• Archives of Plastic Surgery
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• v.39 no.2
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• pp.118-123
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• 2012

Background : An area of the skull exposed by burn injury has been covered by various methods including local flap, skin graft, or free flap surgery. Each method has disadvantages, such as postoperative alopecia or donor site morbidities. Due to the risk of osteomyelitis in the injured skull during the expansion period, tissue expansion was excluded from primary reconstruction. However, successful primary reconstruction was possible in burned skull by tissue expansion. Methods : From January 2000 to 2011, tissue expansion surgery was performed on 10 patients who had sustained electrical burn injuries. In the 3 initial cases, removal of the injured part of the skull and a bone graft was performed. In the latter 7 cases, the injured skull tissue was preserved and covered with a scalp flap directly to obtain natural bone healing and bone remodeling. Results : The mean age of patients was $49.9{\pm}12.2$ years, with 8 male and 2 female. The size of the burn wound was an average of $119.6{\pm}36.7cm^2$. The mean expansion duration was $65.5{\pm}5.6$ days, and the inflation volume was an average of $615{\pm}197.6mL$. Mean defect size was $122.2{\pm}34.9cm^2$. The complications including infection, hematoma, and the exposure of the expander were observed in 4 cases. Nonetheless, only 1 case required revision. Conclusions : Successful coverage was performed by tissue expansion surgery in burned skull primarily and no secondary reconstruction was needed. Although the risks of osteomyelitis during the expansion period were present, constant coverage of the injured skull and active wound treatment helped successful primary reconstruction of burned skull by tissue expansion.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• The Korean Journal of Nuclear Medicine Technology
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• v.14 no.2
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• pp.33-37
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• 2010

Purpose: In the early stage of using PET/CT, it was used to damper revision but recently shows that CT with MDCT is commonly used and works well for an anatomical diagnosis. This hospital makes the accuracy and convenience more higher in the diagnosis and evaluate of coronary heart disease through concurrently running myocardial perfusion SPECT examination, myocardial PET examination with FDG, and CT coronary artery CT angiography(coronary CTA) used PET/CT with 64-slice. This report shows protocol and image based on results from about 400 coronary heart disease examinations since having 64 channels PET/CT in July 2007. Materials and Methods: An Equipment for this examination is 64-slice CT and Discovery VCT (DVCT) that is consisted of PET with BGO ($Bi_4Ge_3O_{12}$) scintillation crystal by GE health care. First myocardial perfusion SPECT with pharmacologic stress test to reduce waiting time of a patient and get a quick diagnosis and evaluation, and right after it, myocardial FDG PET examination and coronary CTA run without a break. One-stop evaluation protocol of ischemic heart disease is as follows. 1)Myocardial perfusion SPECT with pharmacologic stress: A patient is injected with $^{99m}Tc$-MIBI 10 mCi and does not have any fatty food for myocardial PET examination and drink natural water with ursodeoxcholic acid 100 mg and we get SPECT image in an hour. 2)Myocardial FDG PET: To reduce blood fatty content and to increase uptake of FDG, we used creative oral glucose load using insulin and Acipimox to according to blood acid content. A patient is injected with $^{18}F$-FDG 5 mCi for reduction of his radiation exposure and we get a gated image an hour later and get delay image when we need. 3) Coronary CTA: The most important point is to control heart rate and to get cooperation of patient's breath. In order to reduce a heart rate of him or her below 65 beats, let him or her take beta blocker 50 mg ~ 200 mg after a consultation with a doctor about it and have breath-practices then have the examination. Right before the examination, we spray isosorbide dinitrate 3 to 5 times to lower tension of bessel wall and to extension a blood wall of a patient. It makes to get better the shape of an anatomy. At filming, a patient is injected CT contrast with high pressure and have enough practices before the examination in order to have no problem. For reduction of his radiation exposure, we have to do ECG-triggered X-ray tube modulation exposure. Results: We evaluate coronary artery stenosis through coronary CTA and study correlation (culprit vessel check) of a decline between stenosis and perfusion from the myocardial perfusion SPECT with pharmacologic stress, coronary CTA, and can check viability of infarction or hibernating myocardium by FDG PET. Conclusion: The examination makes us to set up a direction of remedy (drug treatment, PCI, CABG) because we can estimate of effect from remedy, lesion site and severity. In addition, we have an advantage that it takes just 3 hours and one-stop in that all of process of examinations run in succession and at the same time. Therefore it shows that the method is useful in one stop evaluation of ischemic heart disease.