• Journal of Yeungnam Medical Science
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• v.40 no.3
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• pp.259-267
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• 2023

Background: Malnutrition and impaired immune responses significantly affect the clinical outcomes of patients with atherosclerotic stenosis. The Controlling Nutritional Status (CONUT) score has recently been utilized to evaluate perioperative immunonutritional status. This study aimed to evaluate the relationship between immunonutritional status, indexed by CONUT score, and postoperative complications in patients undergoing carotid endarterectomy (CEA). Methods: We retrospectively evaluated 188 patients who underwent elective CEA between January 2010 and December 2019. The preoperative CONUT score was calculated as the sum of the serum albumin concentration, total cholesterol level, and total lymphocyte count. The primary outcome was postoperative complications within 30 days after CEA, including major adverse cardiovascular events, pulmonary complications, stroke, renal failure, sepsis, wounds, and gastrointestinal complications. Cox proportional hazards regression analysis was used to estimate the factors associated with postoperative complications during the 30-day follow-up period. Results: Twenty-five patients (13.3%) had at least one major complication. The incidence of postoperative complications was identified more frequently in the high CONUT group (12 of 27, 44.4% vs. 13 of 161, 8.1%; p<0.001). Multivariate analyses showed that a high preoperative CONUT score was independently associated with 30-day postoperative complications (hazard ratio, 5.98; 95% confidence interval, 2.56-13.97; p<0.001). Conclusion: Our results showed that the CONUT score, a simple and readily available parameter using only objective laboratory values, is independently associated with early postoperative complications.

• Journal of Science Education
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• v.33 no.2
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• pp.165-172
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• 2009

Korean 7th national curriculum gave the right to elect the advanced subject such as physics II, chemistry II. Students could elect the subject by their aptitude and interest. But, actually, the choice was constrained by school circumstances such as the number of teacher and the number of class. high school students. We investigated the demand about school science and perception about scientifically specialized high school in which the students could have all advanced science subjects by the survey of 336 middle school students including 148 students in the science education center for the gifted, 220 high school students, and 70 science teachers in capital region. As results of this study, most of the high school opened chemistry and biology advanced subjects, but only 37.1% of them opend physics advanced subject. This constrained students' right of elect the subject by their interest. While most of middle school and high school students normally demanded the more experiment in the class and the easier science content, the students in the science education center for the gifted demanded more science class time. The students who wanted to have science career had very positive recognition of scientifically specialized high school and science teachers agreed to running the scientifically specialized high school.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.2
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• pp.55-82
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• 2012

This study seeks to develop a curriculum operating model for Korean Library and Information Science, based on investigations into LIS curricula at home and abroad. Standard courses that can be applied to this model were also proposed. This study comprehensively analyzed the contents of domestic and foreign curricula and surveyed current librarians in all types of library fields. As a result, this study proposed required courses, core courses, and elective courses. Six required LIS courses are: Introduction to Library and Information Science, Information Organization, Information Services, Library and Information Center Management, Information Retrieval, and Field Work. Six core LIS courses are: Classification & Cataloging Practice, Subject Information Resources, Collection Development, Digital Library, Introduction to Bibliography, and Introduction to Archive Management. Twenty selective LIS courses include: the General Library and Information Science area (Cultural History of Information, Information Society and Library, Library and Copyright, Research Methods in Library and Information Science), the Information Organization area (Metadata Fundamentals, KORMARC Practice), the Information Services area (Information Literacy Instruction, Reading Guidance, Information User Study), the Library and Information Center Management area (Library Management, including management for different kinds of libraries, Library Information Cooperator, Library Marketing, Non-book Material and Multimedia Management (Contents Management), the Information Science area (Database Management, including Web DB Management, Indexing and Abstracting, Introduction to Information Science, Understanding Information Science, Automated System of Library, Library Information Network), and the Archival Science area (Preservation Management).

