Professional Capabilities Research Articles

공연 분야 전문인력 양성 사례로 살펴본 국악 분야 전문인력 양성의 흐름과 개선방안 연구

This study aims to seek plans for training professionals in gugak and gugak culture industry as specified in the “Gugak Promotion Act.” Since the 1950s when human resources in the gugak field began to be trained through a regular education course, the gugak field has always focused on training performers. However, the field has faced an era in which the environment of the performing arts market surrounding the gugak field has changed and it has become difficult for those who major in gugak to make social contributions as performers. In addition, with the enactment of the “Gugak Promotion Act,” the training of professionals related to the field of gugak culture industry has become more important than ever. Those with professional capabilities in various fields such as planning, public relations, marketing, stage technology, and distribution are now needed in the gugak field. This study identifies problems through the flow of the training policies for human resources in the gugak field, analyzes cases of development plans for professionals in the fields of performing arts including gugak, and then examines the possibility of their application to the gugak field. Based on it, it proposes improvement plans to train professionals required in the gugak and gugak culture industry.

The impact of financial literacy on SMEs lending conditions

This study investigates the influence of entrepreneurs' financial literacy on the banking-lending terms extended to small and medium-sized enterprises (SMEs). We employed structured interviews with account managers from the second-largest bank in Brazil. The findings demonstrate that financial literacy positively impacts SME bank lending terms across three dimensions: knowledge, behavior, and attitudes. Entrepreneurs with higher levels of financial knowledge are more adept at negotiating favorable credit terms, thereby reducing administrative costs. Financial attitudes serve as a signal to banks of entrepreneurs' confidence and professional management capabilities. Additionally, heightened financial behavior enables entrepreneurs to advocate for more sophisticated financial products. Results achieved are further evidence of the positive impact that financial literacy can bring to SMEs by providing a basis for making sound financial decisions. This research provides valuable insights into how assessing lending practices through the lens of financial literacy can inform policy design, aiming to transform regions with low economic development by leveraging credit as a tool for poverty alleviation. The research aimed to analyze the influence of financial literacy on the lending conditions of SMEs from the perspective of financial institution agents involved in credit provision.

Development Strategies for Service-based Human Resources Business in Digital Age: The Case of Leadership Factory

Abstract: This research mainly takes the leadership factory as an example and, through analysis, points out the future development path for service human resources business. During the COVID-19 period, the development of the human resources industry was hindered, as reflected in the development of products, markets, and human resources itself. Service human resources companies have seized the most important product demand during COVID-19 and completed product changes. However, with the end of the epidemic era, market saturation also means that products need to be updated and iterated accordingly. Market diversity, uncertainty, and the development of the times have brought difficulties and risks to enterprises. Therefore, companies need to gain a foothold in the new era market. This study found that companies can specify their future development plans through five aspects: digital technology, diversification, professional capabilities, market penetration, and sustainable development capabilities. This research conference provides ideas for the future development of most service-type human resources business.

Facilitating Capability: iSAP – A Novel Pedagogical Intervention

This study explores the educational impact, as perceived by students, of an innovative, online context-rich case-based learning assessment and reflection framework known as integrating Science and Practice (iSAP). The study draws on a cross-sectional study conducted from 2018 to 2020 for students in units of study where an iSAP case was used as one assessment method. The voluntary survey was administered via the university’s learning management system at the end of each academic year (Semester 2). The 19 self-rating questions were presented as counts and percentages. The difference in item responses between undergraduate and postgraduate students was explored using chi-squared tests. We observed that the majority of students perceived iSAP as a well-rounded framework that helped them apply knowledge and skills to real-life situations, improved their understanding of study material and helped them develop evidence-based reasoning, critical thinking and reflective analysis skills. We also observed that postgraduate students, compared to their undergraduate counterparts, were more likely to agree with statements related to the authenticity of the iSAP case as well as the benefits of iSAP to individual learning, further engagement in research to extend their knowledge and development of their evidence-based reasoning skills and critical thinking skills. We conclude that iSAP is an innovative case-based learning and assessment approach to facilitate preparation for professional and clinical capability. Further research is required to determine the impact of student professional maturity and how this may impact upon students’ perception and adaptation of the reflective component of the iSAP framework.

