• Journal of Engineering Education Research
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• v.25 no.5
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• pp.20-32
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• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• Development and Reproduction
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• v.20 no.2
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• pp.127-133
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• 2016

Purine metabolism is known factor for nuclear maturation of oocytes through both follicle cells and oocyte itself. However, it is largely unknown the roles of purine metabolism in the oocyte competence for fertilization and early development. In this study, the effects of adenosine in oocyte competence for development were examined using adenosine and its synthetic inhibitors. Adenosine treatment from GV intact stage for 18 hr (fGV) caused of decrease the fertilization rate but of increase the cleavage rate compared from the other stage treatment groups. Hadacidin did not effect on fertilization rate but increased cleavage rate without stage specificity. Adenosine did not block the effects of hadacidin with the exception of fGV group. Inhibition of purine synthetic pathways the fertilization rate was decreased in the fGV and fGVB groups but increased in the fMII group. Exogenous adenosine caused of decrease fertilization rate in the fGVB group but increase in the fMII group. Cleavage rate was dramatically increased in the adenosine treatment with synthetic inhibitors. It means that the metabolism of purine has stage specific effects on fertilization and cleavage. Exogenous adenosine had only can improve oocyte developmental competence when it treated at GV intact stage. On the other hand, endogenous synthesis in all maturation stage cause of increase the cleavage rate without effects on fertilization. These data suggest that adenosine at GV stage as a paracrine fashion and inhibitions of endogenous adenosine in all stage improve oocyte developmental competence.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.109-132
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• 2003

The purpose of the present study is to explore effective ways of teaching English grammar, which is geared toward improving students' communicative competence. Grammatical competence is essential to communicative competence. Grammatical knowledge cannot be acquired unconsciously in an EFL environment such as in Korea. Therefore learners should be given grammar instruction. More importantly, they should be instructed in grammar so that they can develop their grammatical abilities which are the foundation of communicative competence. The following is proposed for the grammar instruction placing the focus on improving communicative competence. First, it is effective to explain the form, meaning and pragmatics of a grammatical rule to learners in Korean. Second, learners should be given instruction in grammatical patterns that deals with constructions and meanings together, which can enable them to produce sentences by themselves. Third, it should be taught to understand constructions and meanings on the basis of word orders. Then the following steps of grammar instruction are suggested. In the first step of grammatical instruction, students should be provided with the illustrations of grammatical structures which link communicative functions and grammar. In the second step, learners should be gotten to practice grammatical constructions repeatedly enough to use them unconsciously. Lastly, communicative activities such as description and role plays should be included in grammar instruction to integrate grammar practice and communicative language use.

• Journal of Korean Academy of Nursing Administration
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• v.15 no.1
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• pp.26-36
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• 2009

Purpose: This study was undertaken in order to investigate the relationships between critical thinking disposition, professional nursing competence and job satisfaction in clinical nurses. Method: A convenience sample of 221 registered nurses were obtained from one hospital in Seoul. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe' test, Pearson correlation coefficient using SPSS WIN 14.0 program. Results: There were a statistically significant difference in the critical thinking disposition according to age, marital status, career length, and department. There were a statistically significant difference in professional nursing competence according to role, age, career length, current position, and department. There were a statistically significant difference in job satisfaction according to age, marital status, career length, and department. A significant positive correlation between critical thinking disposition and professional nursing competence, and job satisfaction was found. Conclusion: Critical thinking disposition, professional nursing competence and job satisfaction of clinical nurses are significantly related. To improve professional nursing competence and job satisfaction of clinical nurses, it need to use actively the critical thinking disposition with resonable salary. And it need to prepare the nursing education and strategy to increase the job satisfaction of clinical nurses.

• Journal of Korean society of Dental Hygiene
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• v.20 no.3
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• pp.359-367
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• 2020

Objectives: The purpose of this study was to recognize the importance of dental hygienist's communication competence and to establish the basis for developing a program to improve communication competence. Methods: A survey was conducted on members who underwent participatory training in some trials in 2019, and a total of 348 people were analyzed. Results: Total communication competence was 3.63 points. The highest area was 3.88 points for understanding others' standards, and the lowest area was 3.27 points for escaping stereotypes. Most areas of communication showed statistically significant positive correlations, but in some areas, there was an inverse correlation. As a dental hygienist, it is necessary to provide systematic education for improving communication competence from college students. Conclusions: In addition, it is necessary to develop and implement a training program for improving communication competence of dental hygienists.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.26 no.1
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• pp.19-26
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• 2019