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.30-40
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• 2005

The purpose of this study is to analyze gifted students' perception of the teaching activities at the gifted science high school (Busan Science Academy), in Busan, Korea, and to investigate the science experiment class practice. In this study, a questionnaire about the curriculum courses, teaching strategies, and evaluation method of the school was administered to 139 gifted students. The verbal interactions during the science experiment class were audio and videotaped, transcribed, and analyzed. The results of this study are as follows: First, according to the gifted students' perception, the credits of specialized courses and advanced elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities, and discussion; on the other hand, the students prefer diverse teaching strategies such as discussion, lecture, experiment, inquiring activities, and problem solving. Third, students prefer a writing test assessment rather than a written report assessment or portfolio assessment. Fourth, the patterns of verbal interaction were different depending on the level of the teachers' questions and interactions between the students in the experiment class facilitated students' inquiry.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Journal of Life Science
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• v.18 no.11
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• pp.1493-1498
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• 2008

We defined factors affecting the postoperative outcome in adult cardiac surgery with cardiopulmonary bypass (CPB). Thirty-two adult patients scheduled for elective cardiac surgery participated in this study. Levels of leukocyte, glutamic oxaloacetic transaminase (GOT), troponin-I (cTNI), interleukin-6 (IL-6), D-dimer and neuron-specific enolase (NSE) were significantly elevated, whereas platelet count declined in cardiac surgery with CPB. GOT and D-dimer levels at CPB-off each had a positive significant correlation significantly with 24 hrs-bleeding, total bleeding, mechanical ventilatory assist time, ICU stay time and length of hospitalization. BUN levels at CPB-off were directly related to total bleeding, mechanical ventilatory assist time, ICU stay time and length of hospitalization. Platelet count at CPB-off was inversely related to mechanical ventilatory assist time, ICU stay time and length of hospitalization. Creatinine concentration at CPB-off interrelated positively with mechanical ventilatory assist time and ICU stay time. NSE levels at CPB-off had a positive relationship with postoperative 24 hrs-bleeding. The length of hospitalization was prolonged proportionally to the elevation of cTNI levels in cardiac surgery. Aortic cross-clamping and total CPB times also related with increase of 24 hrs and total bleeding volumes and the length of hospitalization. IL-6 and ET-1 had no mutual relation with any postoperative outcome. These data suggest that GOT, BUN, creatinine, D-dimer and platelet levels are the most important factors affecting postoperative outcomes and patient's recovery in adult cardiac surgery with CPB.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.4
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• pp.847-856
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• 2016

Flipped learning is a pedagogic model in which the typical lecture and homework elements of a course are reversed. Short video lectures or e-learning contents or other learning materials are viewed by students at home before the in-class session, while students are mainly carried out diverse active learning activities such as the discussions, exercises, team projects and so on in class time. Recently flipped learning has been emerging as an effective teaching-learning method that can train the 21st century talents who can create creative values based on fusion competencies. Based on the experience in applying the flipped learning to the database class that is an elective course of the school of computer engineering through three semesters, this paper proposes a flipped learning model consists of 7 steps in detail. Also, this paper analyzes the effects and weak points of the flipped learning and proposes several things for the successful flipped learning application.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Imaging Science in Dentistry
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• v.43 no.1
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• pp.37-44
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• 2013

Purpose: The aim of this study was to analyze three-dimensional images of the arterial supply to the temporo-mandibular joint. Materials and Methods: Ten patients (five men and five women, mean age 36 years) without signs or symptoms of temporomandibular disorders, who underwent contrast-enhanced computed tomographic (CT) scanning with intravenous contrast, were studied. The direct volume rendering technique of CT images was used, and a data set of images to visualize the vasculature of the human temporomandibular joint in three dimensions was created. After elaboration of the data through post-processing, the arterial supply of the temporomandibular joint was studied. Results: The analysis revealed the superficial temporal artery, the anterior tympanic artery, the deep temporal artery, the auricular posterior artery, the transverse facial artery, the middle meningeal artery, and the maxillary artery with their branches as the main arterial sources for the lateral and medial temporomandibular joint. Conclusion: The direct volume rendering technique was found to be successful in the assessment of the arterial supply to the temporomandibular joint. The superficial temporal artery and maxillary artery ran along the lateral and medial sides of the condylar neck, suggesting that these arteries are at increased risk during soft-tissue procedures such as an elective arthroplasty of the temporomandibular joint.