• International Journal of Computer Science & Network Security
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• v.23 no.3
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• pp.1-9
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• 2023

The practical courses are considered as a model for the courses taught by the student of the Department of Physical Education at different levels of study, during which he employs his mental, physical and skill abilities to understand and master the motor skills and develop his physical abilities to be able to master them and later teach and train them, so this study was conducted with the aim of identifying the perceived mental image For the practical courses of the students of the Department of Physical Education at Umm Al-Qura University, by designing a scale for the perceived mental image of the practical courses, and identifying the percentages and the extent of their prevalence for each of the positive mental image, the nonperceived mental image, and the negative mental image of the practical courses among the students of the Department of Physical Education at Umm Al-Qura University, The researcher used the descriptive approach from the survey studies by designing a measure of the perceived mental image on a sample of (175) students, and they were chosen by the intentional method from the fourth level students who studied all the practical courses in the department, whether for the first or second semester of the academic year 2021 /2022. Data using frequencies, percentages and the test of significance of the ratio, and one of the most important results was the validity of the scale used in measuring the mental image perceived by students of the Department of Physical Education about practical courses. Realizing a positive mental image that is statistically significant about the practical courses of (53.20%) of the students of the Department of Physical Education, the sample of this study. And realizing a positive mental image that is statistically significant for students about the axes of the nature of studying practical courses, their abilities in practical performance, the method of implementing lectures, the lecturer, and their evaluation methods. The mental image of the student, and taking appropriate measures to develop the practical courses and academic programs, applying similar studies to measure the mental image of the department's graduates on the specialized tracks in the Department of Physical Education, reviewing the number of hours for some practical courses so that they are not less than two hours for all practical courses.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.74-80
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• 2018

This paper proposes practical teaching methods for efficient progress of project-based learning in engineering design education. Engineering design courses consist of three categories; introductory, individual and capstone design courses. This study concentrates on the case of individual design courses. Individual design courses act as bridges between introductory and capstone design courses and deal with applicable projects based on theoretical frameworks. In this study, practical teaching methods are applied to Artificial Intelligence curriculum as an individual design course for Juniors in Computer Engineering Major. The results on application of practical teaching methods show relatively positive in all aspects.

• 대한공업교육학회지
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• v.45 no.1
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• pp.42-62
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• 2020

The Ministry of Education has been quick to apply National Competency Standars (NCS) to industrial sites and educational·training institutions in order to resolve discrepancies between practical affairs in industrial sites and vocational education, training & requirements. Full implementation of NCS-based curriculum in vocational education of vocational high schools has been mandatory since 2018. This research used a region-stratified sample of 350 from teachers in 'machinery' and 'machine·metal' majors in mechanical departments of vocational high schools to investigate the awareness of practical courses for metal machining among the teachers. The research results are as follows. First, a majority of the respondents indicated the availability of turning process, milling process, computer integrated manufacturing and measuring courses in mechanical departments. Second, capabilities required by the industry are considered most in selecting practical courses and competence units. Third, positive changes with the introduction of practical courses in the school education are students' practical skills improvement and satisfaction of industrial requirements. Fourth, negative changes with the introduction of practical courses in the school education are too difficult learning modules used in practical courses for students and students' difficulty in learning because of the difference between equipment in schools and industrial equipment in learning modules. Fifth, teachers' satisfaction with practical courses classes and overall conditions is above the average, and their satisfaction with the level of practical courses and bookbinding or purchase of rearranged textbooks of practical courses is below the average. Therefore, application conditions of above-mentioned representative 4 practical courses should be examined and taken care of for consistent improvement to stabilize NCS-based educational courses in mechanical departments.

• Research in Community and Public Health Nursing
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• v.8 no.2
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• pp.159-177
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• 1997

For the development of nursing curriculum after the completion of a basic program, this study was conducted by comparing the 4-year baccalaureate degree program with the 3-year diploma program. The results are as follows: 1. The curriculum of the 4-year baccalaureate and 3-year diploma program are similar to each other in philosophy, educational objectives, and practical experience. However, advanced nursing courses in practical experience were taught by the 4-year baccalaureate degree program only. 2. For the development of a more advanced and effective curriculum, the 3-year diploma program should concentrate on nursing core courses (80 credits) such as 'adult nursing' 'maternal nursing' 'pediatric nursing' 'psychiatric nursing' 'community health nursing' 'fundamentals of nursing' 'managerial nursing'. Furthermore, nursing related courses (20 credits) and liberal education courses (20 credits) should also be offered by the 3-year diploma program. 3. This nursing curriculum should be conducted by registered nurses who have graduated from a 3-year diploma program. The nursing educational philosophy and the educational objectives of this curriculum are the same as the 4-year program recommended by the Korean Nurses Association. This curriculum consists of 2 parts: advanced nursing courses and liberal education courses. The advanced nursing courses (20 credits) include 'nursing theory(4 credits)' 'nursing research(4 credits)' 'nursing leadership(4 credits)' 'nursing curriculum{4 credits)' and 'seminar of nursing issues(4 credits)' total is 40 credits.

