• International Journal of Computer Science & Network Security
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• 제22권11호
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• pp.189-191
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• 2022

The article is devoted to the study of the prerequisites and stages of the formation of information and communication competence, its place in the system of professional competence of a teacher, and the way its development occurs. Information and communication competence is presented in the paper as a systemic property of the subject's personality, and the components of this system, namely the activity, communication, reflexive, and cognitive components, are disclosed.

• International Journal of Computer Science & Network Security
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• 제21권7호
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• pp.169-172
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• 2021

Based on the scientific and pedagogical analysis of the theory and experience of teaching computer science disciplines, the didactic mechanism for ensuring the continuity of the average (full) general and higher professional education of economists for practical implementation innovative technology of personal experience foundation. The pedagogical conditions for the formation of information competence, including laboratory, design, research work, the use of active teaching methods for acquiring management skills in production and activities of the enterprise. An indispensable requirement for the conditions for the implementation of basic of educational programs is the assessment of competencies. With this the goal was to develop criteria and levels of formation information competence of future economists and carried out complex diagnostics.

• International Journal of Computer Science & Network Security
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• 제21권12spc호
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• pp.491-494
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• 2021

The article clarifies the definition and components of the ICT competence of future teachers, justifies the introduction of a motivational-value component. ICT competence of future teachers has a four-component structure: motivational-value, general-use, general pedagogical, subject-pedagogical components. The levels (reproductive, productive, creative), criteria and indicators of the formation of ICT-competence of students of a pedagogical college are determined, the content of these levels (reproductive, productive, creative) is disclosed, respectively.

• 아동학회지
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• 제33권2호
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• pp.37-53
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• 2012

The purpose of this study was to recognize the effects of parenting behaviors as perceived by female high school students on their loneliness and perceived competence. The subjects of this research consisted of 301 female high school students. The data collected were analyzed by multi-regression analysis. The father and mother's behaviors, defined as inconsistency, intrusiveness, physical abuse and neglect, all- resulted in increased levels of loneliness amongst the subjects, and also negatively influenced their perceived competence. However, the parent's monitoring, reasoning and affection behaviors tended to reduced loneliness and perceived lack of competence. The father and mother's affection, when recognized as such by female adolescents, revealed itself to be a positive influence on their various areas of perceived competence. In conclusion, parenting behaviors may affect loneliness and perceived competence on the part of female adolescents during the ego-identity formation stage.

• 한국동물생명공학회지
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• 제34권2호
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• pp.86-92
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• 2019

The aim of this study was to investigate effects of hyaluronidase during IVM on oocyte maturation, oxidative stress status, expression of cumulus expansion-related (PTX, pentraxin; GJA1, gap junction protein alpha 1; PTGS2, prostaglandin-endoperoxide synthase 2) and fatty acid metabolism-related (FADS1, delta-6 desaturase; FADS2, delta-5 desaturase; PPARα, peroxisome proliferator-activated receptor-alpha) mRNA, and embryonic development of porcine oocytes. The cumulus-oocyte complexes (COCs) were incubated with 0.1 mg/mL hyaluronidase for 44 h. Cumulus expansion was measured at 22 h after maturation. At 44 h after maturation, nuclear maturation, intracellular glutathione (GSH) and reactive oxygen species (ROS) levels were measured. Gene expression in cumulus cells was analyzed using real time PCR. The cleavage rate and blastocyst formation were evaluated at Day 2 and 7 after insemination. In results, expansion of cumulus cells was suppressed by treatment of hyaluronidase at 22 h after maturation. Intracellular GSH level was reduced by hyaluronidase treatment (p < 0.05). On the other hand, hyaluronidase increased ROS levels in oocytes (p < 0.05). Only PTGS2 mRNA was enhanced in COCs by hyaluronidase (p < 0.05). Population of oocytes reached at metaphase II stage was higher in control group than hyaluronidase treated group (p < 0.05). Both of cleavage rate and blastocyst formation were higher in control group than hyaluronidase group (p < 0.05). Our present results showed that developmental competence of porcine oocytes could be reduce by hyaluronidase via inducing oxidative stress during maturation process and it might be associated with prostaglandin synthesis. Therefore, we suggest that suppression of cumulus expansion of COCs could induce oxidative stress and decrease nuclear maturation via reduction of GSH synthesis and it caused to decrease developmental competence of mammalian oocytes.

• International Journal of Computer Science & Network Security
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• 제22권7호
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• pp.259-267
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• 2022

With the rapid development and introduction of digital technologies, both everyday human life and technological processes of any production are changing, which stimulates the transformation of the economy and education. Digital technologies are not only a tool, but also a living environment of modern human, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational learning trajectories and more. However, the digital environment requires teachers to take a modern approach to the organization of the educational process, the formation of new skills and abilities to work in the digital educational environment. As a result of the study, it was found that the system of vocational education should provide training for masters of industrial training who have a high level of digital competence. The purpose of the article is to single out, theoretically substantiate and determine the level of formation of structural components of digital competence of future masters of agricultural training. The structure of digital competence of agricultural master was analyzed on the basis of domestic and foreign scientists researches. Systematized research results indicate that digital competence consists of four components: motivational-value (combination of internal and external motives for the use of digital technologies in future professional activities), cognitive (a set of theoretical knowledge, skills and abilities of future master of industrial training to effectively build educational process with the use of digital technologies), activity-professional (expansion and deepening of knowledge, skills, necessary skills for effective implementation of digital technologies in the educational process) and evaluative-reflexive (ability to analyze and self-analyze own activities and its results taking into account professional characteristics, self-realization in professional activities through the use of digital technologies). These components are comparable with the indicators that describe the knowledge, skills and abilities needed by the future master of industrial training to organize the modern educational process. A questionnaire was conducted to determine the levels of this competence formation, which allows us to conclude that it is necessary to increase the level of formation of all components of digital competence of future masters of industrial training in agriculture. The results of the study can be used as a basis for the development of disciplines that form the special competencies of masters of industrial training in agriculture and programs of advanced training of teachers.

• 농업과학연구
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• 제43권1호
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• pp.52-60
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• 2016

In animal reproduction, the quality of oocytes and embryos has been evaluated by the expression of specific molecules. Follistatin (FST), which was isolated from follicular fluid, binds and bio-neutralizes the TGF-${\beta}$ superfamily members. Previous studies using the bovine model showed FST could be an important molecular determinant of embryo developmental competence. However, the effect of FST treatment on porcine embryo developmental competence has not been established. In this study, the effect of exogenous FST on porcine embryo developmental competence was investigated during in vitro culture. FST (10 ng/ml) treatment induced a significant decrease in the rate of cell arrest at the 4-cell stage. The expression levels of DNA-methyltransferase 1 (DNMT1), histone deacetylase 1 (HDAC1), and histone deacetylase 2 (HDAC2) were decreased in 4-cell stage embryos. FST treatment also resulted in significant improvements in developmental competence of embryos in terms of blastocyst formation rate and OCT-4 mRNA levels, the latter being related to pluripotency. In conclusion, during in vitro culture, FST treatment significantly ameliorated 4-cell block during embryonic development and improved embryo developmental competence. Therefore, FST treatment may potentially have a functional role in porcine embryogenesis that is broadly applicable to enhance in vitro embryo development.

• Journal of Microbiology and Biotechnology
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• 제20권2호
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• pp.301-310
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• 2010

Bacillus subtilis strains produce a broad spectrum of bioactive peptides. The lipopeptide surfactin belongs to one well-known class, which includes amphiphilic membrane-active biosurfactants and peptide antibiotics. Both the srfA promoter and the ComP-ComA signal transduction system are an important part of the factor that results in the production of surfactin. Bs-M49, obtained by means of low-energy ion implantation in wild-type Bs-916, produced significantly lower levels of surfactin, and had no obvious effects against R. solani. Occasionally, we found strain Bs-M49 decreased spore formation and the development of competence. Blast comparison of the sequences from Bs-916 and M49 indicate that there is no difference in the srfA operon promoter PsrfA, but there are differences in the coding sequence of the comA gene. These differences result in three missense mutations within the M49 ComA protein. RT-PCR analyses results showed that the expression levels of selected genes involved in competence and sporulation in both the wild-type Bs-916 and mutant M49 strains were significantly different. When we integrated the comA ORF into the chromosome of M49 at the amyE locus, M49 restored hemolytic activity and antifungal activity. Then, HPLC analyses results also showed the comA-complemented strain had a similar ability to produce surf actin with wild-type strain Bs-916. These data suggested that the mutation of three key amino acids in ComA greatly affected the biological activity of Bacillus subtilis. ComA protein 3D structure prediction and motif search prediction indicated that ComA has two obvious motifs common to response regulator proteins, which are the N-terminal response regulator receiver motif and the C-terminal helix-turn-helix motif. The three residues in the ComA N-terminal portion may be involved in phosphorylation activation mechanism. These structural prediction results implicate that three mutated residues in the ComA protein may play an important role in the formation of a salt-bridge to the phosphoryl group keeping active conformation to subsequent regulation of the expression of downstream genes.

• 한국수정란이식학회지
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• 제31권3호
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• pp.153-159
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• 2016

(-)-Epicatechin gallate (ECG) is a polyphenol compound of green tea exhibiting biological activities, such as antioxidant and anticancer effects. To examine the effect of ECG on porcine oocytes during in vitro maturation (IVM), oocytes were treated with 0-, 5-, 15-, and $25{\mu}M$ ECG. After maturation, we investigated nuclear maturation, intracellular glutathione (GSH) and reactive oxygen species (ROS) levels and subsequent embryonic development after parthenogenetic activation (PA) and in vitro fertilization (IVF). After 42 hours of IVM, the $5{\mu}M$ group exhibited significantly increased (p< 0.05) nuclear maturation (89.8%) compared with the control group (86.1%). However, the $25{\mu}M$ group observed significantly decreased (p< 0.05) nuclear maturation (83.5%). In intracellular maturation assessment the 5-, 15-, and $25{\mu}M$ groups had significantly increased (p< 0.05) GSH levels and decreased ROS levels compared with the controls. The 5- and $15{\mu}M$ group showed significantly increased (p< 0.05) embryo formation rates and total cell number of blastocysts after PA (18% and 68.9, 15% and 85.1 vs. 12% and 59.5, respectively) compared with controls. Although the $25{\mu}M$ group observed significantly lower blastocyst formation rates after PA (27.6% vs. 23.2%) than control group, the $5{\mu}M$ group showed significantly increased blastocyst formation rates after PA (37.2% vs. 23.2%) compared to the control group. Furthermore, the $5{\mu}M$ group measured significantly increased blastocyst formation rates (20.7% vs. 8.6%) and total cell number after IVF ($88.3{\pm}1.5$ vs. $58.0{\pm}3.6$) compared to the control group. The treatment of $5{\mu}M$ ECG during IVM affectively improved the porcine embryonic developmental competence by regulating intracellular oxidative stress during IVM.

• 의학교육논단
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• 제24권1호
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• pp.46-55
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• 2022

This study aimed to analyze the subjects, situations, and reflection levels related to role modeling experienced by medical students during their clinical clerkship and their own reflections. This study intends to suggest ways of improving how residents and clinical faculty should treat and teach medical students. Written interviews were conducted regarding senior medical students' role modeling experiences during their clinical clerkships in 2018 and 2019. Content analysis was conducted for a total of 224 cases from 196 students. Content analysis revealed three types of role modeling content: subjects (faculty, residents, nurses, peer students), situations (clinical competence, personal qualities, teaching skills), and the level of reflection (critical reflection, reflection, thoughtful action, and habitual action) in each case. As role model subjects, faculty were found to be the paramount role model (n=142, 62.83%). Role modeling was the most frequently performed for clinical competence (n=103, 45.98%). Clinical competence was frequently shown in communication and empathic listening during rounds and outpatient relationships between the patient and doctor. Regarding the level of reflection for role modeling, the number of critical reflections was 86 (38.39%) and that of reflections was 80 (35.71%). In particular, negative role modeling showed a high level of critical reflection in relation to faculty (64.44%) and nurses (8.89%). In conclusion, role modeling of medical students participating in clinical clerkships occurs in situations that the role models are not aware of, with positive or negative effects on the formation of professional identity among medical students.