• Korean Journal of Radiology
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• v.24 no.4
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• pp.284-293
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• 2023

Objective: To validate a simplified ordinal scoring method, referred to as modified length-based grading, for assessing coronary artery calcium (CAC) severity on non-electrocardiogram (ECG)-gated chest computed tomography (CT). Materials and Methods: This retrospective study enrolled 120 patients (mean age ± standard deviation [SD], 63.1 ± 14.5 years; male, 64) who underwent both non-ECG-gated chest CT and ECG-gated cardiac CT between January 2011 and December 2021. Six radiologists independently assessed CAC severity on chest CT using two scoring methods (visual assessment and modified length-based grading) and categorized the results as none, mild, moderate, or severe. The CAC category on cardiac CT assessed using the Agatston score was used as the reference standard. Agreement among the six observers for CAC category classification was assessed using Fleiss kappa statistics. Agreement between CAC categories on chest CT obtained using either method and the Agatston score categories on cardiac CT was assessed using Cohen's kappa. The time taken to evaluate CAC grading was compared between the observers and two grading methods. Results: For differentiation of the four CAC categories, interobserver agreement was moderate for visual assessment (Fleiss kappa, 0.553 [95% confidence interval {CI}: 0.496-0.610]) and good for modified length-based grading (Fleiss kappa, 0.695 [95% CI: 0.636-0.754]). The modified length-based grading demonstrated better agreement with the reference standard categorization with cardiac CT than visual assessment (Cohen's kappa, 0.565 [95% CI: 0.511-0.619 for visual assessment vs. 0.695 [95% CI: 0.638-0.752] for modified length-based grading). The overall time for evaluating CAC grading was slightly shorter in visual assessment (mean ± SD, 41.8 ± 38.9 s) than in modified length-based grading (43.5 ± 33.2 s) (P < 0.001). Conclusion: The modified length-based grading worked well for evaluating CAC on non-ECG-gated chest CT with better interobserver agreement and agreement with cardiac CT than visual assessment.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.356-367
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• 2013

We study on the concept and reason of seasonal change that 164 university students have. Subsequently the concept types on the seasonal change are classified according to the characteristics and conceptual change after teaching on astronomy. All of the students were simply checked by the questionnaire of multiple choice and essay method before learning on the subjects. And then they answered to questionnaires of similar type after one semester. By the analyzed results, we classify it to three steps of hierarchical concept structure. The first step is the cosmic perspective that is related to the Earth's condition and motion. The second step is the influence of the Earth that is directly affected by the first step. The third step is observer's perspective on the Earth depending on the second step. Among the answers, the first step is prominent and second step is rare. The answers on the reason of seasonal change show some kinds of type which are 1st, 1-2nd, 1-3rd, and 1-2-3rd step. By the result, it is arranged in sequence like as 1-3rd>1st>1-2nd>1-2-3rd type. The lowest number of students was 2nd step of the Sun's altitude and duration of daytime in pre-test. However the students of 2nd step obtained more correct scientific concept on the seasonal change after learning on the subjects, and got the higher score in the post-test than in the pre-test. We found how much important the hierarchical structure on the reason of seasonal change is. As the results, second step on the learning of the Sun's altitude and duration of daytime essentially have to teach after first step. And then third step have to teach. At last, it is sure that the students can obtain the concept of seasonal change.