• PNF and Movement
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• v.10 no.1
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• pp.61-70
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• 2012

Purpose : The purpose of this study was to investigate thigh muscle-bone CSA and leg strength during low-intensity exercise program with leg blood flow restriction by external compression to reduce muscle outflow. Methods : Eighteen health students gave informed written consent to participate in this investigation. An occlusion cuff was attached to the proximal end of the leg so that blood flow was reduced during the training. The training was conducted one times a day, three times a week, for 8 weeks using one sets of 30 minutes. The training program performed to squat with standing, lunge with standing and heel raise with one leg standing. Measurements of thigh muscle-bone CSA(cross-sectional area) and leg strength were evaluated pre and post-training. Statistical evaluation of these data was accomplished utilizing a paired t-test by SPSS 12.0 program for windows. Significance level was set at p <.05. Results : All data are reported as means and standard deviations(SD) for all variables. The result of the study is followed; After the training, muscle-bone CSA, gluteus maximus m, quadriceps m, hamstring m of both legs were significantly improved but not calf muscle(p<.05). There was no significant difference of change quantity between muscle-bone CSA and leg strength in Lt. and Rt. side. But the variation in leg muscle strength of Rt. leg(dominant) was much more increased than Lt. leg(non-dominant) after 8 weeks training. Conclusion : Low-intensity training with leg blood flow restriction offers a potentially useful method for improving leg muscle strength.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.359-365
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• 2022

This study was to provide teaching and learning strategies to develop a creative sight-singing and ear-training program that aims to design student-centered education. Therefore, the characteristics of the sight-singing and ear-training as well as teaching and learning methods were analyzed through the literature review, and the following meaningful strategies were derived. First, a student-centered teaching environment was promoted by diversifying the teaching environment through small group activities and establishing a sustainable learning environment using MyEarTraining and Musescore applications. Second, teaching and learning strategies were proposed to improve sight-singing and ear-training skills by applying for various teaching and learning methods and cultivating the qualities of a pre-service teacher. This study is expected to be used as meaningful fundamental data in developing specific teaching and learning processes for a creative sight-singing and ear-training program.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.

• The Korean Journal of Emergency Medical Services
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• v.3 no.1
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• pp.33-42
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• 1999

The purposes of this study which was conducted by studying the literature on Emergency Medical Dispatch System are to provide some developmental policies of quality management, pre-arrival instructions, priority dispatch protocols, training program for the dispatchers(Emergency Medical Dispatchers or EMDs) in Korea and to promote understanding emergency medical dispatching. The conclusions from this summarized as follows; (1) It is confirmed that there has been little study on the Emergency Medical Dispatch System in Korea, because for the first time, the real Emergency Medical Services were introduced into Korea in 1994, and the importance of the Emergency Medical Dispatch System has not been realized. (2) Only some squads are using a set of dispatch protocols, others aren't. (3) In spite of trying to introduce a new set of dispatch protocols, it isn't the priority dispatch system using a complete set of dispatch protocols which has key questions, pre-arrival instructions, mode & configuration based on patient assessment. (4) The EMS is unable to promote the service capacity by using quality management, because there is no medical control on the emergency medical dispatching and the EMDs. (5) There are no medical directors in the communications center who are in charge of the medical control to detect problems derived from the EMS and to solve them. (6) There are no systematic training program for the EMDs who are taking charge of dispatching. (7) Having a deep relation to the elements of the EMS, the emergency medical dispatching is subject to restriction of those elements.

• Korean Journal of Adult Nursing
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• v.27 no.5
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• pp.572-582
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• 2015

Purpose: This study was conducted to provide an effective nursing intervention using an individualized educational program composed with knowledge, compliance, and physiologic parameters for long-term hemodialysis patients. Methods: A quasi-experimental study using a non-equivalent control group and pre- and post-test design was conducted with 40 hemodialysis patients at G university hospital in the J city from June to August, 2015. A data was analyzed using frequency, percentage, ${\chi}^2$ test, Shapiro-Wilk test, independent-samples t-test and repeated measures ANOVA using SPSS 21.0 program. Results: knowledge about hemodialysis and patient role behaviors were not significantly different between the two measures. In the biological index, there was significant difference between the groups by points in time and group in blood potassium, albumin, and Kt/v. However, there was no difference in gaining weight between hemodialysis, hemoglobin, and blood phosphorus. Conclusion: The individual training program in this study had an effect on changing some physiological indicators of long-term hemodialysis patients. Future research is warranted for developing various kinds of education program incorporating the findings of the study for the given population.

