32 research outputs found
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1) μ₯κΈ°μμμλΉμ€ μ€ μμ€μλΉμ€λ₯Ό μ νΈνλ λμμμ μꡬλλ νκ· 4.28(Β±0.53)μ΄μλ€. μμλ³ μ μλ μμ ν νκ²½ μμ νκ· 4.40(Β±0.69), μ¬νμ μνΈμμ© μμ νκ· 4.38(Β±0.55), μλΉμ€μ μ§ ν₯μ μμ νκ· 4.34(Β±0.64), κ°μΈκ±΄κ°κ°νΈ μμ νκ· 4.28(Β±0.69), μΆμ λ°©μ μ‘΄μ€ μμ νκ· 4.11(Β±0.60)μ μμΌλ‘ μꡬλκ° λκ² λνλ¬λ€
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AbstractMaste
Human Coronavirus in the 2014 Winter Season as a Cause of Lower Respiratory Tract Infection
PURPOSE: During the late autumn to winter season (October to December) in the Republic of Korea, respiratory syncytial virus (RSV) is the most common pathogen causing lower respiratory tract infections (LRTIs). Interestingly, in 2014, human coronavirus (HCoV) caused not only upper respiratory infections but also LRTIs more commonly than in other years. Therefore, we sought to determine the epidemiology, clinical characteristics, outcomes, and severity of illnesses associated with HCoV infections at a single center in Korea.
MATERIALS AND METHODS: We retrospectively identified patients with positive HCoV respiratory specimens between October 2014 and December 2014 who were admitted to Severance Children's Hospital at Yonsei University Medical Center for LRTI. Charts of the patients with HCoV infection were reviewed and compared with RSV infection.
RESULTS: During the study period, HCoV was the third most common respiratory virus and accounted for 13.7% of infections. Coinfection was detected in 43.8% of children with HCoV. Interestingly, one patient had both HCoV-OC43 and HCoV-NL63. Mild pneumonia was most common (60.4%) with HCoV, and when combined with RSV, resulted in bronchiolitis. Two patients required care in the intensive care unit. However, compared with that of RSV infection, the disease course HCoV was short.
CONCLUSION: Infections caused by HCoVs are common, and can cause LRTIs. During an epidemic season, clinicians should be given special consideration thereto. When combined with other medical conditions, such as neurologic or cardiologic diseases, intensive care unit (ICU) care may be necessary.ope
Usefulness of neutrophil-lymphocyte ratio in young children with febrile urinary tract infection
Purpose : Acute pyelonephritis (APN) is a serious bacterial infection that can cause renal scarring in children. Early identification of APN is critical to improve treatment outcomes. The neutrophil-lymphocyte ratio (NLR) is a prognostic marker of many diseases, but it has not yet been established in urinary tract infection (UTI). The aim of this study was to determine whether NLR is a useful marker to predict APN or vesicoureteral reflux (VUR).
Methods : We retrospectively evaluated 298 pediatric patients (ageβ€36 months) with febrile UTI from January 2010 to December 2014. Conventional infection markers (white blood cell [WBC] count, erythrocyte sedimentation rate [ESR], C-reactive protein [CRP]), and NLR were measured.
Results : WBC, CRP, ESR, and NLR were higher in APN than in lower UTI (P<0.001). Multiple logistic regression analyses showed that NLR was a predictive factor for positive dimercaptosuccinic acid (DMSA) defects (P<0.001). The area under the receiver operating characteristic (ROC) curve was high for NLR (P<0.001) as well as CRP (P<0.001) for prediction of DMSA defects. NLR showed the highest area under the ROC curve for diagnosis of VUR (P<0.001).
