• Nuclear Engineering and Technology
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• v.44 no.7
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• pp.825-830
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• 2012

Radiation and its various industrial applications have been growing at approximately 10 percent per year for the past decade in Korea. As a result, the importance of the Education and Training (E&T) in radiation protection is of upmost importance. This paper is intended to investigate the present status of the E&T on radiation protection and safety in Korea and to draw up the improvements of the E&T courses required for building the national radiation safety infrastructure. For these purposes, the E&T data from the six major domestic organizations providing radiation protection training courses were investigated and analyzed. Each of the organizations is offering several kinds of E&T courses based on their own specific functions. These organizations have administrative facilities equipped with the latest technology for E&T in radiation protection. The E&T courses mainly cover the training courses for radiation workers, radiological emergency staff, license applicants, license holders, and regulatory staff. In 2010, a total of 58 E&T courses were carried out across six organizations. The conclusions make a number of observations highlighting challenges such as: establishing a formal feedback mechanism, introducing more practical training sessions, developing training courses tailored to the job categories and target audiences, and designing education and training courses in radiation protection that comply with current obligations as well as future requirements.

• The Mathematical Education
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• v.42 no.4
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• pp.503-521
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• 2003

In this paper, we propose programs of geometry related courses for the department of mathematics education of teacher training universities. We suggest 4 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’, ‘Topology’ as geometry related courses in Shin et. al.(2003). Among those 4 courses, we state desirable direction of curricula on 3 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’ in this paper.

• Journal of the Korean Society of Marine Environment & Safety
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• v.22 no.6
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• pp.607-614
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• 2016

This study suggests improvements for the effective operation of refresher courses by reviewing the target groups for each refresher course, the contents of these courses, the estimated number of delegates for each refresher course and the operation methods of training institutes overseas. Approximately 37,000 people need to complete the maritime safety refresher courses every 5 years. For the convenience of seafarers, it is necessary to reduce the land training by activating and standardizing on-board training recognized by the STCW Convention and promote investment in the training sector to continuously improve the seafarer safety training. It is also necessary to examine ways to improve the difference between the curriculums of the domestic refresher courses and the one of the STCW Convention. In addition, investments in the development of safety training facilities and virtual reality training programs are required in order to provide an environment where seafarers can take safety refresher courses in a timely manner.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.325-348
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• 2015

This study is to develop the curriculum model for the librarian training courses of disability services in the LIS curriculum. For this purpose, curriculums for the librarian disability service training courses in domestic and foreign were researched and analysed. The finally developed curriculum for the librarian training courses of disability service suggests a comprehensive necessarily share the curriculum content to be included in training courses for professional librarian library services to disability continued specialized courses and disability specialized courses.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.38-63
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• 2007

This study was aimed at the development of a standard model for vocational training course for the unemployed based on entrepreneurial skill system. The model reviewed the definition of skill-related concepts and skill system through the set-up of skill system in the first place, and developed job capacity system by coming up with the direction and the method in the development of the model for the job capacity system and training courses. Skill boundaries, core capacities, performances, capacity units and levels, and unit criteria were derived from it. And, training courses were composed and the structure was built in accordance with skill capacity system on the basis of it. As the result, the training model which drew to the development model of training courses, the structure of training courses and the model of training curriculum was finally developed.

• Journal of Korea Spatial Information System Society
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• v.6 no.2 s.12
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• pp.97-105
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• 2004

NGIS project was carried out to accelerate Korea to an information-oriented land. NGIS Project also is to support training projects for GIS specialists as a sub-project. This program has two categories which are long-term courses and short-courses. The long-term courses are for people who want to get a job in SIS(Spatial Information System) field and also for public services personnel who want to acquire the latest SIS technology. Short-term courses are about the latest GIS component technology and utilization spatial data. In this paper, we analyze education programs and training courses relate to SIS. Also we suggest some directions to train specialists for the effective achievement of SIS project. To efficient education for SIS specialist, education programs have courses without repetition and courses are separated by technology type.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.255-270
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• 2000

Because the accuracy is essential, in order to get the fluency in speaking, both of them are very important in English education and in-service training programs. To get the accuracy and the fluency, the causes and phenomena of the unnatural pronunciation have to be surveyed first of all. Therefore, this article surveyed the problematic and unnatural pronunciation of Korean English teachers in elementary and secondary schools using CSL and Multi-speech. And also, tried to pinpoint what the causes of unnatural pronunciation are\ulcorner Next a procedure or steps were offered for them to speak naturally through in-service training programs. Through this analysis, it was found that elementary teachers have unnatural pronunciation below, within and beyond word level, and the secondary teacher has unnatural pronunciation within and beyond word level. Therefore, pronunciation training courses have to put emphasis on segment features first, and move to suprasegmental features for elementary teachers. For secondary teachers, pronunciation training courses have to focus on word level and move to suprasegmental features, in other words beyond word level. And these pronunciation training courses have to be run integrated.

• Journal of the Ergonomics Society of Korea
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• v.35 no.4
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• pp.237-245
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• 2016

Objective: This study aims to introduce the bridge resource management (BRM) training courses implemented in Korea and to analyze their effectiveness in several views. Background: BRM training will be a mandatory course for crew members of ships from 2017. At this stage, it is needed to check if the BRM training courses implemented until now was effective to the Korean maritime safety and to investigate if there are more effective training methods. Method: The effectiveness of BRM training intervention in Korea was compared with that of the other countries, using Kirkpatrick's (1976) training evaluation framework. Kim (2012)'s data on the BRM training effectiveness were re-analyzed in order to check if the effects of BRM training are dependent on the bridge work experience. Results: Many BRM training courses has been opened in Korea. However, the methods to assess BRM training effects used in Korea focused on the survey of subjective satisfaction level, not investigating trainees' attitude and behavior change. On the other hand, the effectiveness of BRM training was higher to the bridge officers with long work experience than with shorter work experience. Conclusion: The contents of BRM training should be changed to effectively apply to the context of the real-world exercise and be differentiated depending on the work experience. Research on the methods to measure the BRM training effectiveness is also more required. Application: The results of this study will aid to develop the BRM training courses for bridge officers of ships in the BRM training institutions.

• Proceedings of the KIEE Conference
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• 2005.07a
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• pp.316-318
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• 2005

This paper presents the development of the training courses using real time digital simulator (RTDS). This training courses for the engineers who are working at power system field are expected to be developed the sixteen courses. We describe the developed five courses in this paper which are protective relay testing, voltage compensation using a voltage compensator such as SVC and capacitor, the restoration of power for KEPCO system, phase unbalance simulation of transmission lines and harmonic analysis. We also describe the benchmark system composed of six buses with three machines for the KEPCO system to verify the power system analysis.

• Korean Journal of Health Education and Promotion
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• v.28 no.1
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• pp.1-10
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• 2011

Objectives: This study describes the development process of courses for health education specialists. The history, background, development process, and contents of courses for health education specialists are described. Results and Conclusion: In order to enhance the course implementation and training for health education specialists, the followings should be considered: First, the course and examination requirements for Health Education Specialist Level 3 should be increased. Second, requirement policies for elective courses should be revised. Third, health education practicum requirements should be specified, including specific training contents, types of participating training organizations, and the number of hours required. Fourth, support should be made available for revision and improvement of the courses such as Health Program Planning and Evaluation, Health Education Methods, Health Program Management, Health Communication, and Health Ethics.