• Radiation Oncology Journal
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• v.38 no.2
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• pp.119-128
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• 2020

Purpose: Colorectal cancer is becoming an increasing concern in the middle-aged population of Iran. This study aimed to compare the preliminary results of short-course and long-course neoadjuvant chemoradiotherapy treatment for rectal cancer patients. Materials and Methods: In this clinical trial we recruited patients with rectal adenocarcinoma located from 5 cm to 15 cm above the anal verge. Patients in group I (short-course) received three-dimensional conformational radiotherapy with a dose of 25 Gy/5 fractions in 1 week plus concurrent XELOX regimen (capecitabine 625 mg/㎡ from day 1-5 twice daily and oxaliplatin 50 mg/㎡ on day 1 once daily). Patients in group II (long-course) received a total dose of 50-50.4 Gy/25-28 fractions for 5 to 5.5 weeks plus capecitabine 825 mg/㎡ twice daily. Both groups underwent consolidation chemotherapy followed by delayed surgery at least 8 weeks after radiotherapy completion. The pathological response was assessed with tumor regression grade. Results: In this preliminary report on complications and pathological response, 66 patients were randomized into two study groups. Mean duration of radiotherapy in the group II (long-course) was 5 ± 1 days (range, 5 to 8 days) and 38 ± 6 days (range, 30 to 58 days). The median follow-up was 18 months. Pathological complete response was achieved in 32.3% and 23.1% of patients in the shortcourse and long-course groups, respectively (p = 0.558). Overall, acute grade 3 or higher treatment-related toxicities occurred in 24.2% and 22.2% of patients in group I and II, respectively (p = 0.551). No acute grade 4 or 5 adverse events were observed in either group except one grade 4 hematologic toxicity that was seen in group II. Within one month of surgery, no significant difference was seen regarding grade ≥3 postoperative complications (p = 0.333). Conclusion: For patients with rectal cancer located at least 5 cm above the anal verge, short-course radiotherapy with concurrent and consolidation chemotherapy and delayed surgery is not different in terms of acute toxicity, postoperative morbidity, complete resection, and pathological response compared to long-course chemoradiotherapy.

• Journal of the Society of Naval Architects of Korea
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• v.48 no.4
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• pp.357-362
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• 2011

It has been often reported that a water-jet propelled high speed vessel lost the course keeping ability in seaway. In this study, model tests of a high speed vessel were performed to measure the running attitude and to check the course keeping ability. The model ship may lose the course keeping ability due to bad running attitudes such as bow drop. So model tests were carried out to improve the running attitude by changing the position of longitudinal center of gravity and using appendages at the bow and the stern of a model. The position of lateral center of pressure moved toward stern and the course keeping ability was improved by modifying the transom wedge angle.

• Journal of Navigation and Port Research
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• v.27 no.6
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• pp.631-638
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• 2003

Yaw-checking and course-keeping ability in IMO's ship manoeuvrability standards are reviewed from the viewpoint of safe navigation. Three kinds of virtual series-ships, which have different course instability, are taken as test models. The numerical simulation on Z-test is carried out in order to examine the correlation between known manoeuvrability in spiral characteristics and various kinds of overshoot angle. Then simulator experiments are executed with series-ships in a curved, narrow waterway by six operators(five active pilots and one ex-captain) in order to examine the correlation between known manoeuvrability and degree of manoeuvring difficulty. IMC criteria for yaw-checking and course-keeping ability are discussed and revised criteria are proposed.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.15-20
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• 2022

The study investigated the effects of differences in some electronic course designs on university students' Computational Thinking Skills (CTS). Towards this end, the researcher adopted the experimental research design of a quasi-experimental of two experimental groups. The first group was taught an e-course designed in a sequential pattern, and the other group's course was designed according to the holistic model. A CTSs test was prepared to collect the relevant data, and the data were analyzed statistically using these tests- Pearson correlation Mann Whitney and Alpha Cronbach. Results revealed statistically-significant differences at the level α=0.05 between the mean scores of the first and second experimental groups in favor of the latter in the CTS test. The findings gave ground to put forward some salient recommendations, including the need to expand computational thinking in universities' educational process. It also recommends urging faculty members to enhance e-courses in the educational process and provide technical support to students and faculty members.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.59-67
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• 2014

