• Annals of Clinical Neurophysiology
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• 제20권2호
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• pp.71-78
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• 2018

Nerve conduction study (NCS) is an electrophysiological tool to assess the overall function of cranial and peripheral nervous system, therefore NCS has been diagnostically helpful in the identification and characterization of disorders involving nerve roots, peripheral nerves, muscle and neuromuscular junction, and are frequently accompanied by a needle Electromyography. Furthermore, NCS could provide valuable quantitative and qualitative results into neuromuscular function. Usually, motor, sensory, or mixed nerve studies can be performed with using NCS, stimulating the nerves with the recording electrodes placed over a distal muscle, a cutaneous sensory nerve, or the entire mixed nerve, respectively. And these findings of motor, sensory, and mixed nerve studies often show different and distinct patterns of specific abnormalities indicating the neuromuscular disorders. The purpose of this special article is to review the neurophysiologic usefulness of NCS, to outline the technical factors associated with the performance of NCS, and to demonstrate characteristic NCS changes in the setting of various neuromuscular conditions.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제15권6호
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• pp.3512-3523
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• 2014

This study verified the effects of 'the education and training course for Aestheticians(Skin)' suggested by 'NCS', which is an outcome of the government's efforts to change from an 'educational background-centered society' to a 'capability-centered society' on the 'profession' and 'practice suitability' of actual aestheticians(skin) positively. As a result, three factors except for hygiene-related subjects and basic occupation capability had significant effects on the practical capability, and 4 factors except for the 'basic occupation ability' had significant effects on the 'profession' of skin beauticians. This suggests that people understand as a concept related to professionalism, even though hygiene-related subjects are associated with the customer's health, so it is very important. This means that awareness should be exchanged from practical capability, not professionalism, for hygiene-related subjects. In addition, the basic occupation capability is difficult to acquire for a short time and is organized by the capabilities, which are expected to have synergy effects when combined with professionalism knowledge. Therefore, it is necessary to prepare concrete measures to cultivate the basic occupation capability. When the government currently presents the 'NQF' establishment, it will be necessary to check the 'NCS' based on it. On the other hand, there has been no action of the academic world and government. In addition, the subjects related to common occupation capability, skin-related subjects and nail-related subjects are judged to cultivate manpower focusing on the capability, but hygiene-related subjects and basic occupation subjects are judged to seek a new direction to apply as a curriculum for cultivating manpower focusing on capability.

• Journal of the Korea Society of Computer and Information
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• 제21권9호
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• pp.149-156
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• 2016

This paper is concerned with education courses operating practices for basic computer literacy training. In this study, we propose an example for students to effectively measure and evaluate the achievement of defined ability in the performance measurement and analysis, learning objectives and learning outcomes set in operation throughout the course. Through research and development use case presents the tools for teaching method and effective and objective measurement of the related subjects. And based on the results, we propose the possibility of utilizing NCS-based course operation and education certification. In this study, the measurement process is based on the association with the objective of the development and operation, and measurement tools, measuring tools for measuring learning outcomes associated with the curriculum design methods for the measurement and evaluation of the case of the operation of the course units of learning outcomes and the method proposed.

• Journal of the Korean Institute of Landscape Architecture
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• 제43권1호
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• pp.40-53
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• 2015

To train the manpower to meet the requirements of the industrial field, the introduction of the National Qualification Frameworks(hereinafter referred to as NQF) was determined in 2001 by National Competency Standards(hereinafter referred to as NCS) centrally of the Office for Government Policy Coordination. Also, for landscape architecture in the construction field, the "NCS -Landscape Architecture" pilot was developed in 2008 to be test operated for 3 years starting in 2009. Especially, as the 'realization of a competence-based society, not by educational background' was adopted as one of the major government projects in the Park Geun-Hye government(inaugurated in 2013) the NCS system was constructed on a nationwide scale as a detailed method for practicing this. However, in the case of the NCS developed by the nation, the ideal job performing abilities are specified, therefore there are weaknesses of not being able to reflect the actual operational problem differences in the student level between universities, problems of securing equipment and professors, and problems in the number of current curricula. For soft landing to practical curriculum, the process of clearly analyzing the gap between the current curriculum and the NCS must be preceded. Gap analysis is the initial stage methodology to reorganize the existing curriculum into NCS based curriculum, and based on the ability unit elements and performance standards for each NCS ability unit, the discrepancy between the existing curriculum within the department or the level of coincidence used a Likert scale of 1 to 5 to fill in and analyze. Thus, the universities wishing to operate NCS in the future measuring the level of coincidence and the gap between the current university curriculum and NCS can secure the basic tool to verify the applicability of NCS and the effectiveness of further development and operation. The advantages of reorganizing the curriculum through gap analysis are, first, that the government financial support project can be connected to provide quantitative index of the NCS adoption rate for each qualitative department, and, second, an objective standard is provided on the insufficiency or sufficiency when reorganizing to NCS based curriculum. In other words, when introducing in the subdivisions of the relevant NCS, the insufficient ability units and the ability unit elements can be extracted, and the supplementary matters for each ability unit element per existing subject can be extracted at the same time. There is an advantage providing directions for detailed class program and basic subject opening. The Ministry of Education and the Ministry of Employment and Labor must gather people from the industry to actively develop and supply the NCS standard a practical level to systematically reflect the requirements of the industrial field the educational training and qualification, and the universities wishing to apply NCS must reorganize the curriculum connecting work and qualification based on NCS. To enable this, the universities must consider the relevant industrial prospect and the relation between the faculty resources within the university and the local industry to clearly select the NCS subdivision to be applied. Afterwards, gap analysis must be used for the NCS based curriculum reorganization to establish the direction of the reorganization more objectively and rationally in order to participate in the process evaluation type qualification system efficiently.

