• 한국조리학회지
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• 제20권6호
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• pp.13-27
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• 2014

본 연구에서는 외식업에 종사하는 조리사를 대상으로 일자리 불일치로 인한 직무성과의 영향 정도를 고찰하고, 이러한 인과관계에서 이직의도에 어떠한 영향을 미치는 지를 검증하고자 한다. 외식업체 조리사의 경우, 동일 산업 내 업태의 세분화로 인하여 제한적인 메뉴상품을 생산함으로 교육기관을 통해 얻은 스킬을 발현하기 어렵다고 사료된다. 이에 본 연구는 일자리 불일치 실증연구를 위해 확보된 275개의 표본을 바탕으로 SPSS 17.0 프로그램을 통해 빈도분석, 요인분석, 신뢰성분석, 상관관계분석, 다중회귀분석을 실시하였다. 가설 1은 조리사의 일자리 불일치는 직무성과에 유의한 부(-)의 영향을 준다고 설정하였으며, 검증직무성과 요인은 스킬불일치(${\beta}$=-0.432), 임금불일치(${\beta}$=-0.250)가 조리사의 직무성과에 부(-)의 영향을 주는 것으로 나타났으나, 학력불일치(${\beta}$=-0.048)는 영향을 주지 않는 것으로 나타났다. 가설 2는 조리사의 직무성과는 이직의도에 유의한 영향을 준다고 설정하였으며, 검증결과, 이직의도요인은 직무성과(${\beta}$=-0.238)에 유의한 부(-)의 영향을 주는 것으로 나타나, 직무성과가 향상되면 이직의도는 감소하는 것으로 나타났다. 본 연구는 외식업에 종사하는 조리사들이 일자리 불일치를 경험하게 되어 이직의도로 연결되는 관계에서 조리사 개개인의 직무수준 부합 정도와 임금수준 정도가 중요한 영향을 미친다는 점을 시사한 것으로 볼 수 있다.

• 영재교육연구
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• 제25권6호
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• pp.927-949
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• 2015

본 연구는 영재교육 담당교원의 핵심역량에 대한 중요도와 실행도는 어떠한지 알아보는데 목적이 있다. 이를 위해 초등학교 수학과 과학영역의 영재 담당 교원 114명을 대상으로 영재교육 담당교원의 핵심역량에 대한 중요도와 실행도 설문을 실시하였으며 그 결과를 IPA Matrix를 활용하여 분석하였다. 연구결과, 첫째, 영재교육 담당 교원들의 핵심역량에 대한 중요도과 실행도에 있어 유의한 차이가 나타났다. 둘째, IPA Matrix 분석을 살펴보면 핵심역량 중 지식과 이해, 연구와 교수, 열정과 동기, 윤리와 도덕의 역량은 중요도와 실행도 모두 높게 나타났으나, 소통과 실행, 전문성 교육과정개발 역량은 중요도와 실행도 모두 낮게 분포하는 것으로 나타났다. 세부역량별 차이에 있어 인지적 역량군에서는 '영재성 발달에 대한 지식', '질문에 대한 창의적 답변 능력', '교과 간 융합능력', '창의적 문제해결력 증진을 위한 교수능력'과 정의적 역량군에서는 '영재학생의 문제행동파악'이 중요도는 높지만 실행도는 낮은 것으로 나타났다. 셋째, 수학-과학 영역별 핵심역량의 중요도와 실행도를 분석한 결과, 차이가 있는 영역은 '열정과 동기'로 수학에서는 중요도와 실행도 모두 높은 영역에 위치하는 것으로 나타난 반면, 과학에서는 중요도는 낮고 실행도는 높은 영역에 위치하는 것으로 나타났다. 추가적으로 수학영역과 과학영역의 세부역량별 차이를 살펴본 결과, 수학영역에서는 '영재성 발달에 대한 지식'과 '학급에서의 영재아 판별 능력', '정보수집과 활용능력', '다양한 질문에 대한 창의적 답변능력'이 중요도에 비해 실행도가 낮은 영역에 위치하는 것으로 나타났다. 반면 과학영역의 경우는 '해당교과에 대한 고차원적 분석과 종합능력', '해당 교과와 타 교과와의 융합 능력', '영재아에게 적합한 자기주도학습력 향상을 위한 교수법', '영재학생의 문제행동 파악'과 '상담기법을 활용한 영재 상담'이 중요도는 높으나 실행도가 낮은 영역에 위치하는 것으로 나타났다.