• Journal of Agricultural Extension & Community Development
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• v.4 no.1
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• pp.305-315
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• 1997

The propose of this study was to analyze the relationships among the levels of training & development evaluation (reaction, learning, transfer). The study has been conducted on 730 trainees who attended in the basic accounting program in L training and development institution through three incidents of tracked research such as reaction survey right after the conclusion of training, learning evaluation through test, and an evaluation of the transferability after 3 months of training. Questionnaires and test papers for analyses were used after their reliability, validity, difficulty, and discrimination have been verified on a pre-test. The research has been conducted for six months from 4 March 1996 to the end of August 1996, and data have been collected through direct research and survey through mail. The collected data have been worked on at SAS program for Windows with a statistical significance level of 5%. Statistical method that had been used was Pearson's correlation coefficient. The result and conclusion acquired from this study were as follows: Between reaction and learning, learning and transfer of training, only a weak positive correlation exists and explanation or prediction variance showing hierarchical relationship was quite weak with 1%. Thus, this research not only does not strongly support Kirkpatrick(1976)'s hierarchical model of $reaction{\rightarrow}learning{\rightarrow}transfer$, but also indicates that the separate measurement on each levels of training evaluation needs to be done. On the other hand, there was a relatively strong positive correlation between reaction and transfer of training. Based on the result, the conclusion, and the restriction perceived through this study, the following suggestions were made. 1. There is a need to empirically analyze and verify the hierarchy of all levels of training evaluation including the evaluation of the fourth level (result) such as organizational productivity, organizational satisfaction, and separation rate. 2. A great deal of efforts will be needed to systematically analyze what the relationships are among the methods measuring the level of evaluation of the training and development, and to apply this result to the training field.

• Research in Community and Public Health Nursing
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• v.8 no.2
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• pp.197-210
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• 1997

This study was conducted to test the effect of cognitive stimulation training on elderly persons with dementia. The design of the research was one group in pre-test-post-test design. The subjects were nine demented persons over sixty years, with mild to moderate cognitive impairment. Training was administered by research assistants on a one to one basis for thirty to forty minutes, three times a week for eight weeks. In order to evaluate the effect of cognitive stimulation training, we measured cognitive function before and after three training sessions each. Data were analyzed using descriptive statistics and a paired t-test analysis using a spss pc package, The results are as follows: 1) The recipients of the training program showed improvement in overall cognitive functioning. The MMSK - K score, recall levels of concepts, daily tasks, personal past history and performance of word fluency were significantly increased after training. 2) There was a significant improvement in cognitive functioning over the training period: recall levels of concepts, daily tasks, past personal history and performance of word fluency significantly increased over the training period progessively, The results suggest that cognitive stimulation training is effective in improving and maintaining overall cognitive function of elderly persons with dementia.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.3
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• pp.1-7
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• 2014

Purpose : The purpose of this study was to evaluate the influence of Lowenstein Occupational Therapy Cognitive Assessment(LOTCA) and Activities of Daily Living(ADL) by CogPack program in elderly with Alzheimer's dementia. Method : The subjects of this study, elderly diagnosed with Alzheimer's dementia, 8 patients were picked up, who were agreed with this research. Cognitive training for 6 weeks, which consisted of 3 times per week, 30 min of memory, attention and performance with cogpack program. Cognitive and ADL measured by LOTCA and FIM. The SPSS Ver. 14.0 statistical program was used for data processing. The significance level for statistical inspection was set as 0.05. Result : In comparison of LOTCA was significantly correlated in the pre and post test but FIM was not significantly correlated in the pre and post test. Conclusion : Therefore, the CogPack program is useful to improve the LOTCA in elderly with Alzheimer's dementia.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Journal of Families and Better Life
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• v.26 no.2
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• pp.13-24
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• 2008

The aim of the present study was to develop a cognitive-behavioral group therapy program for social anxiety in Korean adolescents and to examine its efficacy through pre-, post- and 2-year follow-up tests. The program included cognitive restructuring, exposure training and social skills training. KSAS-A and SASC-R were administered to 588 1st grade middle-school female students to assess their social anxiety levels. On the basis of double criteria procedure(top 10% scores on both scales), 59 students were selected initially. Individuals currently receiving clinical treatment were excluded. Finally, 40 students were selected and randomly assigned to either a treatment group or a wait-list control group. The program consisted of 12 weekly sessions, approximately 1.5-2 hours in duration. Whereas pre- and post-tests were administered to both groups, follow-up tests were administered to the treatment group only. The collected data were statistically analyzed through independent t-test and paired t-test. The results of the study were as follows: 1) At post-test students in the treatment group showed a very significant reduction in social anxiety and fear of negative evaluation by others in comparison with those in the wait-list group. 2) At post-test students in the treatment group showed a significant reduction in negative automatic thoughts in comparison with those in the wait-list group. 3) At post-test students in the treatment group showed a significant improvement in overall social skills in comparison with those in the wait-list group. 4) At post-test students in the wait-list group showed a significant increase in both social anxiety and negative automatic thoughts in comparison with those in the treatment group. 5) At 3-month, 1-year and 2-year follow-ups, the program's effectiveness was maintained.