Conclusion : NLR can be used as a diagnostic marker of APN with DMSA defect, showing better results than those of conventional markers for VUR prediction.ope
Hyponatremia in patients with systemic lupus erythematosus
The aim of this study was to determine whether decreased serum sodium concentration could be associated with the disease activity in SLE. We retrospectively analyzed the data of the two independent cohorts of children and adults with SLE in two centers. Hyponatremia was associated with serum chloride (pβ=β0.004), albumin (pβ=β0.002) and SLE disease activity index (SLEDAI) (pβ=β0.026) in children with SLE. Serum sodium levels were correlated negatively with ESR (pβ=0.001) and positively with serum albumin levels (pβ<β0.0001) and C3 (pβ=β0.008) in children with SLE and those levels were correlated negatively with serum interleukin-6 levels (pβ=β0.003) in adults with SLE. Independent risk factors for the development of hyponatremia were the decreased serum C3 levels (OR 1.069, pβ=β0.031), the decreased serum chloride levels (OR 2.054, pβ=β0.006) and increased erythrocyte sedimentation rate (ESR) (OR 1.066, pβ=β0.03) in children with SLE and increased C-reactive protein (CRP) (OR 1.480, pβ=β0.023) in combined cohorts with SLE by multiple logistic regression analyses. Our study firstly showed that hyponatremia could reflect a disease activity and severe inflammation of SLE.ope
A Case of Ileal Mucormycosis in a Patient with Gastrointestinal Behcetβs Disease
Zygomycosis (mucormycosis) is a rare fungal infectious disease, usually found in association with an immunocompromised state. Gastrointestinal mucormycosis is extremely rare and fatal, thus it is important to detect and manage this disease at an early stage in an effort to improve survival. To date, no cases of mucormycosis superimposed on gastrointestinal Behcetβs disease have been reported. Herein we report a case in which gastrointestinal mucormycosis occurred in a 17-year-old-female with Behcetβs disease. The patient recovered from her disease after undergoing an ileocecectomyope
Clinical Efficacy of Nonsurgical Treatment of Crohn`s Disease-related Intraabdominal Abscess
Background/Aims: This study was conducted to compare the clinical efficacy between surgical and nonsurgical treatments for patients with Crohn`s disease-related intraabdominal abscess. Methods: A retrospective review of medical records was performed for patients admitted to a single institution due to Crohn`s disease-related intra-abdominal abscess from February, 1996 to February, 2008. Clinical outcomes were compared between surgical and nonsurgical groups in terms of treatment responses and recurrences. Results: A total of 47 episodes of intra-abdominal abscesses in 43 patients (12.7%) were identified from 339 patients with Crohn`s disease. Of these, initially, 18 cases (38.3%) underwent surgical treatment and 29 (61.7%) were treated medically (antibiotic treatments with or without percutaneous drainage). The overall treatment response rates of surgical and nonsurgical group were 100% versus 89.7% (p=0.11) and recurrence rates were 27.8% versus 30.8% (p=1.00). Three patients in nonsurgical group (10.3%) showed no response to therapy and ultimately received surgical drainages. The median length of hospitalization in nonsurgical group was shorter than in surgical group (12 and 29.5 days, respectively. p=0.02). Conclusions: Nonsurgical treatment might be as effective as surgical treatment for the treatment of Crohn`s disease-related intraabdominal abscess, especially considering shorter hospital stayope
CRISPR/Cas9 μμ€ν μ μ΄μ©ν akap12Ξ±μ Ξ²μ knockout μ λΈλΌνΌμ¬μ ꡬμΆ
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ μ΅ν©κ³ΌνκΈ°μ λνμ : μ΅ν©κ³ΌνκΈ°μ λνμ λΆμμν λ° λ°μ΄μ€μ μ½νκ³Ό λΆμμν λ° λ°μ΄μ€μ μ½ν μ 곡, 2016. 2. κΉκ·μ.AKAP12 (A-Kinase Anchoring Protein 12) is a scaffolding protein which regulates various biological processes. It has been reported that AKAP12 regulates the cytokinesis progression and involves in the formation of brain-barrier by regulating angiogenesis and tight junction formation. Also, AKAP12 has a tumor suppressor function and relates to cell migration. AKAP12 has several binding partners such as PK (protein kinase) C and A, calmodulin, cyclins, phosphoinositides and Ξ²-1,4 galactosyltransferase. It has been identified that there are three types of AKAP12 isoforms (designated Ξ±, Ξ² and Ξ³) with different promoters in human.
In zebrafish, two types of AKAP12 isoforms, AKAP12Ξ± and AKAP12Ξ², have been reported. We confirmed that AKAP12Ξ± and AKAP12Ξ² were expressed similarly but distinctly.
However, each function of two isoforms is not known so far. To elucidate the role of AKAP12 isoforms, we constructed akap12Ξ± or Ξ² specific knockout zebrafish. To construct knockout zebrafish, we adopted CRISPR/Cas9 (Clustered Regularly Interspaced Short Palindromic Repeats/CRISPR-associated nuclease 9) system which is powerful and efficient tool for genome modifications at the targeted genomic locus.