• 한국전문물리치료학회지
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• 제8권1호
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• pp.9-19
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• 2001

During therapy sessions, feedback is often provided concurrently by the physical therapist as the patient attempts to perform a movement and after the movement attempt. This feedback is provided to enhance the patient's balance abilities. However, recent studies in nondisabled populations have suggested that frequent feedback may be detrimental to retention or learning of motor skills. This study compared the effects of 100% relative frequency of knowledge of performance (KP) with 66% relative frequency of KP for motor learning on balance retraining in patients with hemiplegia. Twenty patients with hemiplegic were randomly assigned to one of two experimental groups. The acquisition phase consisted of 16 blocks of 5 trials for 2 days (80 total practice trials). The retention phase consisted of 2 blocks of a short-term retention test, one day after the end of the acquisition phase and a long-term retention test, one week after the end of the short-term retention test. In the 100% feedback condition, participants received feedback after every practice trial. A faded KP schedule was used in the 66% condition. No significant differences were found between the two groups during all experimental phases (acquisition and retention phases), (p>.05). However, there were significant decreases in balance index for both groups of acquisition phase (p<.05). These results suggest that 66% relative frequency of KP is not more effective than 100% relative frequency of KP with respect to retention over time when hemiparetic patients attempt to learn balance.

• 대한인간공학회지
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• 제31권5호
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• pp.637-646
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• 2012

Objective: The aim of this study was to develop the adaptive device for severe physical disabilities using smart device in the driving simulator and its performance evaluation. Development of appropriate driving adaptive device for the people with serious physical limitation could contribute to maintain their community mobility. Background: There is lack of adaptive driving devices for the people with disabilities in Korea. However, if smart device systems like iPod and iPhone are used for driving a car, the people with serious physical limitations can improve their community mobility. Method: Both gyroscope and accelerometer from iPod were used to measure the tilted angle of the smart device for driving. Customized Labview program was also used to control three axis motors for steering wheel, accelerator and brake pedals. Thirteen subjects were involved in the experiment for performance evaluation of smart device in simulator. Five subjects had driver licenses. Another four subjects did not have driver licenses. Others were people with disabilities. Results: Average driving score of the normal group with driver license in the simulator increased 46.6% compared with the normal group without driver license and increased 30.4% compared with the disabled group(p<0.01). There was no significant difference in the average driving score between normal group without driver license and disabled group(p>0.05). Conclusion: The normal group with driver license showed significantly higher driving score than other groups. The normal group without driver license and disabled group could improve their driving skills with training in simulator. Application: If follow-up studies would be continued and applied in adapted vehicle for on road environment, many people with more severe disabilities could drive and improve the quality of life.

• 문화기술의 융합
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• 제4권2호
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• pp.61-67
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• 2018

본 논문은 공학교육 개선을 위하여 재정지원 사업을 수행한 대학의 사업성과 분석을 통해 지방 공과대학의 교육방향을 모색하고 개선점을 제시하는데 목적이 있다. 본 연구를 위해 공학교육혁신지원사업을 수행한 대학의 3년간의 사업 만족도 조사를 통해 성과분석을 진행하였다. 사업에 참여한 이해관계자를 대상으로 지원사업의 교육프로그램과 운영에 따른 성과 등 통계적 분석을 진행한 결과 지원사업의 종합만족도 평점은 73.8%에서 83.4%로 상승하고 있으나, 산업체 만족도는 상대적으로 감소하고 있다. 조사 결과 신입사원들의 업무수행의 창의성 및 문제해결 능력의 만족도가 낮아 사업의 종합 만족도가 감소한 것을 알 수 있다. 향후 공학교육 혁신을 위한 교육프로그램 설계를 통해 창의적 문제해결 능력이 배양될 수 있는 공학교육 개선방안을 마련하고자 한다.

• 공학교육연구
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• 제21권1호
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• pp.44-55
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• 2018

The purpose of this study is to investigate the relationship between post - employment job satisfaction and both short-term (4-12 weeks) and long-term (12+weeks) on-site training. For this purpose, 405 graduates who had completed on-site training (205 short-term, 200 long term) during the school year were surveyed. The results of the comparative analysis of both short-term and long-term on-site training participants are as follows: In both short-term and long-term on-site training, it was found that on-site performance during the school year did not directly affect post-employment job satisfaction. In the case of short-term on-site training participants, job match and organizational commitment were found to have no mediating effect on the correlation between on-site training performance and job satisfaction. On the other hand, in the case of long-term on-site training participants, the analysis showed that job match and organizational commitment had mediating effects on the correlation between on-site training performance and job satisfaction. These effects are not solely attributable to differences in duration of training; the differences in operating systems and the degree of preparation derived from these systems also affect the level of on-site training for students, businesses, and schools. This paper summarizes these findings and suggests the following improvement plans for on-site training in the future: First, short-term on-site training is required to establish a systematic basis in order to enhance students' preparedness level. Second, both short-term and long-term on-site training should improve the skills and field understanding for students' majors through systematic quality management during the training period. Third, it is necessary for universities to increase expectations and quality of short-term on-site training for all involved while simultaneously reducing the gap between educational goals and practice in this field.

