• Journal of Gastric Cancer
• /
• v.24 no.3
• /
• pp.246-256
• /
• 2024

Purpose: Peritoneal carcinomatosis (PC) presents a major challenge in the treatment of late-stage, solid tumors, with traditional therapies limited by poor drug penetration. We evaluated a novel hyperthermic pressurized intraperitoneal aerosol chemotherapy (HPIPAC) system using a human abdominal cavity model for its efficacy against AGS gastric cancer cells. Materials and Methods: A model simulating the human abdominal cavity and AGS gastric cancer cell line cultured dishes were used to assess the efficacy of the HPIPAC system. Cell viability was measured to evaluate the impact of HPIPAC under 6 different conditions: heat alone, PIPAC with paclitaxel (PTX), PTX alone, normal saline (NS) alone, heat with NS, and HPIPAC with PTX. Results: Results showed a significant reduction in cell viability with HPIPAC combined with PTX, indicating enhanced cytotoxic effects. Immediately after treatment, the average cell viability was 66.6%, which decreased to 49.2% after 48 hours and to a further 19.6% after 120 hours of incubation, demonstrating the sustained efficacy of the treatment. In contrast, control groups exhibited a recovery in cell viability; heat alone showed cell viability increasing from 90.8% to 94.4%, PIPAC with PTX from 82.7% to 89.7%, PTX only from 73.3% to 74.8%, NS only from 90.9% to 98.3%, and heat with NS from 74.4% to 84.7%. Conclusions: The HPIPAC system with PTX exhibits a promising approach in the treatment of PC in gastric cancer, significantly reducing cell viability. Despite certain limitations, this study highlights the system's potential to enhance treatment outcomes. Future efforts should focus on refining HPIPAC and validating its effectiveness in clinical settings.

• Korean Circulation Journal
• /
• v.52 no.6
• /
• pp.444-454
• /
• 2022

Background and Objectives: The aim of this study was to demonstrate the efficacy and safety of treatment with drug-coated balloon (DCB) in a large real-world population. Methods: Patients treated with DCBs were included in a multicenter observational registry that enrolled patients from 18 hospitals in Korea between January 2009 and December 2017. The primary outcome was target lesion failure (TLF) defined as a composite of cardiovascular death, target vessel myocardial infarction, and clinically indicated target lesion revascularization at 12 months. Results: The study included 2,509 patients with 2,666 DCB-treated coronary artery lesions (1,688 [63.3%] with in-stent restenosis [ISR] lesions vs. 978 [36.7%] with de novo lesions). The mean age with standard deviation was 65.7±11.3 years; 65.7% of the patients were men. At 12 months, the primary outcome, TLF, occurred in 179 (6.7%), 151 (8.9%), 28 (2.9%) patients among the total, ISR, and de novo lesion populations, respectively. A history of hypertension, diabetes, acute coronary syndrome, previous coronary artery bypass graft, reduced left ventricular ejection fraction, B2C lesion and ISR lesion were independent predictors of 12 months TLF in the overall study population. Conclusions: This large multicenter DCB registry study revealed the favorable clinical outcome of DCB treatment in real-world practice in patient with ISR lesion as well as small de novo coronary lesion.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.337-346
• /
• 2020

In this study, we investigated the characteristics of students participating in Science Core high schools classes and their relevance to Positive Experiences on Science (hereinafter, PES), and factors causing PES, presented by the students of Science Core high schools. A total of 20 students and five teachers in four regions across the country participated in the in-depth interview, which were conducted with the focus group of students first, and then in-depth interviews with teachers. Based on the interview results, we explored teaching and learning experiences helpful to the PES, assessment experiences resulting in the PES, and ways to support Science Core high schools to enhance their PES. Students and teachers of Science Core high schools argued that students' participation will increase only if they engage in classes while drawing attention within the range that students can understand, students' PES such as scientific interest can be improved through experiments in which students choose topics or design their own exploration process, science competencies such as science problem solving ability and scientific thinking ability should be developed through exploratory experiment activities that fit the nature of science, etc. In addition, regarding ways to improve and support Science Core high schools to enhance PES, securing science class hours, restructuring the contents of science elective courses, and necessity of maintaining Science Core high schools are suggested. Based on the research results of science high school students' PES, ways to improve the PES of general high school students are discussed.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.217-226
• /
• 2020

The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers' perception. To this end, with 12 city and provincial education offices' cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers' teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested.

