• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.31-36
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• 2022

In modern socio-cultural conditions, the requirements for the quality of professional training of graduates of higher educational institutions are increasing. This issue has become especially acute with the advent of pandemic conditions. The ability to apply the existing competencies in the situation of challenges of the 21st century to solve complex social and professional problems is an important criterion for the quality of higher education. Modern professional art education is undergoing many reforms and transformations. Particular attention is paid to innovative teaching methods, thanks to which future specialists experience the breath of innovative education. This issue is especially relevant during the spread of the COVID-19 pandemic. Since students of creative specialties must also have certain competencies, within the framework of the educational process, the competence-based approach to teaching plays a key role, is the methodological basis in the system of modernization of higher professional art education. Thus, the main task of the study is to analyze the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19. As a result of the study, the main aspects of the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19 were investigated.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.95-102
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• 2022

The article considers the fundamentalization of education in improving the future specialists professional training with usage of multimedia technologies by various scientists. Various points of view and approaches to defining the concepts of fundamentalization of education and multimedia technologies are identified. The concept of fundamentalization of professional training of a future specialist is based on the goals and functions of fundamentalization and - on the ways and means of achieving it, etc. Most authors agree only in their views that the fundamentalization of education is aimed at improving the quality of education and the education of the individual. Others involve the formation of a culture and worldview, increasing the creative and intellectual potential, forming the professional competence of a specialist and the potential for further education, and so on. The term multimedia refers to interactive systems that provide processing of moving and still video images, animated graphics, high-quality audio and speech. It is found out that professional training of a specialist by means of multimedia technologies includes not only the activities of the teacher and student, which form the learning process, but also the independent activity of the subject, self-development, assimilation of experience by the subject through analysis, comprehension and transformation of the field of activity in which he is included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education, it becomes possible to fully present theoretical training courses and effectively pass practical training by students, which contributes to improving the quality of training of future specialists in higher education institutions. Theoretical analysis of scientific views indicates a fairly serious attention of scientists to the problem of professional readiness of specialists and the possibility of higher educational institutions in preparing for it. At the same time, professional readiness is considered from different positions: as an active state of a person, which manifests itself in activity; as a result of activity; as goals of activity; as a quality that characterizes the attitude to solving professional problems and social situations; as a prerequisite for purposeful activity; as a form of activity of the subject; as an integral formation of personality; as a component of socio-professional culture; as a complex professionally significant neoplasm of the individual.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.266-270
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• 2021

The article clarifies and divorces the concepts of distance learning systems "distance learning", "distance education", "distance technologies", "open education". The central concept of the DO system is "distance learning"; - an assessment of the use of distance technologies in the system of higher professional education in Ukraine was carried out, which showed that the dominant teaching technology at the moment is the technology of teaching using cases (case technology on paper and electronic media). It is determined that distance technologies based on the active use of technical teaching aids (network technologies, telecommunication technologies) find little use in the system of higher professional education in Ukraine.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.116-124
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• 2022

Information and communication technologies used in the social sphere are born due to the development of computer technologies. The main task of the distance learning process in higher education institutions is not to provide information, but to teach how to obtain and use it. The purpose of the article: to identify innovative approaches in the training of specialists in higher education institutions in the context of distance learning. Various innovative approaches to organizing the work of students of higher educational institutions in the context of distance learning are considered. Based on the conducted research, it is concluded that each of the approaches described by us outlines the study of the phenomenon of professional training of a specialist in the condition of distance learning. All the described approaches significantly contribute to the improvement of professional training of specialists, encourage students to self-improvement, professional development and enrich their professional competence in modern conditions. The emergence and spread of innovative technologies means not only a change in the activity itself and its inherent means and mechanisms of its implementation, but also a significant restructuring of goals, value orientations, specific knowledge, skills and abilities. Therefore, the current stage of the development of civilization, scientific and technological progress requires the emergence of such specialists who would have broad humanitarian thinking, would have good psychological training, would be able to build professional activities according to laws that take into account the relationship between economic productivity and creativity, as well as the desire of the individual for constant renewal, self-realization. Only such qualities will help you master the specifics of innovative technologies well. We see the prospects in the study of innovative approaches to training specialists in higher education institutions in the condition of distance learning in foreign countries.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.17-27
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• 2000

