and alleviated Aβ deposition in T2DM mice. In addition, Rg1 therapy elevated the expression of PSD95 and SYN in T2DM mice, which in turn improved synaptic dysfunction. Conclusions: Rg1 therapy may improve neuronal injury and DACD via mediating PLC-CN-NFAT1 signal pathway to reduce Aβ generation in T2DM mice.

• 대한간호학회지
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• 제27권4호
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• pp.975-987
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• 1997

The purpose of this study was to investigate the current status of curriculum operation of the basic medical sciences in nursing education at college of nursing, department of nursing and junior college of nursing, ultimately to provide the basic data to improve a curriculum of basic medical science in nursing education. 78 professors who were in charge of basic medical science at 22 colleges of nursing and department of nursing, and 20 junior colleges of nursing responded the questionnaire consisted of 22 question items about the status of objectives, lectures, laboratory practice and characteristics of professors, and mailed to the author. The findings of this study were as follows : 1. The subjects of basic medical science were identified as physiology, anatomy, biochemistry, pathology, microbiology, pharmacology in the most colleges of nursing and junior colleges of nursing. 2 colleges of nursing and department of nursing(9.1%) and 19 junior colleges of nursing(95%) did not open biochemistry, 1 college of nursing and department of nursing(5%) did not open pathology and pharmacology. 2 Junior colleges of nursing(10%) did not open pharmacology, 1 junior college of nursing(5%) did not open pathology, the other 1 junior college of nursing did not open microbiology. 2. Credits of the subjects were ranged from 1 to 4. Lecture hours of one semester of physiology at school of nursing and junior college of nursing was average 103.6 and average 102.67, that of anatomy was average 127.1 and average 98, that of microbiology was average 109.7 and average 86.33, that of biochemistry was average 105, that of pathology was average 91 and average 94, that of pharmacology was average 86 and average 85.75. 3. Most of schools used 1 textbook for lectures, 3 school of nursing and department of nursing recommended references without using textbook, while all 36 junior colleges of nursing used textbooks. 4. 5 among 10 schools of nursing and department of nursing had a laboratory practice in physiology, 4 among 7 schools in anatomy, 4 among 6 schools in biochemistry, 2 among 6 schools in pathology 5 among 6 schools in microbiology. Not all the schools had a laboratory practice in pharmacology. 4 among 9 junior colleges of nursing had a laboratory practice in physiology. 1 among 4 schools in anatomy, 2 among 7 schools in microbiology. Not all the junior colleges of nursing had a laboratory practice in pathology and pharmacology. 11 among 20 colleges of nursing and department of nursing, 4 among 7 junior schools of nursing used a textbook of laboratory practice. 5. All the subjects at school of nursing and department of nursing responded that content of lectures and laboratory practices of basic medical science should be different from that of medical education, 34 junior schools of nursing responded that content of lecture of basic medical science in nursing education should be different from that of medical education. 33 junior schools of nursing responded that content of practice of basic medical science in nursing education should be different from that of medical education. 6. The final degree of 25 professors who were in charge of basic medical science were doctors of. medicine, that of 5 professors were masters of medicine, that of 5 were doctor of pharmacology, that of 2 were a master of pharmacology, that of 1 was physical science. The final degree of 8 professors who were in charge of basic medical science were masters of medicine, 7 doctors of medicine, 4 masters of nursing science, 4 masters of pharmacology, 2 doctors of nursing, 2 doctors of physical science, 2 doctors of pharmacology and 1 master of public health. 9 full professors, 13 associate professors, 11 assist ant professors, 3 full time instructors, and 6 part time instructors were in charge of basic medical science at college of nursing and department of nursing, 20 part time instructors, 8 associate professors, 6 assistant professors, and 2 full professors were in charge of has basic medical science at junior college of nursing. Based on these results, curriculum of basic medical science in nursing education should be reviewed deeply based on nursing model.

