• Korean Journal of Radiology
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• v.24 no.6
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• pp.529-540
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• 2023

Objective: To compare the diagnostic performance and clinical outcomes of 2-mSv computed tomography (CT) and conventional-dose CT (CDCT), following radiology residents' interpretation of CT examinations for suspected appendicitis. Materials and Methods: Altogether, 3074 patients with suspected appendicitis aged 15-44 years (28 ± 9 years, 1672 females) from 20 hospitals were randomly assigned to the 2-mSv CT (n = 1535) or CDCT (n = 1539) groups in a pragmatic trial from December 2013 and August 2016. Overall, 107 radiology residents participated in the trial as readers in the form of daily practice after online training for 2-mSv CT. They made preliminary CT reports, which were later finalized by attending radiologists via addendum reports, for 640 and 657 patients in the 2-mSv CT and CDCT groups, respectively. We compared the diagnostic performance of the residents, discrepancies between preliminary and addendum reports, and clinical outcomes between the two groups. Results: Patient characteristics were similar between the 640 and 657 patients. Residents' diagnostic performance was not significantly different between the 2-mSv CT and CDCT groups, with a sensitivity of 96.0% and 97.1%, respectively (difference [95% confidence interval {CI}], -1.1% [-4.9%, 2.6%]; P = 0.69) and specificity of 93.2% and 93.1%, respectively (0.1% [-3.6%, 3.7%]; P > 0.99). The 2-mSv CT and CDCT groups did not significantly differ in discrepancies between the preliminary and addendum reports regarding the presence of appendicitis (3.3% vs. 5.2%; -1.9% [-4.2%, 0.4%]; P = 0.12) and alternative diagnosis (5.5% vs. 6.4%; -0.9% [-3.6%, 1.8%]; P = 0.56). The rates of perforated appendicitis (12.0% vs. 12.6%; -0.6% [-4.3%, 3.1%]; P = 0.81) and negative appendectomies (1.9% vs. 1.1%; 0.8% [-0.7%, 2.3%]; P = 0.33) were not significantly different between the two groups. Conclusion: Diagnostic performance and clinical outcomes were not significantly different between the 2-mSv CT and CDCT groups following radiology residents' CT readings for suspected appendicitis.

• Advances in aircraft and spacecraft science
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• v.11 no.1
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• pp.83-103
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• 2024

Adhesive bonding is currently widely used in many industrial fields, particularly in the aeronautics sector. Despite its advantages over mechanical joints such as riveting and welding, adhesive bonding is mostly used for secondary structures due to its low peel strength; especially if it is simultaneously exposed to temperature and humidity; and often presence of bonding defects. In fact, during joint preparation, several types of defects can be introduced into the adhesive layer such as air bubbles, cavities, or cracks, which induce stress concentrations potentially leading to premature failure. Indeed, the presence of defects in the adhesive joint has a significant effect on adhesive stresses, which emphasizes the need for a good surface treatment. The research in this field is aimed at minimizing the stresses in the adhesive joint at its free edges by geometric modifications of the ovelapping part and/or by changing the nature of the substrates. In this study, the finite element method is used to describe the mechanical behavior of bonded joints. Thus, a three-dimensional model is made to analyze the effect of defects in the adhesive joint at areas of high stress concentrations. The analysis consists of estimating the different stresses in an adhesive joint between two 2024-T3 aluminum plates. Two types of single lap joints(SLJ) were analyzed: a standard SLJ and another modified by removing 0.2 mm of material from the thickness of one plate along the overlap length, taking into account several factors such as the applied load, shape, size and position of the defect. The obtained results clearly show that the presence of a bonding defect significantly affects stresses in the adhesive joint, which become important if the joint is subjected to a higher applied load. On the other hand, the geometric modification made to the plate considerably reduces the various stresses in the adhesive joint even in the presence of a bonding defect.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.832-859
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• 2011