Here, we reported the construction of akap12Ξ± or Ξ² specific knockout zebrafish using the latest genome editing tool. To confirm the mutagenesis, we performed T7E1 (T7 endonuclease 1) assay. As a result, expected fragments were detected and indicated the CRISPR/Cas9-mediated modification. Also, we confirmed the presence of indel mutation by DNA sequencing of the akap12Ξ± or Ξ² specific target region. The results displayed that several bases were deleted or inserted.
Then, we identified developmental abnormalities of akap12Ξ± or Ξ² specific knockout zebrafish. Trunk defect, hemorrhage and disrupted heart laterality were observed in akap12Ξ± or Ξ² specific knockout zebrafish. However, there was slight difference between akap12Ξ± knockout zebrafish and akap12Ξ² knockout zebrafish in quantitative analysis. In akap12Ξ² knockout zebrafish, abnormal embryos were more observed relatively.
Taken together, these data suggested that AKAP12Ξ± and AKAP12Ξ² performed similar functions, but there was slight difference in expression period and amounts. akap12Ξ² was expressed form the earlier stage and more abundantly. Moreover, akap12Ξ² knockout embryos showed more defects numerically.INTRODUCTION 7
1. AKAP12 (A-Kinase Anchoring Protein 12) 7
2. CRISPR/Cas9 (Clustered Regularly Interspaced Short Palindromic Repeats/CRISPR-associated nuclease 9) system 10
MATERIALS AND METHODS 13
1. Zebrafish maintenance 13
2. Preparation of anti-sense probes 13
3. Whole-mount in situ hybridization 13
4. Isolation of zebrafish RNA and cDNA synthesis 14
5. Polymerase chain Reaction (PCR) 15
6. Morpholino microinjection 15
7. Construction of gRNA 16
8. RNA synthesis 17
9. mRNA microinjection 17
10. T7 Endonuclease 1 Assay 17
11. Microscopy 18
RESULTS 19
1. Expression of akap12 during zebrafish development 19
2. Two isoforms of akap12 in zebrafish 21
3. Identification of spatiotemporal expression of akap12Ξ±, Ξ² 23
4. CRISPR/Cas9-mediated mutagenesis of akap12Ξ± or Ξ² in zebrafish 27
5. Identification of developmental abnormalities of akap12Ξ± or Ξ² knockout zebrafish 30
DISCUSSION 34
REFERENCES 37
ABSTRACT IN KOREAN 41Maste
Developmental Study on Augmented Reality Based Instructional Design Principles
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Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν κ΅μ‘νκ³Ό(κ΅μ‘곡νμ 곡), 2019. 2. μμ² μΌ.Augmented reality enables learners to learn actively, enhances sensory immersion, interest and motivation, and supports learning by experiencing in a real 3D environment, which was only available in 2D through natural interfaces. Therefore, it is effective to apply to learning content that is difficult to understand, difficult to visualize, abstract learning concepts, high risk, and costly experiences and experiments. In recent years, various attempts have been made to apply the advantages of augmented reality to higher education classes as a tool to support effective learning due to active participation of learners.
However, augmented reality in the education field, it is mainly used in elementaryΒ·middleΒ·high schools, as one-time guidance or simple experience through workshops and seminars, and is mainly used for simple games and entertainment rather than professional content that can be effective in learning. In addition, although the selection and use of augmented reality devices and contents should be carried out in the overall class when applying augmented reality to the classroom environment, there is still a lack of guidance and information on how to design classes for augmented reality-based classes, making it difficult to effectively utilize and reflect the advantages of augmented reality. Therefore, in order to effectively use the characteristics of augmented reality, a design principle for augmented reality classes is needed.
This study was conducted for the purpose of developing Instructional principles for designing and implementing augmented reality effectively in the context of higher education based on the unique learning experiences of learners generated through augmented reality. In particular, professors were allowed to understand the introduction and selection of augmented reality in classes and the utilization method of supporting a series of learning activities through the entire class design process. In order to achieve the above objectives, the research questions are (1) to develop instructional principles for AR and (2) to verify the effectiveness of developed instructional principles for the professor and the learner.
Design and development research was adopted in this study and performed by the following procedure. First, for initial instructional principles of augmented reality-based classes, literature review and initial expert interview were conducted, and experts usability test, validation process and on-site validation were carried out for validation. 5 instructional design experts conducted four expert validation and 3 highly educated professors with experience in designing and implementing augmented reality classes participated in usability evaluation. On-site validation carried out pilot on-site validation and on-site evaluation, and on April 30, 2018, a pilot validation was conducted by 1 professor at S University Medical School and 9 learners at the class. In addition to 1 professor at S University Medical School and 16 learners from the class participated in the on-site validation for four weeks from May 4th to May 25th, 2018.