• 동의신경정신과학회지
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• 제28권4호
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• pp.401-408
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• 2017

Objectives: The purpose of this study is to obtain the differential variable and learning effect of the serial position effect, targeting individuals aged 60 years and over. A total of 89 individuals were categorized into the following groups: Alzheimer's group, vascular dementia group, elderly depression group, and normal group. Methods: Considering the size of the groups used for comparison, of the total 89 participants, 28 were in the Alzheimer's group, 24 in the vascular dementia group, 16 in the elderly depression group, and 21 were randomly chosen for the normal group. In the CERAD-K word list memory test, 10 words were shown to the subjects. We then asked them to freely recall the words. After changing the order of the words three times, the same process was followed. Results: First, a significant difference was observed among the groups in terms of word recalling rate. The analysis conducted afterward showed that, as predicted, the depressed group showed significantly better performance in recalling the words. Second, the vascular dementia patients and the Alzheimer's patients showed, as predicted, better recall of the largest recency region of words shown. Third, the normal group and the elderly depressed group showed a high-performance rate, proving that the reiterative method can contribute to the recalling process. Thus, we demonstrated that the Alzheimer's group showed the deterioration of short memory recalling skills and the elderly depressed showed deteriorated output performance skill.

• 한국안광학회지
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• 제15권1호
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• pp.87-97
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• 2010

목적: 본 연구는 스포츠비젼 트레이닝의 효과를 검증하고, 그 결과가 야구성적에 영향을 미치는지 확인하고자 하였다. 또한, 스포츠에 있어서 시력의 중요성을 인식시키고, 스포츠비 젼 트레이닝에 대한 자료를 제공하고자 하였다. 방법: D 고등학교 야구부 선수 21명을 대상으로 원근거리 시위량과 융합 여력, 폭주 근점, 정지 시력과 동체 시력, 정적 입체시와 동적 입체시, 대비감도, 시각-반응 시간을 평가한 후 8주 동안의 스포츠비젼 트레이닝을 실시하고 그 변화량을 측정하였다. 결과: 스포츠비젼 트레이닝 이후 시기능이 향상되었고, 타율 또한 증가한 것으로 나타났다. 결론: 스포츠비젼 트레이닝의 원리를 다양한 스포츠에 적용하고, 보다 체계적인 검사장비와 훈련방법이 정비된다면 선수들의 스포츠 수행능력 향상에 도움을 줄 수 있는 보조수단으로 사용될 수 있으리라 사료된다.

• 여성건강간호학회지
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• 제26권3호
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• pp.240-249
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• 2020

Purpose: This study was conducted to investigate the effects of an education program using a high-fidelity simulator of labor and delivery on nursing knowledge, critical thinking, and clinical performance among nursing students who had not yet experienced clinical practicum. Methods: The development of a 5-week maternity nursing education programs using high-fidelity simulators included modules containing case-oriented scenarios, knowledge, and skills required for maternity care. A randomized controlled study was conducted to verify the effects of the developed program. Data were collected from October 21 to December 9, 2019. The experimental group (n=36) participated in a 5-week high-fidelity simulation program on care for the woman in labor, whereas the control group (n=36) received standard education as lecture and practice with delivery model. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation), the Chi-square test, Fisher exact test, and t-test. Results: For participants who received education using the high-fidelity simulation program, nursing knowledge (t=2.33, p=.011), critical thinking (t=3.73, p<.001), and clinical performance (t=2.53, p=.006) were significantly higher than in the control group. Conclusion: Even for students with no clinical experience, high-fidelity simulation-based nursing education was effective in improving nursing knowledge, critical thinking, and clinical performance among nursing students. Nurse educators will be able to use this high-fidelity simulator effectively, especially in situations where direct clinical practicum may not be feasible.

• 한국전문물리치료학회지
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• 제7권1호
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• pp.55-63
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• 2000

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.