• Journal of Oriental Neuropsychiatry
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• v.35 no.1
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• pp.1-13
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• 2024

Objectives: This study aims to develop an educational program based on a manual for disaster medical support using Korean medicine (KM) for disaster survivors. Methods: We conducted a literature review on another educational program, a focus group interviews with experts, a survey of the academic needs of Korean medicine (KM) doctors, educational competency development, and an expert Delphi survey. Results: This program was designed using a hybrid method combining online (4 h) and offline (8 h) elements; the total time of the program is 12 h. The offline course consists of theory (4 h) and practice (4 h) lectures. The theory lecture covers herbal medicine, acupuncture, stabilizing technique, emotional freedom technique, and self-management, and the practice lecture covers stabilizing technique, emotional freedom technique, and clinical performance evaluation. Meanwhile, the online course covers a manual for disaster medical support using KM and an introductory course from the National Center for Disaster and Trauma. Conclusions: The results of this study are expected to be useful for enhancing training for KM doctors in trauma care for disaster survivors as well as evaluating and validating the program's effectiveness.

• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.1-14
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• 1989

The authors studied on the modification of the curriculum for the department of fishing technology in Fisheries junior college, by collecting and analyaing the references, questionaires and consultation according to the trends in industry and employment. Especially, rapid develop of the fishing technology with the modernization and automatization of fishing vessels, the present curriculum formulated in 1983 is required to be rearranged. Accordingly, the authors studied on the development of characteristic curriculum which could cultivate the professional fishing engineers. The results obtained can be summarized as follows : 1. Total open credits should be 160 credits. 2. Cultural subjects are set 32credits, 20% of total open credits, but the subjects may be choosen by the situation of each fisheries junior college. 3. Major subjects are set 128 credits with 36 subjects including the 3rd year course. 4. The proportion of the compulsory to the elective credits in the major subjects are made 1 to 2. 5. Compulsory major subjects are set 29 credits with 11 subjects during the 1st and 2nd year course. Training on the board (I) and (II) are set 40 credits during 3rd year course and evaluated as pass or not. 6. The proportion of the credits of subjects concerning to fishery and navigation is made 1 to 1. 7. In order to strengthen the computation education, the E.D.P.S. is sets 3 credits in the cultural subjects.

• Journal of Practical Agriculture & Fisheries Research
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• v.10 no.1
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• pp.3-27
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• 2008

This study is to find the causes of the current situations of conflict between generations in regards to succession of their family farm, for the target group of graduates of the year 2008 and their parents. This study also aims at finding a way of controlling and solving the conflicts, and of developing a course of education and training, so that through this process they can come to a rational conclusion to the conflicts that arise regarding succession of the farm, in a climate of harmony and peace. It is found that communication between parents and graduates has normally gone on well, but specific problems related to management of the farm are often present. Furthermore, there is often lack of trust and promise between the parties which often causes difficulties in preparation for the succession of the farm. On the basis of these observation, we have designed and implemented an education workshop and training, as a program in which parents and their successors participated. As a result, we found it to be very effective, but it was also found to be in need of some changes. The workshop is to be implemented in two separate stages. The first stage should focus on communication and trust between family members. Firstly, they are given the opportunity to share the list of concerns withone another, as an ice breaking activity. Secondly, they can present their own hopes or wishes. And lastly, they can communicate with one another in an effort to find resolutions that will be keep both parties satisfied. The second stage should be aimed at establishing agreements concerning succession of the farm in a harmonious and peaceful manor; the second stage is also an opportunity to discuss 'Farm management and succession'. The Korea National Agricultural College (KNAC), as a state college, is in the pursuit of fostering agricultural CEO's for the future of Korea. KNAC is currently implementing a very unique system of interviews in which parents participate together with students, in order to help them make a plan for rational management of their farm and smooth succession of the farm. Although KNAC now has students present a blueprint of their own unique business plans as a graduation thesis, it is necessary for KNAC to complement this system with education and training regarding the succession of family farms. Furthermore, KNAC should also develop an education and training program that is separate for this purpose, and make it a regular course of study of KNAC in the future.