The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, to suggest how to produce a unified oceanic current map of the East Sea for the students. Twenty-seven textbooks based on the 7th National Curriculum were analyzed and quantitatively investigated on the characteristics of the current maps by comparing with both the previous literature and up-to-date scientific knowledge. All the maps in the textbooks with different mappings were converted to digitalized image data with Mercator mapping using geolocation information. Detailed analysis were performed to investigate the patterns of the Tsushima Warm Current (TWC) in the Korea Strait, to examine how closely the nearshore branch of the TWC flows along the Japanese coast, to scrutinize the features of the offshore branch of the TWC south of the subpolar front in the East Sea, to quantitatively investigate the northern range of the northward-propagating East Korea Warm Current and its latitude turning to the east, and lastly to examine the outflow of the TWC near the Tsugaru Strait and the Soya Strait. In addition, the origins, southern limits, and distances from the coast of the Liman Current and the North Korea Cold Current were analyzed. Other erroneous expressions of the currents in the textbooks were presented. These analyses revealed the problems in the present current maps of the textbooks, which might lead the students to misconception. This study also addressed a necessity in a bridge between scientists with up-to-date scientific results and educators who needed educational materials.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Journal of Life Science
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• v.29 no.7
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• pp.800-808
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• 2019

Charcot-Marie-Tooth disease (CMT) is a group of rare peripheral neuropathies characterized by progressive muscle weakness and atrophy and areflexia in the upper and lower extremities. The most common subtype of CMT is CMT1A, which is caused by a tandem duplication of the PMP22 gene in the 17p12 region. Patients with CMT1A show a loose genotype-phenotype correlation, which suggests the existence of secondary genetic or association factors. Recently, polymorphisms of rs71428439 (n.83A>G) and rs2292832 (n.86T>C) in the MIR149 have been reported to be associated with late onset and mild phenotypic CMT1A severity. The aim of this study was to examine the intrafamilial heterogeneities of clinical phenotypes according to the genotypes of these two SNPs in MIR149. For this study, we selected 6 large CMT1A families who showed a wide range of phenotypic variation. This study suggested that both SNPs were related to the onset age and severity in the dominant model. In particular, the AG+GG (n.83A>G) and TC+CC genotypes (n.86T>C) were associated to late onset and mild symptoms. Motor nerve conduction velocity (MNCV) was not related to the MIR149 genotypes. These results were consistent with the previous studies. Therefore, we suggest that the rs71428439 and rs2292832 variants in MIR149 may serve as genetic modifiers of CMT1A intrafamilial phenotypic heterogeneity, as they have a role in the unrelated patients. This is the first study to show an association using large families with variable clinical CMT1A phenotypes. The results will be helpful in the molecular diagnosis and treatment of patients with CMT1A.

• Resources Recycling
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• v.32 no.1
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• pp.50-59
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• 2023

The amount of dust generated during the dissolution of scrap in an electric arc furnace is approximately 1.5% of the scrap metal input, and it is primarily collected in a bag filter. Electric arc furnace dust primarily consists of zinc and ion. The processing of zinc starts with its conversion into pellet form by the addition of a carbon-based reducing agent(coke, anthracite) and limestone (C/S control). These pellets then undergo reduction, volatilization, and re-oxidation in rotary kiln or RHF reactor to recover crude zinc oxide (60%w/w). Next, iron is discharged from the electric arc furnace dust as a solid called Fe clinker (secondary by-product of the Fe-base). Several methods are then used to treat the Fe clinker, which vary depending on the country, including landfilling and recycling (e.g., subbase course material, aggregate for concrete, Fe-source for cement manufacturing). However, landfilling has several drawbacks, including environmental pollution due to leaching, high landfill costs, and wastage of iron resources. To improve Fe recovery in the clinker, we pulverized it into optimal -sized particles and employed specific gravity and magnetic force selection methods to isolate this metal. A carbon-based reducing agent and a binding material were added to the separated coarse powder (>10㎛) to prepare briquette clinker. A small amount (1-3%w/w) of the briquette clinker was charged with the scrap in an electric arc furnace to evaluate its feasibility as an additives (carbonaceous material, heat-generating material, and Fe source).

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.337-367
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• 2020

In this study, the standard model of next-generation software(SW) education was developed to expand SW education for fostering future talents and to prepare a consistent SW education application system for elementary, middle and high schools in the next revised curriculum. To this end, based on the study of the standard model for elementary and secondary SW education conducted in 2017~2018 academics, basic research and analysis on domestic and foreign SW education, public forums of related organizations and experts, global SW education workshops, and public hearings are held. Through this process, a consistent application system for SW education in elementary, middle, and high schools was established, and the next generation SW education standard curriculum model that can be connected to higher education and industry was developed.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.