• Journal of Agricultural Extension & Community Development
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• v.23 no.3
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• pp.233-242
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• 2016

This study aimed to analyze educational satisfaction and the relationship between learning transfer and learning persistence shown after actual education targeting students who participated in the agricultural education and training. Conclusions based on the study results can be suggested as follows. First, of the factors related to learning persistence, satisfaction of educational contents turned out to be a statistically significant factor with a positive effect in the agricultural education and training. Students participating in the agricultural education and training have a conspicuous object to learn for improving ability which is necessary for and applicable to agriculture. Second, of the three factors related to learning transfer in the agricultural education and training, satisfaction of educational contents, educational facilities and satisfaction of environment turned out to have a positive effect. Third, results show that satisfaction of instructors does not affect both learning persistence and learning transfer. Lastly, in case of education and training for field practice, this study is suggesting the necessity of research by accessing in a concrete and detailed manner such as learning contents, instructors, educational facilities and satisfaction of environment from the comprehensive concept of educational satisfaction in the directivity of study related to satisfaction.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.12
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• pp.323-336
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• 2021

The present study aims to examine the impact of real earnings management on the future value of the firm and its persistence. The study also tests suspect firm effects on the relationship between real earnings management and the future value of the firm. The sample of the present study consists of all listed non-financial firms from the year 2011 to 2018. Real earnings management has been measured in three alternative ways viz., abnormal operating cash flows, abnormal discretionary spending, and abnormal production cost. Tobin's Q is used as a measure of firm value. The interaction term of real earnings management and Tobin's Q is used to test firm value persistence. The results of the analysis disclose that out of three measures of real earnings management, abnormal reduction in discretionary spending only has a significant negative impact on the persistence of firm value. Moreover, the suspect firm analysis reveals that when the underlying motive of real earnings management is to meet zero earnings, both abnormal increases in operating cash flows and abnormal reduction in discretionary spending have a significant negative impact on firm value persistence.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.16 no.5
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• pp.301-306
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• 2023

Attention is a fundamental aspect in the cognitive process of human. Cognitive system of human body requires to focus on selected information among a vast amount of information from sensory organs. It has widely studied that various environmental factors affected the level of attention; however, few researches have aimed to the effect of direct cryotherapy. In this research, level of attention was studied comparing sub-indexes of FAIR test between groups with different duration of direct cryotheapy to the back of neck. FAIR test is a evaluation tool for visual attention consisting of three sub-indexes. Selective attention, accuracy of attention, and persistence of attention can be independently analyzed by FAIR test. In the analysis of selective attention, cryotherapy for 5 to 20 minutes showed higher result than cryotherapy for 40 minutes. In the analysis of persistence of attention, cryotherapy for 5 to 15 minutes showed higher result than cryotherapy for 40 minutes. Overall, selective attention and persistence of attention turns out to be maximized between 5 to 20 minutes of cryotherapy and tends to decrease afterwards. However, accuracy of attention does not seem to be affected by the duration of cryotherapy. Correlation between selective attention and the skin temperature by cryotherapy tends to be negative supporting the findings by ANOVA and post-hoc test. Correlation between persistence of attention and the skin temperature showed similar results.

• Journal of applied mathematics & informatics
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• v.17 no.1_2_3
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• pp.361-377
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• 2005

A mathematical model dealing with a prey-predator system with disease in the prey is considered. The functional response of the predator is governed by a Hoilling type-2 function. Mathematical analysis of the model regarding stability and persistence has been performed. The effect of delay and diffusion on the above system is studied. The role of diffusivity on stability and persistence criteria of the system has also been discussed.

• Journal of applied mathematics & informatics
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• v.30 no.3_4
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• pp.429-444
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• 2012

By using Mawhin continuation theorem and comparison theorem, the existence of periodic solution and persistence for a predator-prey system with diffusion and impulses are investigated in this paper. An example and simulation are given to show the effectiveness of the main results.

• Korean Journal of Veterinary Research
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• v.38 no.4
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• pp.818-822
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• 1998

The persistence of porcine epidemic diarrhea virus(PEDV) infection was demonstrated in 7 swine farms employing continuous pig flow management even after seasonal outbreaks. Clinically, sporadic postweaning diarrhea was a major concern in those farms. Subsequently circulatory antibody detection using serum neutralizing test made useful for confirmation of PEDV persistent infections. The persistence of PEDV in the premise might have induced recurrence over the period of time.

• Journal of Digital Convergence
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• v.8 no.3
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• pp.155-168
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• 2010

This paper focuses on the construct of relationship quality and the influence of relationship quality on relationship persistence, willingness to recommend. In this paper, we first conceptualize relationship quality from buyer-based perspective. Second, we introduce relationship persistence and willingness to recommend as consequences of relationship quality. A research model is examined with data collected from 267 firms in Gumi. The results indicate that relationship quality can be defined as a construct of trust, satisfaction, coadaptation, communication, and relationship quality has a significant positive impact on relationship persistence, willingness to recommend.

• Journal of the Korean Home Economics Association
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• v.35 no.1
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• pp.99-110
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• 1997

This research was focused on the identification of difficult temperament of childhood. In order to identify the difficult temperament of childhood 336 of 3 and 6 graders were investigated. the difficult temperament of childhood was defined as the cahracteristics which were perceived as difficult for taking care of by mothers related to negative mother's attitude and related to the children's low competence. Mothers felt difficult in caring for the children with high activity and negative mood. Mothers showed negative attitude to the children with negative mood and low persistence. And the children with unpredictability and low persistence had lower perceived competence. In short high activity unpredictability negative mood and low persistence might be said as difficult temperament of childhood, These temperament categories-activity predictability mood and persistence-appeared as one factor in factor analysis. unpredictability negative mood and low persistency were shown as the difficult temperament in other studies but high activity should be examined more carefully.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.