• KOREAN JOURNAL OF CROP SCIENCE
• /
• v.34 no.1
• /
• pp.74-80
• /
• 1989

Twentyseven rice cultivars were compared Quantitatively and classified by 15 agronomic traits. For this, 12 Tongil-type rice cultivars and 15 Japonica-type rice cultivars were transplanted at the experimental farm of the Yeongnam Crop Experiment Station on May 25 in 1987. Jangseongbyeo belonging to Tongil-type had the greatest dissimilarity total among 27 rice cultivars and followed by Chilseongbyeo, Gayabyeo, Hangangchalbyeo, Gihobyeo (Tongil-type) and Sangpoongbyeo (Japonica-type) while cultivars having greatest similarity total were Daecheongbyeo and Yeongsanbyeo and followed by Nagdongbyeo, Sinsunchalbyeo, Gwangmyeongbyeo, Yeongdeogbyeo, Palgongbyeo and Dongjinbyeo that were all belonging to Japonica-type cultivars. CuItivar pairs having the greatest dissimilarity coefficient (50-55％) were combinations of Gayabyeo and Sangpungbyeo, Gihobyeo, or Seonambyeo, combinations of Chilseongbyeo and Jangseongbyeo, Sangpung-byeo, Chucheongbyeo, Gihobyeo or Seonambyeo and combinations of }angseongbyeo and Gwangmyeong-byeo, Sangpungbyeo, Gihobyeo, Daechangbyeo or H waseongbyeo. On the other hand, cultivar pairs having the greatest similarity coefficient (above 85 ％) were combinations of Dongjinbyeo and Sinsunchalbyeo, Daecheongbyeo, Somjinbyeo or Yeongsanbyeo, combination of Sangpungbyeo and Gihobyeo, combinations of Yeongdeogbyeo and Yeongsanbyeo or Palgongbyeo, combination of Gwangmyeongbyeo and Yeongdeogbyeo, Combinations of Nagdongbyeo and Gwangmyeongbyeo, Yeongdeogbyeo, Daecheongbyeo, Hwaseongbyeo or Yeongsanbyeo, combinations of Sinsunchalbyeo and Daecheongbyeo or Yeongsanbyeo, combinations of Somjinbyeo and Daecheongbyeo or Yeongsanbyeo and combination of Daecheongbyeo nd Yeongsanbyeo. Two-dimensional ordination analysis method provided the information on cultivar classification between Japonica-type and Tongil-type cultivars except a few cultivars. Only two cultivars, Joongweonbyeo and Seomjinbyeo were located opposit area that implied Tongil-type cultivar Joongweonbyeo was rather close to Japonica-type while Japonica-type cultivar Seomjinbyeo was rather close to Tongil-type, respectively. Sinsunchalbyeo and Daecheongbyeo, on the other hand, were located on the line between two cultivar groups. The method of two-dimensional ordination analysis concluded as feasible approach to classify cultivars Quantitatively for the practical purpose.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.145-154
• /
• 2021

This study aims to investigate teachers' perceptions of the composition of high school science elective courses ahead of the 2022 curriculum revision, and to derive implications for the organization of the 2022 revised science curriculum in preparation for the full implementation of the high school credit system. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 192 science teachers responded to the questionnaire. In addition, 12 high school science teachers were selected as a focus group, and in-depth interviews were conducted to investigate opinions on the restructuring of elective courses in science. Main research results include 129 (67.2%) science teachers in the survey answered that the current 2015 curriculum's science and elective courses system should be maintained. In the next curriculum, when reconstructing science elective subjects, it is necessary to provide an opportunity to experience the entire contents of each science field through Science I·II system as before, and to ensure student choice in preparation for the credit system. In addition, the opinion that general elective subjects should be organized to include all the contents of science I and II subjects was the highest. Through in-depth interviews, science teachers emphasized that the current science I subject system allows access to the content areas of science as much as possible as the number of subjects is small, and that subjects, such as physics, where the hierarchy of concepts is important, should deal with important content within one subject rather than divided by area. On the other hand, in the current I subject system, there is no subject for liberal arts students to choose from, so teachers suggested that science electives should be organized by subdividing each content area. Based on the research results, the necessity of organizing high school science elective courses in consideration of the purpose of the high school credit system, ways to organize science-convergence elective courses as subjects for all students regardless of career aptitude, ways to organize science-career elective courses, and ways to organize science elective courses in connection with the college admission system were proposed.