• Korean Journal of Bronchoesophagology
• /
• v.4 no.1
• /
• pp.105-111
• /
• 1998

Double primary cancer is a rare disease in which two cancers occur in an individual independently. As prolonged survival of patients with malignant tumors is expected in the future due to advances in methods of treatment, the chance of double primary cancer will be increased. We experienced one case of double primary cancer which was developed in esophagus and chest wall. A 72 year-old male visited our hospital complaining of epigastric discomfort and right chest wall mass. We studied esophagus, chest wall, and other organs including gastrointestinal tract by various methods to exclude the cancer of other sites and could diagnose squamous cell carcinoma of mid-esophagus and adenocarcinoma of chest wall. The patient underwent esophagogastrostomy following esophagectomy and wide-resection of chest wall tumor. The postoperative course was uneventful.

• Archives of Plastic Surgery
• /
• v.50 no.3
• /
• pp.248-253
• /
• 2023

Metal fixation systems for cranial bone flaps cut by a drill are convenient devices for cranioplasty, but cause several complications. We use modified craniotomy using a fine diamond-coated threadwire saw (diamond T-saw) to reduce the bone defect, and osteoplasty calcium phosphate cement without metal fixation. We report our outcomes and tips of this method. A total of 78 consecutive patients underwent elective frontotemporal craniotomy for clipping of unruptured intracranial aneurysms between 2015 and 2019. The follow-up periods ranged from 13 to 66 months. The bone fixation state was evaluated by bone computed tomography (CT) and three-dimensional CT (3D-CT). The diamond T-saw could minimize the bone defect. Only one wound infection occurred within 1 week postoperatively, and no late infection. No pain, palpable/cosmetically noticeable displacement of the bone flap, fluid accumulations, or other complications were observed. The condition of bone fixation and the cosmetic efficacy were thoroughly satisfactory for all patients, and bone CT and 3D-CT demonstrated that good bone fusion. No complication typical of metal fixation occurred. Our method is technically easy and safety, and achieved good mid-term bone flap fixation in the mid-term course, so has potential for bone fixation without the use of metal plates.

• Journal of The Korean Association For Science Education
• /
• v.17 no.2
• /
• pp.139-148
• /
• 1997

This study investigated the influences of the cooperative learning strategies upon students' achievement and their perceptions of learning environments in a middle school physical science course. Prior to instruction, the Group Assessment of Logical Thinking was administered, and its score was used as a blocking variable. Mid-term examination score was used as a covariate. For the treatment group with heterogeneous grouping, cooperative learning instruction (the Learning Together model) was used, which emphasized group reward, individual accountability, and role division. For the control group, traditional instruction was used. After instruction, an achievement test consisting of three subtests (knowledge, understanding, and application), and the perception questionnaire of classroom and laboratory environments, were administered. ANCOVA results revealed that there was a significant interaction between instruction and the level of logical reasoning ability although there were no significant differences in all three subtest scores of the achievement test. For the concrete operational reasoners, the treatment group performed better in the subtests of understanding and application than the control group. For students at the formal and transition levels, however, the treatment group scored lower than the control group. Significant interactions were also found in the perceptions of classroom environment and laboratory environment. For the concrete operational reasoners, the treatment group showed more positive perception than the control group. For the students at the formal and transition levels, the control group had positive perception than the treatment group. Educational implications are discussed.

• Journal of The Korean Association For Science Education
• /
• v.17 no.3
• /
• pp.251-260
• /
• 1997

The instructional influences of cooperative learning strategies, which emphasize mutual interdependency of learners, group goal, and individual accountability, upon students' achievement, the attitude toward science instruction and the perception of learning environment were investigated. Before instruction, the prior knowledge test about atoms and molecules, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered, and the grade in the previous mathematics course was obtained. These scores were used as covariates. Mid-term examination score was used as blocking variable. For instruction, three different strategies-traditional individual learning, small group learning, and cooperative learning-were used and teaching materials for the units of mole and stoichiometry were also prepared. After instruction, the researcher-made achievement test, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered. The perception questionnaire of group activities was also administered to the two treatment groups. In the quantitative subtest, the scores of cooperative learning group and small group learning group were significantly higher than those of traditional individual learning group. However, the cooperative learning group's scores in the achievement test and the qualitative subtest were significantly higher than those of small group learning group and traditional individual learning group. The students in the cooperative learning group were found to have the most positive perception of learning environment but to have similar attitudes toward science instruction. No interaction between the treatment and the level of the previous achievement was found in any of the analyses. In the perception questionnaire of group activities, students in both small group learning group and cooperative learning group exhibited positive perception of group activities. However, students in the cooperative learning group tended to think that their activities were related with their group's success. Educational implications are discussed.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.2 no.1
• /
• pp.52-57
• /
• 2010

Using the Operating Systems course that is offered by online, a blended learning mixed up with face-to-face lecture and e-learning for O.S. course has been carried out. In order to find a efficient management way of the blended learning, we build up two groups: one group named 01 takes a class which consists of two hours face-to-face lecture and one hour online study per week and the other group named 02 takes a class which consists of two hours online study and one hour face-to-face lecture. According to the result of a mid-term examination, the Cohen's d between two groups is 0.165. It means the small effect size. The 01 group has higer average and smaller variance than 02 group. However, 02 group has more students who earn high score than 01 group. In conclusion, if students can well carry out the self-regulated learning, then the blended learning mixed up with 02 group style is suitable. Otherwise, face-to-face lecture or the blended learning like 01 group style is suitable.