As a result of the study, β Principle of Objective Consistency, β‘Principle of Optimal AR Selection, β’Principle of AR Utilization Mastery, β£Principle of Optimal AR Utilization Environment β€Principle of Active Knowledge Construction, β₯Principle of Visual Intelligence Enhancement, β¦Principle of Collaborative Learning Enhancement, β§Principle of Integrated Evaluation, β¨Principle of Sustainable Reflection, a total of 9 instructional principles were developed as instructional principles for AR class. In addition, a total of 24 detailed guidelines were developed for each instructional principles to implement the principle.
As a result of site application, the classes applied with this instructional principles were helpful for learners' learning and were found to be useful instructional principles that guide professors to systematically design augmented reality-based classes. The WEARER conceptual model for augmented reality-based classes was also presented in addition.
Based on the above findings, the theoreticalΒ·practical implications of this study were discussed in terms of instructional design and practical strategy of augmented reality. As a follow-up study, various empirical studies on the effects of instructional principles, application study of principles in terms of diverse curriculum, and the need for further research on evaluation of AR Class were discussed, and suggested for the need for research on Instructional principles of augmented realityΒ·mixed reality.μ¦κ°νμ€μ νμ΅μμ λ₯λμ μΈ νμ΅μ κ°λ₯νκ² νκ³ , κ°κ°μ λͺ°μ
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νμ₯μ μ©κ²°κ³Ό, λ³Έ μμ
μ€κ³ μ리λ κ΅μμκ° μ¦κ°νμ€ κΈ°λ° μμ
μ 체κ³μ μΌλ‘ μ€κ³ν μ μλλ‘ μλ΄νλ μ μ©ν μ€κ³μ리μμ νμΈνμκ³ , νμ΅μμ μ§μμ΅λμλ λμμ΄ λμλ€λ κ²μ νμΈνμλ€.
λ§μ§λ§μΌλ‘ μ¦κ°νμ€ κΈ°λ° μμ
μ μν WEARER μ μ°¨λͺ¨νμ μΆκ°μ μΌλ‘ μ μνμλ€.
μ΄μμ μ°κ΅¬κ²°κ³Όμ κΈ°μ΄νμ¬ λ³Έ μ°κ΅¬μ μ΄λ‘ μ Β·μ€μ²μ ν¨μλ₯Ό μ¦κ°νμ€μ κ΅μμ€κ³ μΈ‘λ©΄κ³Ό μ€μ²μ λ΅ μΈ‘λ©΄μμ λ
Όμνμλ€. νμμ°κ΅¬λ‘μ μμ