An International Community Paramedic Career Structure

Introduction - Internationally, prehospital workers practice in a wide range of community paramedicine roles. It can be unclear where community paramedics fit within existing paramedicine career structures and their professional capabilities are sometimes ill-defined or misunderstood. This study aimed to clarify some of these questions through the development of a community paramedic career structure and descriptions of their professional capabilities at different levels of practice. Methods - The career structure was developed on the premise that paramedicine is an evolving autonomous health discipline. It was designed through the synthesis of the paramedicine literature, key regulatory frameworks, and advice from two panels of international community paramedicine experts. These purposively recruited panellists comprised practicing community paramedics, students and educators, professional leaders, and subject matter experts. Thematic analysis was undertaken of their open-text on-line questionnaire responses. After feedback from the first panel a paramedic system modernization continuum was used to fashion community paramedic career structures to meet the needs of paramedic systems at different stages of development. These structures were tested with members of the second panel. Findings - A five-step career structure was designed and conceptually separated into two distinct but related pathways to facilitate international comparability across paramedic systems in terms of professional autonomy and levels of education. Structural and cultural characteristics are represented through professional capability statements and indicative education levels that are incorporated into a paramedic system continuum ranging from directive to professionally autonomous paramedic systems. Discussion - Although this study was conducted through the lens of community paramedicine, it might further international discussion of how attractive career structures could improve paramedic retention more broadly. Successful implementation of this career structure requires the support of key stakeholders in the face of strong structural and cultural barriers that continue to challenge innovations designed to respond to changing opportunities and needs in paramedicine.

Gender and Sexuality Awareness in Medical Education and Practice: Mixed Methods Study.

The integration of gender and sexuality awareness in health care is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of physicians' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal health care delivery. The study's aim was to explore the experiences and perceptions of attending and resident physicians regarding the inclusion of gender and sexuality content in medical school curricula and professional practice in Israel. This cross-sectional survey targeted a diverse group of physicians across various specializations and experience levels. Distributed through Israeli Medical Associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of medical school curricula on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were used, complemented, and enhanced by qualitative analysis of participants' replies. The survey, encompassing 189 respondents, revealed low-to-moderate exposure to gender and sexuality content in medical school curricula, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying 10 essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions. The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce.

Research on Narrative Reading Teaching Strategies in Upper Elementary Grades of Elementary Chinese Textbooks under the Concept of Learning Task Groups

This study delves into the strategies of teaching narrative text reading in higher grades of primary school under the Unified Edition Chinese Textbook, guided by the concept of Learning Task Groups. The concept, a novel educational approach, emphasizes designing a series of interconnected, progressively deepening learning tasks to stimulate students' interest in learning and foster their comprehensive thinking and learning abilities. Through methods such as questionnaires, interviews, and classroom observations, the study comprehensively analyzes the current state of narrative text reading instruction in higher grades. It highlights the challenges faced by teachers in designing and implementing learning tasks and proposes targeted improvement strategies. The implementation of the Learning Task Groups concept, as evidenced by specific case studies and practices, has been shown to effectively enhance students' reading comprehension, language expression, and innovative and critical thinking abilities. Despite challenges like limited resources and individual differences among students, the study suggests that enhancing teachers' professional capabilities and optimizing educational resources can further promote the effectiveness of teaching strategies. Finally, the paper provides comprehensive suggestions for education policymakers, educators, and frontline teachers, emphasizing the need to focus on the holistic development of students, advocating innovative teaching methods, and improve the quality of education to nurture well-rounded individuals equipped with critical thinking, innovative capabilities, and a sense of social responsibility.

Introduction of a Generic Professional Capabilities (GPC) hub to help trainees evidence GPC competencies in the 2021 curriculum

Introduction of a Generic Professional Capabilities (GPC) hub to help trainees evidence GPC competencies in the 2021 curriculum

Workforce, task performance, and analysis of organ transplant coordinators in Korea: a survey study.

The workload of organ transplant coordinators is increasing as administrative tasks become more diverse with changing laws and regulations. These changes have heightened the demand for organ transplant coordinators with expertise in the field. This study aimed to determine the status of human resources of organ transplant coordinators and conduct job analysis using the Developing A Curriculum (DACUM) method. We conducted a questionnaire survey with 107 transplant coordinators employed at medical centers across Korea. The questionnaire gathered data on general and job-related characteristics of organ transplant coordinators and assessed the importance, difficulty, and frequency of their task elements. The job of organ transplantation was categorized into five duties, 14 tasks, and 97 task elements. These duties included recipient management, donor management, organ donation activation management, organ transplantation administration, and professional capability development. We noted statistically significant differences in the importance scores of organ donation activation based on age, as well as in the difficulty scores for recipient management and administrative tasks based on work experience. Furthermore, the frequency of task performance varied significantly according to the number of coworkers and the total number of transplants conducted. This study confirmed the current status of the workforce and task performance of organ transplant coordinators. The findings will serve as basic data to enhance the expertise of coordinators in the future.