• Journal of Practical Agriculture & Fisheries Research
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• v.11 no.1
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• pp.137-158
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• 2009

This study is to find the causes of the current situations of conflict between generations in regards to succession of their family farm, for the target group of graduates Korea National Agricultural College of the year 2008 and their parents. This study aims at finding a way of controlling and solving the conflicts, and of developing a course of education and training, so that through this process they can come to a rational conclusion to the conflicts that arise regarding succession of the farm, in a climate of harmony and peace. It is found that communication between parents and graduates has normally gone on well, but specific problems related to management of the farm are often present. Furthermore, there is often lack of trust and promise between the parties which often causes difficulties in preparation for the succession of the farm. On the basis of these observation, we have designed and implemented an education workshop and training, as a program in which parents and their successors participated. As a result, we found it to be very effective, but it was also found to be in need of some changes. The workshop is to be implemented in two separate stages. The first stage should focus on communication and trust between family members. Firstly, they are given the opportunity to share the list of concerns withone another, as an ice breaking activity. Secondly, they can present their own hopes or wishes. And lastly, they can communicate with one another in an effort to find resolutions that will be keep both parties satisfied. The second stage should be aimed at establishing agreements concerning succession of the farm in a harmonious and peaceful manor; the second stage is also an opportunity to discuss 'Farm management and succession'. The Korea National Agricultural College (KNAC) is in the pursuit of fostering agricultural CEO's for the future of Korea. KNAC is currently implementing a very unique system of interviews in which parents participate together with students, in order to help them make a plan for rational management of their farm and smooth succession of the farm. Although KNAC now has students present a blueprint of their own unique business plans as a graduation thesis, it is necessary for KNAC to complement this system with education and training regarding the succession of family farms. Furthermore, KNAC should also develop an education and training program that is separate for this purpose, and make it a regular course of study of KNAC in the future.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.171-185
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• 2000

The twenty-first century may be said to be entering into a specialized qualification age to meet the needs of new technical innovations such as environmental changes, demographical changes, changes in the constitution of diseases, changes in the needs of the national health, reforms of information and knowledge, etc., which requires the provision of competitive services that can fulfill the high level needs of consumers. In consequence, it is needed to apply a practical nursing model that can serve as a guide for healthy society and to secure the sphere that can affect nursing policy-making by keeping pace with the changing environment. Furthermore, it is also urgent to expand more the activity sphere of nurse specialists with authority and autonomy, establish their legal foundation, establish a qualification accreditation system for nurse specialists, and develop educational programs. In Korea, the law relative to organ transplant past the national assembly on February 9, 2000, legally acknowledged brain death, which indicated to us the emergence of an age of organ transplant. Therefore, it necessitates to find out those of brain death from whom organ transplant is feasible in clinical practices, with their families' consent link to those terminal organ failure patients who are in need of an organ, and mediate both parties so that smooth transplant can be accomplished. A series of these complicated procedures require systematically trained specialists with high level techniques of organic management. With this in mind, this study was conducted on 69 clinical nurse specialists for organ transplant, accredited by the hospital, who are in active service in clinical practices. The resultant findings were revealed, as follows: 1. The qualifications of clinical nurse specialists for organ transplant should be accredited by Ministry of Health and Welfare or Korea Nurses Association. 2. The validity of qualifications should be for three years, and their renewal should be based on marks of a supplemental training or an education course for more than 12 hours a year. 3. The qualification of the clinical nurse specialist necessitates theoretical lectures and practices on those nurses who have had clinical experience in the pertinent field. 4. The course of training is required to be one year in the length of training and take more than 20 credits (320 hours) and 5 credits (240 hours).

