• Korean Journal of Head & Neck Oncology
• /
• v.40 no.1
• /
• pp.1-5
• /
• 2024

The Bethesda System for Reporting Thyroid Cytopathology (TBSRCT) is crucial for cytopathologists to use a standardized, category-based reporting system for thyroid fine needle aspirations and is effective for clear communication with the referring physicians. The new Bethesda System for Reporting Thyroid Cytopathology, the third edition in 2023, provides several key updates. The most important update is the assignment of only single name for each of the six diagnostic categories: (I) nondiagnostic; (II) benign; (III) atypia of undetermined significance; (IV) follicular neoplasm; (V) suspicious for malignancy; and (VI) malignant. An implied risk of malignancy (ROM) for each of six categories has been updated based on extensively published data since the second edition of TBSRTC in 2017 and offers both an average ROM for each category and the expected range of cancer risk. Estimated final ROM after excluding "Noninvasive Follicular Thyroid Neoplasm with Papillary Like Nuclear Features (NIFTP)" for each of six categories has been updated based on the reported mean decreases in the ROM if excluding NIFTP. For atypia of undetermined significance (AUS) category, the subcategorization is simplified and more formalized into 2 subgroups, AUS-nuclear atypia or AUS-other, based on the implied ROM and molecular profiling. For the pediatric thyroid disease, pediatric ROMs and management algorithms are newly added for the same six reporting categories for this age group. New or revised disease nomenclatures including high-grade follicular-derived carcinoma has been updated according to the recently published 2022 World Health Organization Classification of Thyroid Neoplasms. Brand new two chapters are added including clinical perspectives and imaging studies (Chap. 13) and the use of molecular and other ancillary tests (Chap. 14). The atlas is updated with new images to illustrate more effectively for new disease entity and diagnostic criteria.

• Journal of the Korean Society of Radiology
• /
• v.85 no.5
• /
• pp.970-975
• /
• 2024

Ovarian fibromatosis is a rare non-neoplastic condition that causes ovarian enlargement in women, typically around the age of 25. This enlargement is due to the proliferation of the collagen-producing ovarian stroma. On T2-weighted MRI, a key diagnostic feature of ovarian fibromatosis is the 'black garland sign,' characterized by multilobulated very low signal intensity along the ovarian surface. This condition also features the preservation of normal ovarian stroma or follicles internally. We present a case involving a 65-year-old postmenopausal female who was pathologically misdiagnosed with ovarian fibroma. However, the diagnosis was later revised to ovarian fibromatosis based on characteristic MRI findings. The case report discusses the differential diagnosis and pathologic findings associated with ovarian fibromatosis.

• Research in Community and Public Health Nursing
• /
• v.10 no.2
• /
• pp.291-306
• /
• 1999

Health promotion has come to the fore through new concept approach in consequence of the increase of chronic diseases. increase of medical cost and social trend of putting more emphasis on the individual responsibility for health. Studies of health promotion can be classified into two types: one is micro intervention method which is mainly focused on modifying individual life style and the other. macro intervention method in which they put another emphasis on the environment the individual is surrounded. in addition to modifying individual life style. This study belongs to the later. This study aims to develop nursing activities and program it for the purpose of community health promotion. The process of the study can be briefed as follows: to draw out nursing contents to intervene for community health promotion: to promote community health to develop nursing action indicators; to develop nursing action indicators for the development of main nursing activities. And those developed nursing activities are programmed systematically. The community health promotion program is composed of a hierarchical structure with nursing process that the nurses are supposed to apply to perform professional nursing. the level of nursing perform. the main items of nursing process. health promotion nursing indicators. health promotion nursing activities. The conclusion of this study according to objectives are as follows. First. community health promotion contents at individual and community level are remained revised and complemented and those at organizational level are developed. The developed main contents of community health promotion nursing are as follows. 1) Revised individual level nursing contents: 35 items. 2) Developed organizational level nursing contents: 24 items. 3) Revised community level nursing contents: 36 items. Second. for the development of the health promotion nursing action indicators. principles were set up and applied as follows. 1. Developed indicators should be provided with such qualities as comprehensiveness. diversity. developability, availability. practicability. 2. Developed indicators should be provided with functional abilities to measure the conditions and changes in any phenomena or state. inspect the development of the states. control the implementing program. evaluate the result of program and grasp what nurses should do. 3. Developed indicators should be provided with relevance and sequence. 4. Developed indicators should be undergo inspections from the expert. The developed community health promotion action indicators developed in this study. observing above mentioned principles. are total 330 indicators of 95 items. Third. when the main nursing activities were developed for each nursing action indicator. five priciples were set up in accordance with each nursing action indicators to decide main nursing activities. Main nursing activities developed observing those principles. are total 1273. Forth. for the programming of the developed nursing activities. three principles were set up. 1. The nursing activities are systematized in line with (nursing process) (nursing client) (key items of nursing process) (nursing action indicators for health promotion) (nursing activities). 2. The program is constructed in downward and hierarchical order. 3. The program is constructed not in relation to same level activities but in relation to high and low level activities. The process step of programming of developed main health promotion nursing activities are; Step 1. The Developed nursing action indicators are classified into nursing process. Step 2. The main nursing activities are allocated per each nursing action indicators. Step 3. The statement of main nursing activities are inspected. Step 4. The items of main nursing activities allocated by a certain nursing action indicators are sequenced. taking into consideration the elaborateness of activity. the sequency of activity. familiarity of activity. the difficulty of activity. the interest of activity. the frequency of activity. Step 5. The whole developed program should undergo comprehensive and critical inspections.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.4
• /
• pp.19-39
• /
• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.799-812
• /
• 2017