• 종양간호연구
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• 제10권1호
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• pp.103-111
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• 2010

Purpose: This study was undertaken to establish the framework for development of the curriculum of genetics in Nursing Education. Methods: The Internet search, literature review of the US system of genetic nurses, genetic graduate nursing education programs and curricula for nurse in Korea were reviewed and analyzed. Results: American Nurses genetic system consists of APNG and the GCS and all the APNG credential provided by the GNCC of ISONG. The curriculums of genetic nursing education in the US are mainly conducted in of master's program and genetically related subjects consists of basic genetics subjects, basic applied genetics subjects, genetics in nursing subjects and practical training subjects. Lastly a genetic nursing education program in Korea 44 hr of lectures and practical training of 4 hr is composed of basic genetics, genetic cancer, genetics in nursing and practicum in the computer lab and online include family history assessment, pedigree construction, breast and colorectal cancer risk calculations, and ELSI discussions. Conclusion: This study suggested that genetic nursing education course needs in master's program as detailed subjects. Also the establishment of the genetic nurse system is an urgent needed.

• International Journal of Internet, Broadcasting and Communication
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• 제16권1호
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• pp.321-329
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• 2024

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10's objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

• 의학교육논단
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• 제18권2호
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• pp.65-82
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• 2016

This study aimed to identify curriculum gaps and a pilot study to provide the programs for selection during clerkship. Over the course of a clerkship, students analyze the current level and the needs level of TLO (terminal learning objectives) based on the book "Learning outcome of basic medical education: Scientific concept and principle-centered." We conducted a needs assessment utilizing a t-test, Borich Needs Assessment, and the Locus for Focus model. In the investigation of the needs level, the levels of the musculoskeletal and respiratory systems were relatively high and in the investigation of the current level, the levels of the digestive and musculoskeletal systems were relatively high. This study is expected to contribute to reasonable decision-making by utilizing various methods of analysis and providing in-depth results of needs analysis in designing clerkship curriculum.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.16-23
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• 2023

This study examines the meaning of the national education plan promotion background, focusing on the 5th Lifelong Education Promotion Basic Plan (2023-2027) and the 3rd 2023 Career Education Internalization Support Plan (2023-2027). The purpose of this study is to present future directions for lifelong education and career education. The research results indicate that The 5th Lifelong Education Promotion Basic Plan (2023-2027) and the 3rd 2023 Career Education Internalization Support Plan (2023-2027) have both been established to cope with the future social and educational environment; thus, it is necessary to realize them. For this purpose, concrete policy alternatives have been prepared. In modern society, it is vital for the state to promote basic plans related to education, particularly for developing and improving the education system. In this respect, when suggesting the direction of lifelong and career education, first, policies for social development and strengthening competitiveness are important. Second, policies are needed that respond to changes in jobs and occupations. Third, lifelong and career education are essential to ensure social inclusion and fairness. Fourth, lifelong and career education are vital in nurturing human resources for sustainable development.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권1호
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• pp.19-37
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• 2013

P대학에서는 수학 기초학력 부진학생들의 문제해결력 향상과 학업성취도 고양을 위하여, 기초수학및연습 교과목을 개설하고 있다. 이 교과목은 미적분학의 선수과목으로 운영되며, 수준별 학급을 편성하여 다양한 학습 자료를 활용한 발표 중심의 수업을 진행하고 있다. 본 논문에서는 한국공학인증 지원을 위해 기초수학및연습 교과목의 강의 포트폴리오를 제출한 30개 학급에서 수강한 1,106명의 취득 성적과 및 강의평가 결과를 분석하였다. 아울러, 각 담당교수가 제출한 강의 포트폴리오의 강의개선 보고서를 기반으로 기초수학및연습 교과목의 수준별 학급 운영에 대한 유의점과 그 개선방안을 찾아본다.

• 보건교육건강증진학회지
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• 제23권4호
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• pp.155-171
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• 2006