• Journal of Practical Agriculture & Fisheries Research
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• v.3 no.1
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• pp.3-19
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• 2001

This study was carried out to prepare some devices for the development the field professor's roll of the Korea National Agricultural College(KNAC). In this study, we had visited and interviewed twenty-four KNAC's field professors. Through this our experience of study, we could suggest several development devices of the roles of KNAC's field professor, so the results of this study as follows : (1) Main roles of the field professors could be classified into 4 categories, with these desirable aspects could be deducted. (2) Selecting the good field professors is an important work, so that we prepared a comprehensive checking list to be used to select the desirable field professor. (3) In order to enhance the selected field professor's roles and activities, workshop for the professors, orientation training for the students and various supporting activities should be well organized with recognizing those as the important factors.

• Archives of design research
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• v.19 no.3 s.65
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• pp.93-104
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• 2006

When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish the new projects, designers are required to learn new methods, tools and theories in addition to the traditional design expertise of visual language. One of the most important tools for the change is effective and rapid prototyping. There have been few researches on educational framework for interactive product or system prototyping to date. This paper presents a new model of educational contents and methods for interactive digital product prototyping, and it's application in a design curricula. The new course contents, integrated with related topics such as physical computing and tangible user interface, include microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensors, communication with other external devices, computer vision, and movement control using motors. The final project of the course was accomplished by integrating all the exercises. Our educational experience showed that design students with little engineering background could learn various interactive digital technologies and its' implementation method in one semester course. At the end of the course, most of the students were able to construct prototypes that illustrate interactive digital product concepts. It was found that training for logical and analytical thinking is necessary in design education. The paper highlights the emerging contents in design education to cope with the new design paradigm. It also suggests an alterative to reflect the new requirements focused on interactive product or system design projects. The tools and methods suggested can also be beneficial to students, educators, and designers working in digital industries.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.51-59
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• 2019

This study includes the possibility of organizing courses that can accommodate both NCS-based and course-based qualifications program in terms of contracting departments operating a college-based work and study in parallel system, examining and comparing differences between the two qualifications. Based on the case study of mechanical design engineer based on the job of machine design, curriculum that meets both composition regulation is developed. The author predicts future operational differences and problems and suggests several ways to overcome them. In conclusion, a few words have been added to modify the composition regulations to help the professional educational institute that simultaneously operates a work parallel system and a course evaluation type as to develop the field-oriented curriculum minimizing the gap between provider-centered education and consumer-centered qualifications, and maximizing the performance of training and education.

• KIISE Transactions on Computing Practices
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• v.21 no.11
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• pp.739-744
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• 2015

In this paper, we examine the project-based educational practice that is co-developing a solution to the local food inventory management system. This project is aimed at the practical business of IT distribution in small and medium industries, and is linked with the project course on undergraduate students of IT division. For the practical project of the IT distribution in small and medium industries, an employee in charge of the project participates as a mentor such that he presents the project subject and the students develop the system for the subject. This system emerges from existing theory and the necessity for a term project, and this course leads students to learn practical knowledge through discussion with the employee in charge. Through this course, the latest technology is shared mutually, and students have the opportunity to understand a domain of the IT distribution business. As students experience how to understand and solve cost, quality and delivery time for the project by themselves, they build confidence. Also, the company can save on costs for the development of prototypes, while creating an opportunity for students to experience working with seasoned staff.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.1 no.2
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• pp.67-100
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• 2006

The entrepreneurship education for promoting the entrepreneurship is(has been) rapidly proceeded in recent year. In spite of increasing importance of entrepreneurs for successful new venture creation, structured educational programs for entrepreneur development are very limited in Korea. This paper is to develop the new entrepreneurship education in universities and graduate schools. For this entrepreneurship education program development, the survey is designed to Babson College which is voted "The Entrepreneurship Education's Best College" by US News & World report thirteen years in a row. Program development model of entrepreneurship education indicates an entrepreneurship education model, a subject model and a curriculum model through the analysis of a syllabus, the interviews with students, a fieldwork. Based on these literature review was organized research papers, documentary records, small and medium business administration research data. And program designing and implementing stage was composed of analyzing each subject of plan and education training, interviewing with Babson College's students. And observing the field. In addition, the tool of analyzing was collected a course in entrepreneurship education, related matters, a learned society, a research institute at Babson College and some books on pedagogics.