Energy as a powerful and unifying concept to understand natural world has been regarded as one of the key concepts of the science curricula in many countries. However, concerning learning and teaching of energy, various difficulties have been reported widely. This study aimed at analyzing and comparing science curricula of Korea, the U.S., England, and Singapore regarding energy to identify the potential issues for energy curriculum in the future. 2015 revised Korean science curriculum, Next Generation Science Standards of the U.S., Science programmes of study of England, and the Science syllabus of Singapore were compared based on six basic elements of the concept of energy: energy form, energy resource, energy transfer, energy transformation, energy conservation, and energy dissipation. Achievement criteria that include energy were extracted from all curricula and categorized into the six elements. The frequency and distribution of the six elements in the four curricula were compared in terms of school levels and disciplinary areas. Contents of six energy elements were also compared. Though all curricula emphasized energy as a key science concept, we found many differences in the degree of emphasis of basic ideas and specific contents and approaches. Korean curriculum is characterized by 1) high frequency concerning energy form among the elements of the concept of energy, 2) introducing energy forms of unclear meaning, which are not linked with other physical quantities, 3) emphasis on energy conversion in comparison of energy transfer, 4) focusing on mechanical energy conservation instead of more general energy conservation, and 5) absence of the concept of 'system' concerning energy. Issues for energy curriculum development were discussed.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.3
• /
• pp.129-149
• /
• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.2
• /
• pp.145-161
• /
• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• KSCE Journal of Civil and Environmental Engineering Research
• /
• v.43 no.2
• /
• pp.239-247
• /
• 2023

The FIDIC Red Book is an international standard contract condition in which the Employer designs and the Contractor performs the construction. The Engineer of FIDIC Red Book shall agree or determine any matter or Claim in accordance with Sub-Clause 3.7 neutrally, not as an agent of the Employer. This study aimed to derive Key Risk Sub-Clauses out of 49 Sub-Clauses that the Engineer of FIDIC Red Book recently revised in 18 years shall agree or determine according to Sub-Clause 3.7 using the Delphi method. A panel of 35 experts with more than 10 years of experience and expertise in international construction contracts was formed, and through total three Delphi surveys, errors and biases were prevented in the judgment process to improve reliability. As for the research method, 49 Sub-Clauses that engineers shall agree on or determine according to Sub-Clause 3.7 of the FIDIC Red Book were investigated through the analysis of contract conditions. In order to evaluate the probability and impact of contractual risk for each 49 Sub-Clause, the Delphi survey conducted repeatedly a closed-type survey three times on a Likert 10-point scale. The results of the first Delphi survey were delivered during the second survey, and the results of the second survey were delivered to the third survey, which was re-evaluated in the direction of increasing the consensus of experts' opinions. The reliability of the Delphi 3rd survey results was verified with the COV value of the coefficient of variation. The PI Risk Matrix was applied to the average value of risk probability and impact of each of the 49 Sub-Clauses and finally, 9 Key Risk Sub-Clauses that fell within the extreme risk range were derived.

• Informatization Policy
• /
• v.29 no.1
• /
• pp.24-37
• /
• 2022

Amid rapid changes in the ICT environment attributed to the 4th Industrial Revolution, the development of information & communication technology, and COVID-19, the existing internet developed without considering security, mobility, manageability, QoS, etc. As a result, the structure of the internet has become complicated, and problems such as security, stability, and reliability vulnerabilities continue to occur. In addition, there is a demand for a new concept of the internet that can provide stability and reliability resulting from digital transformation-geared advanced technologies such as artificial intelligence and IoT. Therefore, in order to suggest a way of implementing the Korean future internet that can strengthen cybersecurity, this study suggests the direction and strategy for promoting the future internet that is suitable for the Korean cyber environment through analyzing important key factors in the implementation of the future internet and evaluating the trend and suitability of domestic & foreign research related to future internet. The importance of key factors in the implementation of the future internet proceeds in the order of security, integrity, availability, stability, and confidentiality. Currently, future internet projects are being studied in various ways around the world. Among numerous projects, Bright Internet most adequately satisfies the key elements of future internet implementation and was evaluated as the most suitable technology for Korea's cyber environment. Technical issues as well as strategic and legal issues must be considered in order to promote the Bright Internet as the frontrunner Korean future internet. As for technical issues, it is necessary to adopt SAVA IPv6-NID in selecting the Bright Internet as the standard of Korean future internet and integrated data management at the data center level, and then establish a cooperative system between different countries. As for strategic issues, a secure management system and establishment of institution are needed. Lastly, in the case of legal issues, the requirement of GDPR, which includes compliance with domestic laws such as Korea's revised Data 3 Act, must be fulfilled.

• Journal of Science Education
• /
• v.42 no.1
• /
• pp.27-48
• /
• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.