Purpose: This descriptive survey study assesses the extent of empathic competence, occupational stress, and ego-resilience of nurses, and confirms factors that affect ego-resilience in order to provide basic data for the competency development program for nurses. Methods: Data obtained from the questionnaire survey conducted with 193 nurses were analyzed by means of t-test, ANOVA, and Pearson correlation coefficient and Multiple Regression. Results: Empathic competence, in accordance with the general characteristics of nurses, displayed statistically significant differences in terms of final academic background. Further, occupational stress and ego-resilience displayed statistically significant differences related to the nurses' department of employment, age, and total clinical experiences, respectively. Empathic competence and ego-resilience have a significant positive correlation, and age and empathic competence were found to be the factors that impart influence on ego-resilience. Conclusion: The enhancement of empathic competence of nurses has affirmative effects on the satisfaction of patients with their nurses, and it also improves the ego-resilience of nurses. Therefore, it is necessary to develop and apply career training program aimed at enhancing the empathic competence of nurses as an in-service educational program.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.219-228
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• 2023

The purpose of this study is to find out the competence of porspective speech and language pathologist according to Clinical practicums and to use it as basic data in guiding porspective speech and language pathologist. The porspective speech and language pathologist competence consisted of tasks, knowledge, skills, and language areas, and a total of 36 questionnaires were organized by dividing the language areas into sub-areas of smantics, morphology and pragmatics. A total of 105 questionnaires were collected from students with experience in Clinical practicums. A t-test, Pearson correlation analysis, and simple regression analysis were conducted to analyze the competence of porspective speech and language pathologist according to whether or not they practiced. The results of this study are as follows. First, there were significant differences between groups in all areas of knowledge, tasks, skills, and language in the competence area. Second, there was a very strong correlation between competence and language sub-areas. Third, it was found that it had a significant explanatory power in the sub-area of competence and language areas, and had a positive effect on the competence of porspective speech and language pathologist. This study is meaningful in that it should be based on theoretical knowledge of language elements to enhance the competence of porspective speech and language pathologist, and it can be confirmed that theory affects the competence of porspective speech and language pathologist. It is expected to be meaningfully used as a basis for efficient teaching methods based on the improvement of the capabilities of porspective speech and language pathologist, training training professional language rehabilitators, and theory, and theory.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.20 no.4
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• pp.438-448
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• 2013

Purpose: The purpose of this study was to investigate factors influencing clinical competence in nursing students. Method: The participants were 125 nursing students and data were collected from October 8 to December 18, 2010 using questionnaires with. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and stepwise multiple regression. Results: There were significant correlations for creativity, problem-solving ability, self-directed learning ability, and clinical competence. The factor influencing clinical competence the most was creativity, followed by problem-solving ability, self-directed learning ability, and grade point average score. The regression model explained 37% of variance in clinical competence. Conclusion: The results indicate that for improvement in the clinical competence of nursing students, it is necessary to develop strategies and education programs to enhance creativity, problem-solving ability, and self-directed learning ability.

• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.117-123
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• 2019

In this paper, we propose to investigate the differences of academic achievement and core competence according to university admission types. Research subjects were 159 nursing students in G city. The tool used in this study was Collegiate Students Essential Skills Assessment developed by the KW University. The 6 areas measured with the tool are: humanities, Humanism, self-directedness, creative competence, practice competence and global competence. The data were analyzed by descriptive statistics, ANOVA, Scheffe' test and pearson's correlation coefficient using SPSS WIN 18.0 Program. There were significant differences in core competence according to university admission types. But There were significant differences in academic achievement according to university admission types. And significant positive correlation between academic achievement and core competece was not founded. But significant positive correlation of 6 core competencies were founded. Based on the result of this study, it is possible to serve basic data for establishing better university admission type.

• Research in Mathematical Education
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• v.14 no.1
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• pp.1-10
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• 2010

The paper focuses on a type of mathematics competence noted as synthetic. It is needed for success in multiple choice competition problems and it is crucial for the further development of advanced school students. The concept of synthetic competence includes a large fraction of mathematical competences, but also competences and skills related to informatics and linguistics. The general structure of a multiple choice competition is considered as the first level of assessment of the mathematics component of the synthetic competence. As the second level under consideration is the set of complex tasks in a competition test any of which is a bouquet of ideas. Our standpoint on the didactic specifics and goals of the two levels in perspective of the gifted education is briefly presented in the article and some examples are given.