• Journal of Korean Critical Care Nursing
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• v.10 no.3
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• pp.1-8
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• 2017

Purpose : This study examined the status of critical care nursing education in bachelor of science in nursing (BSN) to suggest future directions. Methods : The target of the survey was 185 BSN programs that were certified by the Korean Accreditation Board of Nursing Education as of October 31, 2016. We structurally reviewed the curriculums and the course syllabi. Results : Forty-eight courses of 42 BSN programs were analyzed. Only five programs offered both theoretical and practical courses in critical care nursing; 22 offered theoretical courses and 26 offered practical courses. Most courses were offered as electives with 1 or 2 credits, and were taught by faculty who were experts in adult health nursing. Conclusion : The results show that there is a quantitative shortage of critical care nursing education in the curriculum of BSN programs in Korea. The lack of knowledge and skills on critical care can lead to a burden of new intensive care unit nurses and is a threat to patients' health. It is necessary to develop a practical and integrative curriculum for critical care nursing education.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.117-130
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• 2007

This study investigated the university proffssors', pre-service teachers' and in-service teachers' perceptions of the specialized science education courses in the 11 national universities of education in Korea, analyzed their perception differences, and made suggestions the future directions for the specialized courses. For this study, 46 university professors, 402 in-service teachers, and 336 pre-service teachers were participated nationwide. The results show that there were significant differences in their perceptions between the three groups. For university professors, for example, the acquisition of science content knowledge appeared to be the most important objective of the courses, whereas the other groups preferred the acquisition of more practical knowledge and skills that they could easily use and apply in their classroom teaching later. The university professors tended to think that the science specialized courses would be very useful to the teachers' teaching and contribute to developing their professionality. On the contrary, the in-service and pre-service teachers tended to think that the courses would be not so useful because science theories construct the courses rather than practical knowledge. The implications of these findings are discussed in relation to the future science teacher education.

• Journal of Korean society of Dental Hygiene
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• v.17 no.1
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• pp.123-132
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• 2017

Objectives: The purpose of this study was to investigate the current status and contents of communication courses in dental hygiene programs in South Korea. Methods: Survey on dental communication training courses was done, and 51 schools (62.2%) responded among a total of 82 dental hygiene schools in Korea. The questionnaire was sent via e-mail and additional telephone calls were used to facilitate response. Statistical analysis and frequency analysis were done through SPSS 23.0 for windows program (copyright(c) SPSS Inc., USA). Results: The current establishment rates of dental communication courses in 3-year or 4-year dental hygiene programs were 96.9% and 84.2%, respectively. Such courses were identified as graduation requirement courses in 38.7% of the 3-year hygiene programs and 62.5% of the 4-year dental hygiene programs. When practical training sessions are included within such courses, 70% of such courses included 'discussion and presentation' and 'audio-visual aids' as a part of their contents, while 48.3% of them were utilizing 'role-playing'. Conclusions: As dental communication is one of the most important core competencies of dental hygienists, it should be included as a required course for graduation, and practical training such as 'role-playing' should be implemented in order to enhance communication skills in students.

• Journal of Engineering Education Research
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• v.27 no.2
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• pp.25-34
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• 2024

Due to the Covid-19 pandemic, it seems to have been impossible to run offline training courses. To overcome this situation, online training courses has been emerged. Just moving the educational environment from offline to online instead of re-designing the curriculum, however, is not effective for trainees. To maximize educational effectiveness, it is necessary to re-design the curriculum based on constructivist appoach which gives trainees experience on skills and knowledge about their job. As for re-designing the curriculum into real-time online practical learning based on constructivism, learning satisfaction and work efficacy of trainees may have been increased. From these results, HRD professionals in an IT company should need to consider how to structure the curriculum when they design the real-time online practical learnings.

• Korean Journal of Environmental Agriculture
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• v.15 no.2
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• pp.262-272
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• 1996

The objective of this paper is to present relevant information and for proposing legal standards on pesticide residues around golf courses. Among 67 pesticide ingredients used for the courses in Korea, 30 items necessary for standard setting were selected and theoretical residue limits were computed. Pesticide residue limits applicable to golf courses in Korea were for 16 pesticides in run-off water on the health and ecotoxicological bases and in soil on the health basis, as selected by practical use pattern. It is recommended to accumulate scientific data by continuous research efforts in order to justify the pesticide residue limits in run-off water and soils of golf courses.

• Current Optics and Photonics
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• v.6 no.3
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• pp.332-336
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• 2022

Given a cubic space, it is easy to uniformly illuminate the floor with light sources placed on top. However, little has been reported about uniform illumination on walls with the same configuration of light sources. Here we present a luminaire consisting of nine light-emitting diodes (LEDs) with perfect Lambertian distribution, placed on the top as a 3 × 3 rectangular LED array. The distances between LEDs and tilt angles of each individual LED are adjustable and optimized by an annealing algorithm. After optimization, the array produces a rectangular illumination pattern on one wall with a uniformity of about 89%. Analysis shows that the tilt angles of individual LEDs are key parameters for uniform side illumination. In a scenario that is more practical, the tilt angles of all the LEDs are set to be the same, only decreasing the uniformity to 83%.