This Study carried out for the purpose of basic data collection school teachers in Korea during September 2000 at Seoul, Kangwon province and JeonRaBuk province. 534 teachers among 600 school health teachers was analyzed by SPSS program. The major findings is as follows; 1. Mean score of Job-satisfaction is $25.52{\pm}4.46$ as 50 total point. Staff cooperation $2.96{\pm}.93$ is the highest score and promotion system $2.02{\pm}1.06$ is the lowest score as 5 total point by Job-satisfaction factor 2. Age-specific mean scores are $20.63{\pm}4.44$ at age of $20{\sim}29$, $25.77{\pm}4.15$ at age of $30{\sim}39$, $27.69{\pm}4.63$ at age of $40{\sim}49$ and $27.11{\pm}5.26$ at age of more than 50. 'Promotion', 'Health education', 'Cooperation of school physician', 'Allocation of professional' and 'Professional skill' are significantly different by age group. 3. Job-satisfaction of long period working teachers is higher than that of short workers, 'Salary system' and 'Professional skill' by factor are significantly different. 4. Job satisfaction by area is not significantly different, and 'Professional skill' as a factor of urban is higher than rural area. 5. Job-satisfaction by school level is not significantly different, and 'Health budget', 'Cooperation of school physician', 'Allocation of professional' and 'Professional skill' are significantly different by level of school. 6. Job-satisfaction of big size school is higher than that of small school and 'Health education' of big size school is high. 7. Job-satisfaction of low education is low score and 'Salary', 'Textbook for health education', 'Health facility' and 'Professional skill' are differnt. 8. 'Educational background', 'Size of school' and 'Level of school' are significantly affected to 'Salary system', this three varialbles explained 13.8% of the total. We can express job -satisfaction of 'Salary system' ; y=2.677-$.182X_6$(Education)+$.120X_5$(Size of school)+$.019X_4$(Level of school) 9. 'Age group', 'Working period' and 'Size of school' are affected to 'Cooperation of school physician', and three variables explain 13.2% of total. We can express job-satisfaction of 'Cooperation of school physician' ; y=2.644+$.247X_1$(Age)+$.179X_2$(Working period)-$.133X_5$(Size of school) 10. 'Working period', 'Education of teacher', and 'Working area' are affected professional skill, this three variables explain 13.5% of job-satisfaction of professional skill. We can express 'Professional skill' ; y=3.076+$.11X_2$(Working period)-$1.06X_6$(Education)-$.126X_3$(Working area). 11. 'Education', 'Age', 'Size of school' and 'Working period' are affected to total job-satisfaction, this four variables explain 14.2% of total satisfaction. We can express job-satisfaction of school health teacher; y=19.76-$.126X_6$(Education)+$.215X_1$(Age)+$.107X_5$(Size of school)+$.121X_2$(Working period).

• Research in Mathematical Education
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• v.18 no.2
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• International conference on construction engineering and project management
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• 2007.03a
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• pp.346-355
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• 2007

Employability is a critical issue in construction education. Employability is more than students obtaining employment upon graduation. The concept is far more ranging, and should encompass enabling students to acquire the knowledge, personal and professional skills and encouraging attitudes that will support their future development and employment. This paper describes two case studies relating to how the true concept of employability can be incorporated into the construction higher education curriculum. Case study 1 was a collaborative venture with contributions from a higher education provider, employers, students and a professional body (Association of Building Engineers). It outlines the whole process from course inception through to graduation and feedback. Thus it presents a valid model for other higher education providers of construction courses to adapt or adopt. Case study 2 outlines how the opportunity of a degree programme revalidation process was utilized to introduce modules which would enhance students' employability on graduation.

• Journal of the Korea Safety Management & Science
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• v.25 no.4
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• pp.15-23
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• 2023

This study analyzed effective capacity building education plans for public institution management supervisors. A survey was conducted on 635 management supervisors of public institutions (99 institutions) subject to the safety management rating system to understand the characteristics of educational participants and the impact of educational satisfaction on professionalism improvement after capacity building education. As a result of statistical analysis, the professional improvement according to the affiliation of educational participants was higher in the workplace and construction site divisions than in the research facility division, and the professional improvement according to the working period was higher for more than 15 years than for less than 5 years and less than 15 years. In addition, the quality of education had a significant positive (+) effect on the degree of professional improvement. This study can be used as basic data for further research related to capacity building education for public institution management supervisors

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.328-332
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• 2021

The article considers general tendencies in world and education, and also both principles and methods of forming professional, communicative, intercultural competences and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, requirements for the design and engineering of pedagogical technologies.

• Journal of Korean Biological Nursing Science
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• v.24 no.2
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• pp.122-130
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• 2022

Purpose: This study was conducted to identify the professional competency of nurses working in emergency medical institutions that use the Korean Triage Acuity Scale (KTAS), and to identify factors that affect them. Methods: This study collected data from 105 nurses working in emergency medical institutions from June to August 2020. For data analysis, descriptive analysis, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression were performed using the SPSS 25.0 program. Results: As for the professional competency in triage, the higher the self-efficacy (β= 0.58, p< .001), the more experience they have in triage-related education (β= 0.30, p< .001), 2-4 years of clinical experience in emergency department (β= 0.19, p= .002), in case of triage alone (β= 0.24, p< .001), the higher the level of education a nurse has (β= 0.19, p= .003), the higher the professional competency in triage. These variables explained professional competency in a total of 64.2% of the participants (F = 38.30, p< .001). Conclusion: To improve nurses' professional competence in triage, introducing manpower expansion, financial support, and the provision of appropriate places is suggested. In addition, it is necessary to repeatedly provide educational opportunities in an environment similar to actual clinical practice by developing various scenarios and introducing simulations and web-based formats.