This paper is about a case study of an interdisciplinary and intercultural collaborative design project course that has been offered for six years. The distinct characteristics of this course lie in that its students consist of those in two different disciplines, mechanical engineering and industrial design, and also in two different countries, Korea and Germany. The themes of the design project have been selected differently over the years, but always were related to transportation and, particularly, personal mobility devices. The paper first delineates the course and illustrates examples of the outcomes. Then, unique aspects and challenges of the course that have been observed through the six runs and that are associated with the intercultural and interdisciplinary nature are indicated and discussed. The author is convinced that this course has been successful in helping prepare the students for globally-operating manufacturing companies in the future. It is hoped that the findings from this course and the discussions contained in this paper would help those who plan to offer similar courses.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.3-16
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• 2010

This paper is about to research the contents of writing course to foster communication skills for engineering students. Some domestic college writing textbooks were analyzed to list the course contents. Studying 'technical writing' leads to identify the materials for both basic composition skills and technical writing skills. Then some reasons for selecting those materials and things about professors for the course as well as teaching the course are discussed. Developing proper textbook and the techniques for teaching those materials is a valuable task for the writing course.

• Journal of the Korean Home Economics Association
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• v.46 no.9
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• pp.21-31
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• 2008

Family and child educators have an obligation to ensure that their students understand, conceptually and pragmatically, the major research methods. The purpose of this study was to develop a qualitative methodology course for graduate students majoring in family and child studies. Three stages of course development were followed; investigating how methodology courses are offered in family and child studies, discussing what topics and components should be covered in a qualitative methodology course, and planning how the topics and components should be taught. The proposed qualitative methodology course includes; understanding philosophical and theoretical frameworks, teaming the general process of a qualitative research, comparing different qualitative traditions of inquiry, discussing emerging issues related to qualitative research, and conducting experimental field work. This study can provide an academic syllabus for family and child educators, who are interested in teaching a qualitative methodology course for graduate students.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.22 no.2
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• pp.21-27
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• 2016

Purpose: The system of clinical education program of Korean academic of orthopedic manual physical therapy (KAOMPT) was changed in 2014. The purpose of this study was to compare the level of satisfaction of clinical education program in KAOMPT before and after the new program. Methods: The subjects of this study were consisted of the physical therapist who participated the education program of KAOMPT from 2013 to 2015. 7687 structured questionnaires were divided in the courses and analysed. Results: There were significant differences of level of satisfaction of introduction course (p<.05), cervico-thoracic course (p<.001), lumbo-sacral course (p<.001), upper extremity course (p<.001), lower extremity course (p<.001), and advance course (p<.001) for three years. The satisfaction of introduction course was decreased in 2014 than 2013, but it was restored in 2015. The satisfaction of cervico-thoracic course was decreased in 2014 than 2013, but it was increased in 2015 than in 2013. The satisfaction of lumbo-sacral course in 2014 was decreased than in 2013, but it was restored in 2015. The satisfaction of upper extremity course in 2014 was increased than in 2013, but it became same level with 2013 in 2015. The satisfaction of lower extremity course in 2014 was increased than in 2013, and it was maintained same level in 2015. The satisfaction of advance course in 2014 was decreased than in 2013, and it is maintained same level in 2015. Conclusions: The level of satisfaction of clinical education program was decreased in 2014, but it became same or higher level with 2013 in 2015. It is assumed that the new clinical education program of KAOMPT was established completely in 2015.

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.82-95
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• 2007

This study aims to describe the status quo of the social studies curriculum of universities of education in Korea, to extract the questions at issue, and to suggest new directions for improvement. To approach these purposes, the author grasps the viewpoints that the intensifying course of the department of social studies is investigated with relation not only to the national curriculum on elementary social studies but also to both specialization course and liberal arts course. Intensifying course have been organized to strengthen the teaching-teaming abilities on the subject matter contents since the beginning. But the present day, intensifying course meets several problems waiting solution: problems in reference to overlap with specialization course, to disconnection with liberal arts course, and to the internal disequilibrium. So, the author proposes six solutions for the problems.