Effects of Project Based Learning on Student Achievement: Understanding of Science Concepts, Intermediate Process Skills, and Creativity

The research explores the dynamic landscape of education in Indonesia, marked by ongoing changes and enhancements across multiple domains. These transformations encompass curriculum revisions, improvements in educational standards, upgrades in school infrastructure, and advancements in the professional capabilities of educators including teachers and educational administrators. A primary objective of these reforms is to equip students with the competencies requisite for success in the 21st century, notably critical thinking, collaboration, communication, and creativity, often referred to as the 4Cs.This research uses a mixed-methods model, combining qualitative and quantitative data. Initial research is conducted through observation and interviews, followed by pretest and posttest given to students. The results show a significant improvement in students' understanding of scientific concepts, scientific process skills, and creativity after implementing project-based learning (PjBL). Additionally, students' response to PjBL is positive.The research concludes that PjBL affects students' understanding of scientific concepts, scientific process skills, and creativity. However, internal and external factors such as students' interest, motivation, learning environment, teachers, and learning materials also influence the effectiveness of learning.This research employs a mixed-methods approach, integrating both qualitative and quantitative data. Initial investigation involves observations and interviews, followed by administering pretests and posttests to students. The findings demonstrate a notable enhancement in students' comprehension of scientific concepts, scientific process skills, and creativity subsequent to the implementation of PjBL. Moreover, students' reception of PjBL is affirmative.

Pre-hospital emergency care personnel’s challenges in providing care in mass casualty incidents: A qualitative study

BackgroundIn incidents with mass casualties, pre-hospital emergency medical services personnel (prehospital EMS personnel) face challenges that can impact their management of the scene and, by extension, their professional performance. The present study investigated the challenges faced by prehospital EMS personnel in mass casualty incidents in the south of Iran. MethodsThis is a qualitative-descriptive study. The subjects were selected via purposeful sampling. Accordingly, 23 prehospital EMS personnel were interviewed in 23 semi-structured, individual, in-depth interviews. Graneheim and Lundman’s method was used to collect the data. ResultsThree themes and eight subthemes emerged from the qualitative data analysis. The three main themes were challenges related to professional capabilities, challenges related to organizational management inefficiency, and challenges related to lack of effective inter-organizational coordination and cooperation in crisis management. ConclusionThe challenges faced by prehospital EMS personnel in mass casualty incidents encompasses challenges related to professional capabilities, challenges related to organizational management inefficiency, and challenges related to lack of effective inter-organizational coordination and cooperation in crisis management. The results of this study can be used by senior medical emergency services managers to identify the challenges of pre-hospital emergency care personnel in mass casualty incidents and take the necessary measures to eliminate them to improve the quality of pre-hospital care in mass casualty incidents.

MULTICOMPONENCE AS A STRUCTURAL PECULIARITY OF MILITARY TERMS IN FOREIGN MASS MEDIA INTO RUSSIAN TRANSLATION

This article delves into the important analysis of the structural peculiarities of multicomponent military terms, a topic of increasing importance due to the need to describe professional objects and concepts, identify complex ideas, and unearth new dimensions of the studied phenomena. The prevalence of multicomponent terminology in foreign mass media resources underscores its significance in the media landscape. The purpose of the article is to explore the structural characteristics of multicomponent military terms extracted from mass media sources, providing a Russian translation. We also seek to identify the primary formulas and constituent components of these terms. By doing so, we hope to contribute to a better understanding of how English military terms can be formed and the development of a terminological dictionary that will include the latest examples of multicomponent military terms. The scientific novelty of the research lies in its focus on a particular and specialized domain of terminological studies, which will help to comprehend the challenges associated with understanding the structural and semantic features of multicomponent military terms, their word formation and constituent components frequently used in their structural models. The results obtained can also serve as a foundation for other fields of terminology.The research methodology is a combination of different research methods, such as the method of continuous sampling, component analysis, and word-formation analysis, which are used to analyze the selected material, and the quantitative approach helps to deal with the numerical data. The systematized examples of multicomponent military terms, categorized into two-, three-, and four-component terms and compound terms with hyphenated spelling, are accompanied by the corresponding translation. The findings of this research will equip translators, researchers, and practitioners with a deeper understanding of the challenges and strategies involved in analyzing the structural models of multicomponent military terms, thereby enhancing their professional capabilities.