• Culinary science and hospitality research
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• 제24권3호
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• pp.47-59
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• 2018

Vocational education has been constantly blamed for training skills that are not suitable for the field. This study was sought for finding out the necessary skills for the hotel entry-level cooks by conducting in-depth interviews, questionnaires, and case studies in terms of NCS's basic competencies and competencies required at work environment. The results of this study are as follows: First, in the field, job performance ability is more important than skills and knowledge. Second, among the NCS's basic competencies, communication skills, interpersonal skills, self-development skills, information skills, and professional ethics are prioritized competencies for hotel-entry level cooks. Third, in terms of competency factors at work, it is necessary to learn the adaptability of the field. Fourth, in case of overseas culinary institutes, the core of their culinary education was the system to learn how to operate the site rather than the education about cooking skills or knowledge. Fifth, in holistic approach, the result showed that four elements which are skills, knowledge, field practice, and simulation training are required for Culinary Arts curriculum.

• Journal of Advanced Navigation Technology
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• 제19권2호
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• pp.161-167
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• 2015

This paper proposed system for providing the national competency standards learning module, which has changed and updated from time to time. The provisioning server of the proposed system provides learning module, and the management server carry out fault management, billing, request management, statistics and aggregate, etc, and the target server requests the learning module in the provisioning server through the domain. The proposed system determines provide of the learning module by CORS based on filter, which is to determine whether matches or not with domain of the provisioning server and the target server. The proposed system can be patch and maintenance remotely about NCS based learning module to be new update and removed. Also, the proposed system may provide contents in conjunction with existing educational systems, and may be extended in the future to enable the management for domain of the target server.

• Journal of Korea Society of Digital Industry and Information Management
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• 제9권3호
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• pp.99-106
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• 2013

There has been a lot of growth more than 10% in the information security industry. In accordance with the industrial growth, it increased needs for the information security manpower development as a national problem. But there is an imbalance between demand and supply of the information security manpower in terms of the quantity and quality. It is mainly caused by the curriculum of the information security is made considering for suppliers not for demanders. As a resolution to solve this problem, we suggest the curriculum of information security for vocational education and training. As the information security area is wide in view of required knowledge and technology, we design the curriculum by selecting major occupation type from the information security manpower distribution and products and then by investigating the job description using NCS(National Competency Standard). And we compared the curriculum to that of two or three year diploma courses in Korea.

• Journal of Korean society of Dental Hygiene
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• 제15권5호
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• pp.907-915
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• 2015

Objective: The purpose of the study is to investigate the curriculum development and operation based on national competency standard (NCS). Methods: The duty of the dental hygienist was analyzed based on DACUM by ten experts in January, 2011. The duty model of the dental hygienist was inspected after duty analysis. The subjects of choice were preventive dentistry and practice. The satisfaction with the subjects were carried out from March to June, 2015. Results: The duty analysis of dental hygienist by DACUM produced preventive dental treatment(11 tasks), oral health education(3 tasks), comprehensive dental hygiene treatment(6 tasks) and 12 categories(156 tasks). Preventive dental treatment was divided into preventive dentistry and practice, oral health education was changed into oral health education and practice, and comprehensive dental hygiene treatment was replace by comprehensive dental hygiene and practice. The contents of preventive dentistry and practice included outline, learning objective, related knowledge and self evaluation. Professional evaluation required mutual experience and evaluation of the students. The mutual evaluation of the students was $4.61{\pm}0.506$(dental plaque control) and $1.80{\pm}0.316$(tooth brushing). The professional evaluation was $1.73{\pm}0.274$(dental plaque control) and $1.60{\pm}0.322$(tooth brushing)(p<0.01). The satisfaction with preventive dentistry and practice was $4.61{\pm}0.506$(improvement in practical work ability), $4.58{\pm}0.511$(knowledge improvement) and $4.55{\pm}0.572$(NCS educational environment) in order. Conclusions: The operation of NCS curriculum is considered to improve practical work ability and to solve skill mismatch between dental industries and educational training institutions.

• Journal of the Korean Institute of Landscape Architecture
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• 제45권2호
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.

• 대한공업교육학회지
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• 제43권2호
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• pp.1-23
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• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.