• Journal of Animal Science and Technology
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• v.63 no.2
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• pp.281-294
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• 2021

Although somatic cell nuclear transfer (SCNT) is frequently employed to produce cloned animals in laboratories, this technique is expensive and inefficient. Therefore, the handmade cloning (HMC) technique has been suggested to simplify and advance the cloning process, however, HMC wastes many oocytes and leads to mitochondrial heteroplasmy. To solve these problems, we propose a modified handmade cloning (mHMC) technique that uses simple laboratory equipment, i.e., a Pasteur pipette and an alcohol lamp, applying it to porcine embryo cloning. To validate the application of mHMC to pig cloning, embryos produced through SCNT and mHMC are compared using multiple methods, such as enucleation efficiency, oxidative stress, embryo developmental competence, and gene expression. The results show no significant differences between techniques except in the enucleation efficiency. The 8-cell and 16-cell embryo developmental competence and Oct4 expression levels exhibit significant differences. However, the blastocyst rate is not significantly different between mHMC and SCNT. This study verifies that cloned embryos derived from the two techniques exhibit similar generation and developmental competence. Thus, we suggest that mHMC could replace SCNT for simpler and cheaper porcine cloning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.6
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• pp.189-207
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• 2020

The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

• Asia pacific journal of information systems
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• v.22 no.2
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• pp.39-69
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• 2012

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today's virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals' daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals' task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals' task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual's self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual's skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual's cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals' capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals' computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals' task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees' weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.536-545
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• 2011

This study aims to examine how technology integrated instruction change teachers' activities in schools since using technology in classrooms. A total of 311 elementary and secondary school teachers were participated in this study. Using exploratory factor analysis five factors were extracted. In addition, technology attitude in education and technology competence as psychological factors are analyzed to be influenced by the five extracted factors. The results of this study show that there are outstanding change since using technology in schools. Also changing of teachers' activities in schools is influenced by technology competence which reflects teachers' confidence on using technology rather than technology attitude in education which reflects teachers' recognition of the necessity of technology integrated instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.1923-1931
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• 2014

A value creation is understood as important business strategy these days in both academics and industry. But this phenomenon is not fully understood based on systematized framework. In this paper, we summarized value research trend based on exploratory research and inductive reasoning by exploring both international and domestic journals. And we built a research framework that can analyze value creation between supplier and customer. Value research prior to 2004 is primarily divided into values of goods or services and relationship values. After 2004, service-dominant (SD) logic has been outlined. There are other research trends to see the relationship value in terms of relationship benefits and relationship in the network or supply chain. 4 critical resource types (financial resource, knowledge resource, efficiency resource, and intellectual resource) and 5 competence types (relational capability, collaboration capability, innovation capability, managing capability) are constructed as principal factors for value creation from inductive reasoning based upon a resource-based view (RBV) and a competence-based view (CBV). The research framework was built based on 4 resources and 4 competences.

• Journal of the Korea Convergence Society
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• v.10 no.9
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• pp.209-219
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• 2019

This study analyzed the impacts and factors of the government's local industry upbringing policy on business growth. We analyzed the effect of product innovation and technological innovation on business competence, external cooperation level, R&D investment, and corporate growth using PLS(Partial Least Squares) structural equation. The results show that management competence and external cooperation level have a significant effect on firm growth and that there is a moderating effect between beneficiaries and non-beneficiaries. Management competence affects product innovation. Product innovation was analyzed to have mediating effects on firm growth. Finally, the policy direction of increasing managerial capacity is presented, and the limitations and future research directions are suggested.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.63-72
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• 2023

The aim of this study was to identify the influencing factors of nursing student' communication competence and practice stress on practice satisfaction in psychiatric nursing practice. The subjects of the study were 237 fourth-year nursing students. For data analysis, descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were performed using the SPSS/WIN 24.0 program. As a result of the study, communication competence was positively related with practice satisfaction, and practice stress were negatively related with practice satisfaction. In regression analysis, Role model, communication competence, major satisfaction, and associated education were confirmed as the predictive factors of psychiatric nursing practice satisfaction. It is required to develop teaching and learning methods to increase student satisfaction in psychiatric nursing practice.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.543-550
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• 2024

This study aimed to identify factors influencing clinical practice abilities in nursing students after implementing simulation education. The study subjects and data collection were conducted from September 1st to October 30th, 2022, targeting 106 fourth-year nursing students. The research design employed descriptive correlational analysis. The research tools included critical thinking, self-efficacy, practical competence, and practicum satisfaction, with statistical analysis performed using SPSS version 27.0. The results revealed Practical competence showed a significant correlation with practicum satisfaction, and it demonstrated a positive correlation with critical thinking and self-efficacy. Factors influencing practical competence were practicum satisfaction (β=.85 p<.001) and self-efficacy (β=.25, p<.05), with an explanatory power of 57.0% (F=13.25, p<.001).

• Journal of Information Technology Applications and Management
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• v.22 no.4
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• pp.77-94
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• 2015

This research aims to develope a maturity evaluation model on the technology management competence (MEMTMC) and to investigate the relationship between technology management competencies and maturity evaluation level in Korean firms. After research framework building through literature review and field study focusing on interview process, a maturity evaluation model was suggested, including technology management competency factors such as vision and strategy, leadership, resources, projects, performance management, and systematic procedures. Through the empirical study on the 111 Korean firms, the MEMTMC model was tested and some hypotheses were examined. As a result of the research, we found that the MEMTMC is significant statistically to evaluate the technology management competencies of firms from a practical point of view. Additionally, these findings suggest that firms can build up their technology management competencies, including the vision and strategy, leadership, resources, projects, performance management, and systematic procedures in order to raise their maturity level of technology management competencies. But this research has some limitations such as this MEMTMC has not considered separately the variety of industry, not enough survey respondents and 5 level group firms etc.

• Journal of Microbiology and Biotechnology
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• v.20 no.12
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• pp.1724-1734
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• 2010

A phosphate-solubilizing bacterial strain isolated from Hippophae rhamnoides rhizosphere was identified as Rahnella sp. based on its phenotypic features and 16S rRNA gene sequence. The bacterial strain showed the growth characteristics of a cold-adapted psychrotroph, with the multiple plant growth-promoting traits of inorganic and organic phosphate solubilization, 1-aminocyclopropane-1-carboxylate-deaminase activity, ammonia generation, and siderophore production. The strain also produced indole-3-acetic acid, indole-3-acetaldehyde, indole-3-acetamide, indole-3-acetonitrile, indole-3-lactic acid, and indole-3-pyruvic acid in tryptophan-supplemented nutrient broth. Gluconic, citric and isocitric acids were the major organic acids detected during tricalcium phosphate solubilization. A rifampicin-resistant mutant of the strain exhibited high rhizosphere competence without disturbance to the resident microbial populations in pea rhizosphere. Seed bacterization with a charcoal-based inoculum significantly increased growth in barley, chickpea, pea, and maize under the controlled environment. Microplot testing of the inoculum at two different locations in pea also showed significant increase in growth and yield. The attributes of cold-tolerance, high rhizosphere competence, and broad-spectrum plant growth-promoting activity exhibited the potential of Rahnella sp. BIHB 783 for increasing agriculture productivity.