Nettles, snickers and the egg shield: allegory in the teaching of rights

ABSTRACT This article describes a teaching session focused on the gap between rights-as-law and rights-as-mentality in social work. The session has run in various forms with BSc, MA and PQ social work students, and is based on three allegorical vignettes, each of which illustrates a problem with a legalistic concept of rights. These are named ‘The Path of Nettles’, ‘The Snickers Problem’ and ‘The Post Hoc Egg Shield’. The paper has four sections—an explanation of the philosophical rationale for, and pedagogical approach of, the session; a description of the session’s components, including the three allegorical vignettes; a setting out of the session itself; and an evaluation of the session. One of the authors has designed and run several versions of this session; the other is a social work manager seconded to Northumbria University and responsible for the university’s ASYE teaching (initial year in practice for newly-qualified workers). The teaching is particularly relevant to Professional Capabilities Framework (PCF) Domains 4 and 9, and its equivalents in other professional capabilities descriptors.

Collaborative strategies for designing employability curriculum in a liberal arts context

In Australian higher education, the push for curriculum innovation to enhance graduate employability is crucial but faces contention and debate. While the importance of integrating employability skills is widely recognised, perspectives on how and whether to incorporate these as curricular objectives vary, especially in liberal arts programs. This paper explores a multidisciplinary academic team’s experiences of embedding employability units into the Bachelor of Arts and undergraduate Communication and Creative Arts degrees at one Australian university. It addresses the challenges of diverse disciplinary perspectives on employability, career education, and work-integrated learning (WIL), and the design for a diverse student cohort, including career starters, career advancers, and career changers from multiple disciplinary contexts. Utilising Tuckman’s ‘forming, storming, norming, and performing’ model, the paper evaluates the team’s dynamics, offering insights and guidance for academics and institutions undertaking similar curriculum innovation projects to enhance graduate employability. This case study highlights the institutional support necessary for fostering sustainable curriculum reforms and the positive effects of collaborative curriculum design on the professional development and teaching capabilities of the educators involved.

Critiques of learner-centered teaching

The discourse surrounding learner-centered teaching has been a focal point since the 1980s, with particular intensity during the 1990s. Following this period, dissent emerged from some educational theorists who criticized learner-centered teaching from various angles. One faction argued that learner-centered teaching disproportionately emphasizes the learner, thereby diminishing the role of the teacher, while another group contended that the model's focus on the learner's interests and needs comes at the expense of the content's importance. Many educators advocate for a teacher-centered, formalistic approach, positing that it is more effective in environments where resources are ample and the professional capabilities of teachers are exceptionally high. These divergent viewpoints have led to significant uncertainty among policymakers, curriculum developers, and educators regarding the implementation of educational strategies. Consequently, the ambiguity surrounding learner-centered teaching poses substantial challenges in its practical application within the classroom setting. Thus, how can these contradictions in the curriculum be effectively resolved? How can a lay parent, who may struggle to grasp these conflicting viewpoints, actively engage in their child's education? Additionally, how can a primary school teacher, who may lack sufficient qualifications, comprehend these concepts and deliver instruction effectively? It is urgent solve these problems. Therefore, the major intention of the present study is to revisit these major criticisms associated with learner-centered teaching. This study entirely based on the analysis and examination of the existing literature. This study has focused on nine criticisms of learner centered teaching to examine its deficiencies and weaknesses. These nine criticisms are- extreme contradiction in ideologies; legitimacy of learner centred teaching; more emphasis on the need, interest, freedom of learner; excessive attention on the learner; developmentally appropriate practice; practicality of learner centered teaching; individual and society; teacher's roles and responsibilities; and natural sequence of child development. An effort has been made to delve deeply into each criticism to reveal its underlying reality. The study concludes that while learner centered teaching is appealing in theory, its implementation is notably challenging. This difficulty is particularly pronounced in both developed and developing countries where there is a significant lack of resources and infrastructure, making the adoption of this pedagogy quite arduous.