• Asian Journal of Turfgrass Science
• /
• v.23 no.1
• /
• pp.143-150
• /
• 2009

High salt concentration is one of the most important limit factor on plant growth at a disused saltpan for golf course construction site. The control of salt in soil is definitely required and the monitoring of salt concentration in soil and ground water also required to amend soil physiochemical properties. This research was carried out to monitor the pH and salt concentration changes by the height of ground water. By the physiochemical analysis test, the soil contains a high salt concentration and classified as a slight alkaline clay soil. The height of ground water table changed to 1.3m, 3.3m and 2.8m at dry season(mid-late June, 2005), monsoon season(early-mid July) and after monsoon(late July), respectively. Compare to the average ground level of 2.9m, the ground water was over flooded about OAm at monsoon season. The electrical conductivity(ECe) was measured above $4.0dS{\cdot}m^{-1}$ over all areas and however, some areas showed over $20dS{\cdot}m^{-1}$. During a monsoon season, ECe was lowered to $1.2{\sim}15.0dS{\cdot}m^{-1}$, compared with those of the dry season. Therefore, the interception of the capillary connection between planting layer and ground water which contains high salt concentration should be adapted when golf courses are constructed on disused saltpan. The phytotoxicity caused by salt damage may be controled by the interception of capillary fringe of salt flow to the topsoil profile at the upper layer of the ground water table.

• 대한공업교육학회지
• /
• v.31 no.1
• /
• pp.146-169
• /
• 2006

'VEC 2010' is a mid-long term scheme on the development of Vocational Education for Chung-buk which is to be accomplished by 2010. On the basis of this scheme, schools adopt 3-Type curriculum considering their conditions and covert themselves into specialized high school which is associated with local industry cluster. They also establish combined high schools which run various curriculums emphasizing basic vocational abilities so that they can meet the needs of demanders The activation plan of Chung-buk province vocational education is a dualized one which is for both ongoing education for entrance into a school of higher grade and the last education for employment, which is supposed to foster the human resources required by the knowledge-based society in the 21st century. The specific contents of 'VEC 2010' is as follows. First, VEC 2010 presents 2 kinds of mid-long term management system for industrial high schools: general industrial high school, specialized high school(single type, combined type). Second, VEC 2010 arranges and run the 3-Type of curriculum of Chung-buk province industrial high schools: employment-centered type, entering higher school-centered type, inaugurating enterprise-centered type. Third, VEC 2010 divides Chung-buk province industrial high schools into 4 districts and suggests mid-long term reorganization plan of system. Fourth, VEC 2010 suggests the substantial strategies of Chung-buk province vocational education: scholarship improvement in the vocational investigation course of the government-sponsored scholastic aptitude test, education for improving basic vocational abilities, substantial management of joint laboratory, administrative and financial support of development of specialized, licensed textbooks. reenforcement of career education.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.389-403
• /
• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Physical Therapy Korea
• /
• v.19 no.3
• /
• pp.81-90
• /
• 2012

The aim of the current study was to assess the effectiveness of backward gait training on the treadmill in patients with spastic diplegic cerebral palsy (CP). Twelve patients with spastic diplegic CP participated in the study. An 8-week course of backward gait training was administered to the subjects for 3 days per week. Pre-intervention and post-intervention assessments of temporal-spatial gait parameters, the symmetry of the bilateral lower extremity weight bearing, and gross motor function were analyzed using motion analysis system, force plate, and Gross Motor Function Measurement (GMFM). There were significant improvements (p<.05) in the measures of both step length and right stance phase time. Joint kinematics showed increase in right hip abduction in initial contact and terminal swing, right hip external rotation and knee flexion in mid-swing, left ankle dorsiflexion in initial contact and terminal swing (p<.05). The symmetry of the bilateral lower extremity weight bearing and GMFM also significantly increased (p<.05). These findings indicate that backward gait training using a treadmill is beneficial for patients with spastic diplegic CP.

• Asian review of World Histories
• /
• v.4 no.1
• /
• pp.35-81
• /
• 2016

The objective of this essay is to propose a cultural history of cosmography and cartography from the thirteenth to the sixteenth centuries. It focuses on some of the processes that characterized these fields of knowledge, using mainly western European sources. First, it elucidates the meaning that the term cosmography held during the period under consideration, and the scientific status that this composite field of knowledge enjoyed, pointing to the main processes that structured cosmography between the thirteenth century and the sixteenth century. I then move on to expound the circulation of cosmographic knowledge among Portugal, Venice and Lisbon in the fourteenth and fifteenth centuries. This analysis will show how cartography and cosmography were produced at the interface of articulated commercial, diplomatic and scholarly networks; finally, the last part of the essay focuses on the specific and quite distinctive use of cosmography in fifteenth-century European culture: the representation of "geo-political" projects on the world through the reformulation of the very concepts of sea and maritime networks. This last topic will be developed through the study of Fra Mauro's mid-fifteenth-century visionary project about changing the world connectivity through the linking of several maritime and fluvial networks in the Indian Ocean, Central Asia, and the Mediterranean Sea basin, involving the circumnavigation of Africa. This unprecedented project was based on a variety of sources accumulated in the Mediterranean Sea basin as well as in Asia and in the Indian Ocean over the course of several centuries.