Objective: The purpose of this study was to apply the Basic CPR(Cardiopulmonary resuscitation) training education program and identify its effects on knowledge of Basic CPR and skills of Basic CPR in second grade high school students. Methods: The training program was conducted for 16 weeks between March 26 and July 9, 2005 using a non-equivalent control group pretest-post test design by dividing 60 students in a half for both the experimental group and the control group. General characteristics, the effect of the education were evaluated with $x^2-test$, t-test, ANCOVA, Repeated Measure ANOVA and Bonferonni with SPSS 11.0/pc. Result: After the CPR education program application, knowledge score in the experimental group increased to 20.57 right after the education from 9.32, the score measured before the training, 19.11 after 8 weeks and 18.29 after 12 weeks. On the contrary, the control group's score showed no significant before the training. According to the result of knowledge score comparison between the experimental and control group at each point in time, the experimental group had a significantly high score in knowledge at every point(p<0.001). In the effect durability for knowledge of the training education program in process time after the training program in the experimental group, the durability of effect was identified despite the elapsing time. Scores of skills for Basic CPR increased from 1.21, the score measured before the training program, to 30.07 right after the education, 23.50 after 8 weeks and 17.57 after 12 weeks in experimental group. On the contrary, the control group showed an immaterial increase. According to the result of skill score comparison between the experimental and control group at each point in time, the experimental group had a significantly high score in skill at every point(p<0.001). The score for skill increased significantly right after the education compared to the score prior to the education. Conclusions: These findings suggest that Basic CPR training education program facilitate knowledge of CPR and skill of CPR in high school students. Therefore, it would be necessary to include the Basic CPR training program in high school education curriculum. However, the effect of Basic CPR knowledge maintains for a few period, and the effect of maintaining the skill is shorter than the maintenance of knowledge so regular reeducation is considered to be needed.

• 정보교육학회논문지
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• 제9권2호
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• pp.349-358
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• 2005

프로그래밍 실습은 반드시 프로그램이 설치된 곳에서 교육을 해야하며 교사중심의 강의식 수업만으로는 충분한 학습이 어려운 단점이 있다. 이에 본 연구에서는 제7차 교육과정의 이론적 토대가 되는 구성주의 교육관(자기주도적학습, 문제중심학습)에 입각하여 Visual Basic 프로그램 학습을 교수자와 학습자 모두에게 효율적이고 긍정적 효과를 얻을 수 있는 수준별 학습 모형으로, 웹이 가지는 긍정적인 효과를 상호보완 하여 설계하였다. 웹 코스웨어는 튜터 시스템과 ActiveX를 이용하여 Visual Basic프로그램을 웹에서도 가능하도록 구현 하였다. 코스웨어를 적용 결과 학생 개개인의 능력 수준에 맞는 수준별 교육과정의 학습방법으로 학습자에 게 다양한 학습 기회를 제공하며, 성취도와 학습의욕을 높일 수 있었다. 또한 오류 수정 학습의 제공으로 문제해결 능력과 논리적 사고 능력을 신장시킬 수 있었다.

• 대한지리학회지
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• 제42권4호
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• pp.648-665
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• 2007

현재의 공통사회(지리)교육전공 및 지리교육전공 학과의 교육과정은 교육부가 발행한 교원자격 실무편람 상의 기본이수과목만 제시하고 있고, 기본이수과목별 주요주제는 설정하고 있지 않다는 문제점을 지니고 있다. 이러한 기본이수과목별 주요주제의 미 설정 상태는 공통사회(지리)교육전공 및 지리교육전공 학과의 표준교육과정의 부재상태로 연결되고 있고, 급기야 해당 중등교사 임용시험의 출제와 응시에 많은 애로를 야기하고 있다. 이에, 본 연구에서는 우선 공통사회(지리) 및 지리의 21개 기본이수과목들을 대상으로 주요주제를 설정하였다. 이러한 '공통사회(지리) 및 지리의 기본이수과목별 주요주제'는 '공통사회(지리)교육전공 및 지리교육전공 학과의 표준교육과정의 내용요소'와 '공통사회(지리) 및 지리의 중등교사 임용시험의 평가요소'를 설정하는데 기반이 될 것이다. 특히, 기본이수과목별 주요주제 설정'과 '표준교육과정 작성'은 교육부가 2009년 동시시행 예정으로 추진하고 있는 '사범대학 교육과정 개편'과 '중등교사 임용시험 제도 개편'을 감안하면, 시의적절한 일이다. 그러나, 본 연구에서 설정된 '공통사회(지리) 및 지리의 기본이수과목별 주요주제'는 사정상 짧은 시간에 이루어진 것이므로 재 연구되어야 한다. 기타, 표시과목 지리의 기본이수과목은 구성 자체에 많은 문제점들을 내포하고 있으므로 반드시 개정되어야 한다.