The Challenge of Enhancing Teacher Professional Identity and Capability in Cambodian Schools

The Challenge of Enhancing Teacher Professional Identity and Capability in Cambodian Schools

Integration and Innovation: Collaborative Development Path of Interior Design Professional Courses and Ideological and Political Education

In the current educational context, it is particularly important to cultivate both professional skills and ideological and political literacy. This paper explores the necessity of integrating interior design professional education with ideological and political education, including the challenges of content integration, the need for innovative teaching methods, the development of teachers' professional capabilities, and the enhancement of students' acceptance. Through literature review, case analysis, and effect evaluation, this research proposes a series of strategies and recommendations aimed at optimizing the teaching process and improving educational quality. These strategies include innovation in teaching content and methods, integration and optimization of teaching resources, professional development and training of teachers, policy support and environmental construction, student development guidance and services, and improvement of the curriculum evaluation system. The research results show that the integration of interior design professional education and ideological and political education can promote the comprehensive development of students, cultivating design talents with both professional skills and social responsibility. However, the research also has certain limitations, including the breadth of case analysis, the accuracy of evaluation tools, and the necessity of long-term tracking studies. Future research can further deepen these aspects, expand the scope of case analysis, improve evaluation methods, and conduct interdisciplinary cross-research. This research has important theoretical and practical significance for the integration of professional education and ideological and political education in higher education, providing useful reference and inspiration for relevant educational reforms.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Active contour-based tooth segmentation in radiographs using fuzzy logic and CNN

Radiographic imaging is a crucial tool frequently employed by dentists for initial diagnosis and treatment planning. However, these images often suffer from distortion or inaccuracies due to incorrect exposure settings, making it challenging to identify critical regions such as tooth roots and margins. This study addresses these issues by presenting two innovative methods for tooth segmentation from radiographs, aimed at isolating the tooth regions for better analysis. The first method utilizes fuzzy logic rules to detect edges within the radiographic images. These detected edges are then used as a mask for the Active Contour Method (ACM) to segment the teeth accurately. The second method involves the creation of a Convolutional Neural Network (CNN) for tooth segmentation. The segmentation performance of the CNN is further refined using the ACM, leveraging the initial segmentation as a mask. Both methods demonstrated notable results with varying performance metrics. Specifically, the Fuzzy-Based Active Contour Method achieved precision, recall, and F1 score values of 0.6246, 0.4169, and 0.50, respectively. In contrast, the CNN-Based Active Contour Method calculated accuracy and specificity values of 0.9706 and 0.9872, respectively. These findings indicate that both approaches have distinct strengths in different performance aspects. Our study suggests that these advanced segmentation techniques can significantly enhance the diagnostic capabilities of dental professionals by providing clearer images of tooth structures, aiding in the detection of issues such as root problems, fractures, and wear patterns. Implementing these methods either independently or in combination could lead to more accurate diagnoses and better patient outcomes. Future work could explore the integration of these techniques to leverage their complementary strengths, potentially leading to even greater segmentation accuracy and reliability.

Disciplinary digital capabilities of professionals

This paper is concerned with the digital practices of professionals, and the ways in which educators can support higher education (HE) students with successfully transitioning into professional life by developing relevant digital capabilities according to their disciplines. Digital capabilities have received significant attention in recent years, with various attempts made to develop digital frameworks to support curriculum design in HE. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap of disciplinary conceptualisations of digital capabilities by exploring how they are planned in HE curricula in two professional disciplines, engineering and management. Originality of the study is achieved in part through a conceptual framework that weaves together Shulman’s notion of signature pedagogies with JISC’s Digital Capability Framework (DigiCap). The study employed a multiple-case study methodology with each discipline as a case, and four undergraduate/postgraduate modules as the units of analysis, drawing on documentary sources, and academic, professional and student perspectives via interviews and focus groups. The research design section presents a practical manifestation of this conceptual framework in the form interview questions, which is one main outcome of this study. The study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which digital capability elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct, 'signature digital capabilities'. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. In engineering, digital problem-solving and collaboration/communication, followed by data and information literacy, appear to be most prominent. In management, data and information literacy overlap with problem-solving, and, together with digital content communication, form its prominent digital capabilities. The study also identifies management’s overarching signature digital capability. The paper argues that simply just using a descriptive, typological framework (e.g. DigiCap) is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological digital capability framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities.