• Development and Reproduction
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• v.14 no.1
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• pp.27-34
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• 2010

A fertilized oocyte can get the competence for implantation through cleavage and stage-specific gene expression. These are under the control of autonomous and exogenous regulators including physiological culture condition. Endogenous and exogenous growth factors are considered as critical regulators of cleaving embryos during travel the oviduct and uterus. In this study, an effort was made to evaluate comprehensively the quality of embryos for implantation, grown in media enriched with EGF and PAF. The study evaluated developmental rates on given time, blastulation and hatching rates, and adhesion rates. Developmental rates of blastocyst to the hatching stage were significantly high in PAF treated group compared to the control in a dose-dependent manner but not in EGF group. Implantation rates were significantly high both PAF and EGF in a dose-dependent manner. H7, a PKC inhibitor, blocked the process of hatching of the blastocysts but combined treatment of EGF and PAF enhanced the hatching and implantation of blastocsyts. Based on these results it is suggested that EGF and PAF support acquirement of implantation competence at blastocyst stage through a PKC pathway.

• Asian-Australasian Journal of Animal Sciences
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• v.14 no.6
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• pp.777-784
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• 2001

Evaluation of the granulosa cell (GC) monolayers developed from small (<5 mm) and large (>5 mm) follicles on the meiotic competence of caprine oocytes during in vitro maturation was done in this study in comparison to the granulosa cell coculture. Ovaries were collected from the local abattoir and follicular contents were aspirated for the monolayer culture. For IVM the oocytes were collected by puncturing the nonatretic follicles (>4 mm). Results revealed that at the same seeding rate, small follicular granulosa cell monolayer achieved confluence 24-48 h earlier than large follicular granulosa cell monolayer. GC monolayers significantly p (<0.05) improved the rate of meiotic resumption and nuclear maturation (84.76% vs 74.74%) after 27 h of culture in comparison to GC coculture. Statistically there was no significant difference in the maturation rate between the caprine oocytes matured over small or large follicular GC monolayers. It is concluded from the present study that GC monolayers support better nuclear and cytoplasmic maturation of growing caprine oocytes which is evident by better maturation rate over GC monolayer as compared to the oocytes matured with GC coculture. Granulosa cells from small and large follicles can be used for IVM with more or less in the same efficiency after conditioning them with maturation media in 18-24 h before the onset of culture.

• Asian-Australasian Journal of Animal Sciences
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• v.17 no.8
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• pp.1076-1079
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• 2004

Antibiotics are common additives in culture media during in vitro embryo development, but their effects on oocyte maturation in vitro have not been tested. The effects of penicillin, streptomycin and gentamicin on the maturational competence and subsequent development potential of goat follicular oocytes were examined after parthenogenetic activation in vitro. Maturation rates at 24 h after in vitro maturation, and parthenogenetic development at 48 h after activation, were evaluated by observing the protruding first polar body and the 4 cell stage cleavage, respectively. When streptomycin was present in the maturation medium, the percentages of matured oocytes 24 h after activation were significantly (p<0.01) lower than those from the other groups (42.5-45.7% vs. 69.1-73.8%). Penicillin and gentamicin treatment did not affect the maturation rates or the percentages reaching the 4 cell stage 48 h after activation. There was no significant difference in cleavage rates among the different antibiotic treatments 48 h after activation. Therefore, streptomycin suppresses the in vitro maturation of immature goat oocytes, but does not influence their subsequent development.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• Journal of the Korean Society for information Management
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• v.38 no.2
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• pp.19-38
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• 2021

This study empirically analyzed the effect of media literacy on the formation of the smart divide, which is a multi-faceted digital divide that occurs in the context of the use of smart devices. As a result, most of the factors of media literacy affect the establishment of social relations and social network through the use of smart devices, which, in turn, leads to the expansion of the range of informational and social activities. In addition, media literacy has a significant effect on the competence to evaluate the value of information acquired through the use of smart devices. Based on these results, there can be social disparity between those who have secured media literacy and those who do not from the perspective of informational and social benefits through the use of smart devices, which can function as a mechanism to generate the smart divide.

• Korean Journal of Cognitive Science
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• v.31 no.3
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• pp.55-76
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• 2020

Sociability is an inherent part of human life and also possesses an important value as a comprehensive ability. While the lack of sociability has been pointed out as a representative problem of game use in general, this paper analyzed studies on the relationship between online video games and social competence. In this field, the view that the relationship in the online game may replace or complement the actual relationship and will potentially hinder the development of sociability currently faces a conflict with the opinion that online video games may not directly have a negative effect on sociability but rather result in a positive outcome by providing a social learning space. In a large scale survey that measured the use of online games, psychological characteristics, and social competence, no distinct relationship between game use and degradation of sociability was observed. Based on this analysis, we suggest that efforts are necessary to break away from the stereotype that online game play may cause a decline in sociability and to improve the validity of related research.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.818-834
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• 2014

The purpose of this study is to examine parents' mental model of media environment and children's media use and to provide some educational suggestions. For this purpose, twelve parents of second-graders to fourth-graders sampled in elementary schools were interviewed with three activities such as a word-association experiment, a sentence completion task and a in-depth interview. The result was categorized into 8 elements such as interaction, source of supply and adverse effects. Furthermore, the analysis on the mental model of media use shows that firstly, the parents understand modern media reflects competence while they have a feeling of fear and newness on media themselves. Secondly, the parents show an ambivalent understanding on media use in terms of both negative and positive effects and have a tendency to control them. Another finding is the fact that the parents understand digital media as a representation of both connection and disconnection. Also, the parents realize media as a cause of conflict and as a place for reconciliation as well. Finally, it is showed that media is not only a personal territory but also a part of social system in the parents' understanding. Based on these findings, some interpretations and parents' educational applications are provided in terms of the Meyrowitz(1998; 1999)'s three perspectives on media.

• 대한공업교육학회지
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• v.37 no.1
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• pp.125-143
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• 2012

This study aimed to identify the effect of the instruction applied with a project method for the 'Making Model by Architecture' unit in vocational High schools on the improvement of the Key competences. With this aim, the study selected as an experimental group, control group third graders in two classroom in G vocational High Schools in Goyang, Gyeonggi-do. Aiming at the selected students in the experimental group and the control group, the study conducted a pre-test of their Key competences; thus, the study confirmed that there was no statistically significant difference. Then, the study offered a class applied with a project method to the experimental group, while offering a traditional instruction to the control group. After offering the class, the study undertook a post-test, and verified the effect. In order to prove the test result, the study carried out a Hest using the SPSSWIN 12.0 statistical program, while the significance level being ${\alpha}$<.05. The conclusions obtained from this study include the following. All the six selected areas including 'problem-solving skills', 'communication skills', 'resource utilization competence', 'mathematical competence', 'interpersonal management competence' and 'self-management competence', which were supposed to be appropriate for this study among the sub-areas of Key competences, were found to show significant differences between the experimental group applied with a project method and the control group as a result of the post-test of the two groups. In summarizing the above research results, the class using a project method for the 'Making Model by Architecture' unit was discovered to be effective for improving Key competences. In particular, it may be more effective learning method for enhancing six areas greatly relevant to the project method among various sub-areas of Key competences.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2600-2606
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• 2012

Purpose: This study was conducted to examine the effect of simulation-based training on the clinical competence and confidence of nursing students in intravenous injection performance and the satisfaction of clients. Methods: This study employed a randomized control posttest non-synchronized design. The participants were 90 second-year nursing students(31 multimedia group, 28 IV model group, 31 IV computerized systems group) of S-University in Seoul, Korea. Each group was given 30 minutes for five trial injections, then the students performed intravenous injections on the back of hands of the clients, and the results were measured. Results: There were significant differences in competence of clinical performance among the three groups showed no significant differences in confidence before and after intravenous injections. While there was no significant difference in the satisfaction of clients among the three groups, there were significant differences in the satisfaction of clients resulting from the success or failure of intravenous injections(p=<.001). Conclusion: This study shows that simulation-base training contributes to the enhancement of competence and confidence of nursing students in clinical performance. It would be helpful to use various simulation-based training media as another choice of education in different fields.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.565-574
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• 2024

ChatGPT is causing significant reverberations across all sectors of our society, and this holds true for the field of education as well. However, scholarly and societal discussions regarding ChatGPT in academic settings have primarily focused on issues such as plagiarism, with relatively limited research on the positive effects of utilizing generative AI. Additionally, amidst the educational crisis of the post-COVID era, there is a growing recognition of the need to enhance academic engagement. In light of these concerns, we investigated how academic engagement varies based on students' levels of ChatGPT literacy and examined whether students' academic confidence and perceived academic competence serve as mediators between ChatGPT literacy and academic engagement. An analysis using SPSS was conducted on the data collected from 406 college students. The results showed that ChatGPT literacy had a positive effect on academic engagement, and academic confidence mediated the relationship between ChatGPT literacy and academic engagement. Also, when the mediating effect of perceived academic competence was significant only when it was serially mediated. Based on these findings, we discussed the theoretical contributions of identifying the theoretical mechanism between ChatGPT literacy and academic engagement. In addition, practical implications regarding the importance of ChatGPT literacy education were described.