• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.111-118
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• 2020

The purpose of this study is to explore the progression of MMK and the relationship between MMK progression level and actual practice. First, the Rasch model was used to measure MMK progression level of 51 students twice during the interval of one year. Thereafter, chi-squared test was used to determine whether there was a significant change in MMK progression. As a result of chi-squared test, there was no statistically significant change in MMK progression (p>.05). Secondly, we analyzed the relationship between MMK progression level and practice for 7 gifted students. As a result of the analysis, it was confirmed that the student's response in practice can not exceed MMK progression level. There were also cases where students have high MMK progression level showed low response in practice. The results of these two studies show that gifted education programs are needed to increase MMK progression and to provide gifted education that can connect knowledge and practice.

• Journal of Science Education
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• v.34 no.1
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• pp.124-139
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• 2010

The purpose of this study was to develop and apply a framework for progression in the professional development and learning of secondary science teachers' teaching practice. The progression in the professional development was modified Pilhee Woo's framework(2010), and in the learning was developed by the researchers. The former included 6 elements and 36 aspects. The progression of each aspect was composed of five level criteria. The content validity is 96.4% and the reliability is .96. The latter was composed of another five level criteria. The content validity is 96.0% and the reliability is .95. Internet-online test and the questionnaire were administered to 203 secondary science teachers who were selected by convenience sampling. The mean level of the progression in the professional development and learning were 2.21 and 2.95. ANOVA, t-test and correlation analysis were conducted to compare differences by the characteristics of teachers. The level of the progression in the professional development and learning was significant difference according to almost all of teachers' characteristics. The level of the progression in the professional development was significantly correlated with the level of the progression in the learning.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.12
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• pp.7193-7196
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• 2013

Ovarian cancer patients need a surveillance program for the detection of tumor progression after completion of treatment. The methods generally consist of history taking, physical examination, tumor marker monitoring and imaging. However, the details of recurrence detection with each method are not well defined. To clarify this issue, ovarian cancer patients who achieved complete or partial responses and developed tumor progression at the follow up time between January 2004 and December 2010 in University Hospital Chiang Mai, Thailand, were reviewed. Clinical data, CA 125 level and imaging results at the tumor progression time were recorded and analyzed. There were 144 ovarian cancer patients meeting the inclusion criteria with the mean age of 51 years and 62.5% of them were in an advanced stage. Complete response was achieved in 89 patients (61.8%) after primary treatment. The median progression free survival and overall survival were 15.5 months and 37.5 months, respectively. Abnormal symptoms presented in 49.3% of the studied patients and 59.7% developed physical examination abnormalities. In addition, CA 125 was elevated in 89.6% while in 74.3% of tumor progression was identified by CT-scan. Short treatment time period and a high level of CA 125 were significant independent prognostic factors in these patients. In conclusion, careful history taking, physical examination and monitoring of CA 125 levels are important methods for tumor progression detection in a surveillance program for epithelial ovarian cancer patients.

• The Mathematical Education
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• v.51 no.3
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• pp.211-221
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• 2012

We discovered that definition of a Geometrical Progression(Sequence) have some differences in domestic textbooks & some foreign countries' books. This will be able to cause a chaos when students divide whether a sequence is a Geometrical Progression(Sequence) or not, and a question error when teachers compose questions about convergence conditions of Infinite Geometric progressions & series. We took a question investigation for students about definition of a Geometrical Progression(that is called G. P.), we discovered that high level students have an error about definition of a G. P.. So We modified expressions of terminology in domestic textbooks appropriately through a Geometrical Progression(Sequence), infinite series, & infinite geometrical series in some foreign countries' books.

• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• ETRI Journal
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• v.43 no.4
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• pp.650-659
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• 2021

Multi-carrier waveforms have several advantages over single-carrier waveforms for radar communication. Employing multi-carrier complementary phase-coded (MCPC) waveforms in radar applications has recently attracted significant attention. MCPC radar signals take advantage of orthogonal frequency division multiplexing properties, and several authors have explored the use of MCPC signals and the difficulties associated with their implementation. The sidelobe level and peak-to-mean-envelope-power ratio (PMEPR) are the key issues that must be addressed to improve the performance of radar signals. We propose a scheme that applies pattern-based scaling and geometric progression methods to enhance sidelobe and PMEPR levels in MCPC radar signals. Numerical results demonstrate the improvement of sidelobe and PMEPR levels in the proposed scheme. Additionally, autocorrelations are obtained and analyzed by applying the proposed scheme in extensive simulation experiments.

• Journal of Ginseng Research
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• v.21 no.1
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• pp.49-52
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• 1997

There are many mechanisms that mediate progression of renal injury, such as abnormalities of nitric oxide (NO) regulation, increased Platelet aggregatlon, and oxygen free radical injury. Ginseng has been known to have NO dependent vasorelaxant effect and antioxidant effect, also inhibit thrombin stimulated platelet aggregation. And these effects of ginseng may have some roles in prevention of renal injury. So we studied 24 patients with mild pathologic proteinuria and hypertension to evaluate the effect of ginseng on progression of renal injury. After 1 month treatment, creatinine clearance was significantly increased especially in the patient group with normal serum creatinine level without specific side effect. The result of this study suggest that ginseng may pre vent or retard the progression of renal injury especially in early stage.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.18
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• pp.7781-7784
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• 2014

Background: The aims of this study were to investigate the utility of red blood cell distribution width (RDW) as a simple and readily available marker in prostate cancer, as well as to evaluate RDW as a predictor of progression in prostate cancer patients. Materials and Methods: We evaluated 62 newly diagnosed prostate cancer patients who underwent transrectal ultrasound (TRUS)-guided biopsy and 62 healthy controls of mean age 64 (range, 45-75) years at the Urology Clinic of Bozok University Hospital. Data collection was performed using our laboratory information system database to retrieve findings regarding RDW, hemoglobin, prostatespecific antigen (PSA), and age. The RDW values were compared between the healthy control group and prostate cancer patients. A high risk of progression as defined as a Gleason score (GS) >6, total number of cores positive for cancer >33%, each core containing >50% cancer cells, and a prostate-specific antigen (PSA) level >10 ng/mL. Patients were classified according to risk of progression, as well as divided into subgroups according to the RDW quartile. Results: The mean RDW value of prostate cancer patients was 14.6, compared with 13.7 in the healthy control group (p=0.001). A higher RDW was associated with an increased risk of progression, whereas a lower RDW value was correlated with a low risk of progression. Conclusions: RDW is an easily derived measure that might, in combination with other markers, help predict prostate cancer risk and progression. We suggest that RDW may be used in combination with other parameters in the assessment of prostate cancer.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.295-302
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• 2016

In this study, we investigated a learning progression focusing on $5^{th}$ to $9^{th}$ graders' performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.