μ€κ³ μ리μ ν¨κ³Όμ λν λ€κ°μ μΈ μ€μ¦ μ°κ΅¬, λ€μν κ΅κ³Όλ§₯λ½μμμ μ리 μ μ© μ°κ΅¬, μ¦κ°νμ€ κΈ°λ° μμ
νκ° μ°κ΅¬μ λν μΆν μ°κ΅¬μ νμμ±μ λν΄μ λ
Όμνμκ³ , κΈ°μ μ ꡬν λ°©λ²μ λ°λ₯Έ μ¦κ°νμ€ μ νλ³ μμ
μ€κ³ μ리μ λν μ°κ΅¬ λ±μ΄ νμν¨μ μ μΈνμλ€.I. μλ‘ 1
1. μ°κ΅¬μ νμμ± λ° λͺ©μ 1
2. μ°κ΅¬ λ¬Έμ 9
3. μ°κ΅¬μ μμ 9
4. μ©μ΄ μ μ 12
β
‘. μ΄λ‘ μ λ°°κ²½ 14
1. μ¦κ°νμ€μ νΉμ±κ³Ό μ ν 14
κ°. μ¦κ°νμ€μ κ°λ
λ° νΉμ§ 14
λ. μ¦κ°νμ€ λΆλ₯ λ° κ΅¬μ±μμ 23
λ€. μ¦κ°νμ€ κ°λ° λ° νμ©λΆμΌ 37
2. μ¦κ°νμ€μ κ΅μ‘μ νμ© 46
κ°. μ¦κ°νμ€ κ΅μ‘μ½ν
μΈ λΆλ₯ λ° μ μ©μ¬λ‘ 46
λ. μ¦κ°νμ€ μ°κ΅¬νΉμ± 63
3. μ¦κ°νμ€ κΈ°λ° μμ
μ μν μ€κ³μ리 67
κ°. ꡬμ±μ£Όμμ μ΄λ‘ μ κΈ°μ 67
λ. μ¦κ°νμ€ κΈ°λ° μμ
μ€κ³ μ리 95
β
’. μ°κ΅¬λ°©λ² 103
1. μ¦κ°νμ€ κΈ°λ° μμ
μ μν μ€κ³μ리 κ°λ° 107
κ°. μ νλ¬Έν κ²ν μ μ΄κΈ° μ λ¬Έκ° λ©΄λ΄μ ν΅ν μ΄κΈ° μμ
μ€κ³μ리 κ°λ° 107
λ. μ€κ³μ리μ λν μ λ¬Έκ° νλΉν 109
λ€. μ€κ³μ리μ λν μ¬μ©μ± νκ° 115
2. μ¦κ°νμ€ κΈ°λ° μμ
μ€κ³ μλ¦¬κ° μ μ©λ μμ
μ λν κ΅μμ λ° νμ΅μ λ°μ μ‘°μ¬ 117
κ°. μλΉ νμ₯ νκ° 118
λ. νμ₯ νκ° 122
IV. μ°κ΅¬κ²°κ³Ό 129
1. μ΄κΈ° μ리 κ°λ° 129
κ°. μ νλ¬Έν κ³ μ°°κ³Ό μ΄κΈ° μ λ¬Έκ° λ©΄λ΄μ ν΅ν ꡬμ±μμ λ° μ΄κΈ° μ€κ³μ리 λμΆ 129
λ. μ΄κΈ°μ€κ³μ리μ μμΈμ§μΉ¨ 144
2. λ΄μ νλΉν 149
κ°. μ€κ³μ리μ λν μ λ¬Έκ° νλΉν 149
λ. κ°λ³μ€κ³μ리μ λν μ λ¬Έκ° νλΉν 153
λ€ μ¬μ©μ± νκ° 181
3. μΈμ νλΉν 184
κ°. μλΉ νμ₯ νκ°λ₯Ό μν μμ
μ μ€κ³ λ° μ€ν 185
λ. κ΅μμ λ°μ 188
λ€. νμ΅μ λ°μ 191
λΌ. νμ₯ νκ°λ₯Ό μν μμ
μ μ€κ³ λ° μ€ν 202
λ§. κ΅μμ λ°μ 212
λ°. νμ΅μ λ°μ 214
μ¬. μ΅μ’
μ€κ³μ리μ μμΈμ§μΉ¨ 237
V. λ
Όμ λ° κ²°λ‘ 262
1. λ
Όμ 262
κ°. μ¦κ°νμ€ κΈ°λ° μμ
μ μν κ΅μμ€κ³ 262
λ. μ¦κ°νμ€ κΈ°λ° μμ
μ μν μ€μ²μ λ΅ 266
λ€. μ¦κ°νμ€ κΈ°λ° μμ
μ μν μ μ°¨λͺ¨ν 270
λΌ. μ°κ΅¬κ²°κ³Όμ μ΄λ‘ μ Β·μ€μ²μ ν¨μ 275
2. κ²°λ‘ λ° μ μΈ 277
κ°. μμ½ λ° κ²°λ‘ 277
λ. μ°κ΅¬μ νκ³ λ° μΆν μ°κ΅¬λ₯Ό μν μ μΈ 280
μ°Έκ³ λ¬Έν 283
λΆλ‘ 309
ABSTRACT 419Docto
μ¬λ κ΅¬κ° νΈνμΈν¬μμ’ λ° κ΅¬κ°μ μΈν¬μ£Όμμ Caveolin-1 μ μ μ λ³μ΄ λ° λ°ν λ³ν
Thesis (doctoral)--μμΈλνκ΅ λνμ :μΉμνκ³Ό ꡬκ°μννμ 곡,2002.Docto
νμ±μ λμ Universal Townμ‘°μ±κ³ν : λ°μμ§κ΅¬ μ€μ¬μμ μ§λ₯Ό λμμΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ νκ²½λνμ :νκ²½μ‘°κ²½νκ³Ό,2002.Maste