2009/04/02 04:53

Bada Shines - Photos

When Seojin turned one

20080504 Baby dedication ceremony

20080606 Jean and Annie's dinner

BadaShines

OpenDiary

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2009/04/02 03:44

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Impressionism Portrait

2006.01.30 16:29:29

Impressionism portrait,

at my office in Berkeley

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2009/04/02 03:40

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Great Thanks to God

2006.02.25

My Father God,

Due to your unimaginable grace and mercy, and your blessings,

I was able to present my new research initiative splendidly.

Everyone who heard my research was truly satisfied and stimulated.

What did this come from. This came from your capability and your grace.

I worship you, my God. I truly worship you, my God.

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2009/04/02 03:09

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Prof. Walrand's Comment on Ph.D Research

2006.03.02 04:29:41

Prof. Walrand's Comment on Ph.D Research

This comment was given to me as a response when I requested him to be a research advisor.

Be creative: If you do the trivial and obvious research, then you can still graduate and find a company position. However, that research is useless. It does not have impact. If you think to find a university faculty position, you have to do a non-trivial research. Based on my experience, it is possible to do the non-trivial research.
Be Confident: Target the moon and shoot. Also you have to believe yourself. Some believe that they cannot do the non-trivial research. But be confident.
Share your idea with others: I have seen some people who are worrying about sharing of ideas since credits will be reduced. From my experience, sharing gives better results. Please do not be afraid of sharing ideas.
Not the Wireless Sensor Network: I do not want to be the 52nd person to jump in the WSN. I am not interested in the area that everybody is involved in.
Topics: Think about it. Share it in the research group meeting.

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2009/04/02 03:07

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My B'Day

2006.03.05 17:33:03

From my wife's homepage [cyworld]

하나님을 경외할 줄 아는 사람

꿈을 가진 사람

사랑이 가득한 사람

성실하고 정직한 사람

아이처럼 순수한 사람

늘 나의 편이 되주는 사람

아내의 요리에 늘 감동하는 사람

내게 가장 멋진 사람

늘 존경하고픈 사람

포.스.는 내게 그런 사람입니다.

감사해요..

그리고 마음가득 축복해요.

카드를 읽으며 눈물을 보인 포스 ㅠㅠ

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2009/04/02 03:06

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Game Theory

2006.03.11 06:46:19

One lesson from Game theory:

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2009/04/02 03:05

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Lake Tahoe

2006.03.26 06:29:31

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2009/04/02 03:04

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태에 복을 주신 하나님

2006.04.23 01:54:29

감사합니다 하나님 가슴이 북받치고 미소만 가득해 아무말이 안나옵니다.

하나님의 은혜와 기쁨과 희락과 평강을 더하시고 하나님의 지혜와 능력으로 아기와 어머니 그리고 가정에 축복을 더하여 주소서

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2009/04/02 03:03

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I am taking care of pregnant my wife

2006.04.29 15:28:35

Sketch for my wife who felt dizzy while I was at school.

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2009/04/02 03:02

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Jinhan Cha

2006.05.02 04:44:15

Jinhan Cha (A traditional Korean tea)

Ingrediants:

peony + hedysarum + cinnamon + licorice + arrowroot + ginger + the root of a kudzu + Chinese matrimony vine + Maximowiczia typica + pine nuts + jujube + peanuts

Efficacy:

When one's body or mind feels fatigue, or frailities after heavy disease continues. One who is sensitive to summer heat can live along and forget the heat if he drinks this every day.

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2009/04/02 03:00

Past Blogs

발표

2006.05.03 16:07:08

오늘 수업시간에 30 slides 분량의 talk 을 25분만에 해냈다.

완급을 조절하며, 여러가지 수사법을 섞어가며, 때로 재미있게, 때로 단호하게 얘기하고, 중간에 수시로 나오는 질문에 답해가면서. 발표 마치고 교수님이 'Thank you' 를 네 번이나 말씀하셨다, 문을 나설때까지.

미국 온지 8개월만의 일이다

Thank you God. All is from you.

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2009/04/02 03:00

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English Number Expressions

2006.05.04 04:01:30

General Rules

1. Numbers zero through ten are spelled out.

2. All numbers over ten are expressed in figures.

Exceptions

1. Spell a number that begins a sentence even when other numbers in the sentence are shown in figures.

Twelve of my friends are going to the movies; 11 are staying home.

2. Use figures for numbers one to ten when they are used with numbers above ten.

The team ran 11 miles on Monday, 5 miles on Tuesday, and 14 miles on Wednesday.

3. Use figures to express dates and times – except when used with the word o’clock.

Daylight savings time ends at 2:00 a.m. on October 25.

4. Use figures for house numbers except house number One.

My friend moved from 10 Sleight Street to One School Street.

5. Use figures to express measures and weights.

The carton measures 2 feet by 9 inches and weighs 5 pounds.

6. Use figures for numbers following nouns.

Everyone was supposed to read Chapter 2, pages 10 and 15.

7. Capitalize nouns preceding numbers – except page and line.

The warm up is page 71, Section 28, lines 12 and 15.

8. Spell and initial cap names of small-numbered streets and avenues ten and under.

The train station is on Fifth Avenue in Naperville.

9. Spell indefinite numbers.

Around eighty percent of the students studied hard for the test and received an “A.”

From http://www.naperville203.org/

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2009/04/02 02:59

Past Blogs

Professors,

2006.05.12 18:50:09

well prepared, highly motivated and strongly supported

- from Tomorrow's Professor

Goal is to have impact.

- David Patterson,

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2009/04/02 02:58

Past Blogs

Where to Publish Your Paper

1) If you understand it and can prove it, then send it to a journal of mathematics.

2) If you understand it, but can't prove it, then send it to a physics journal.

3) If you can't understand it, but can prove it, then send it to an economics journal.

4) If you can neither understand it nor prove it, then send it to a psychology journal.

5) If it attempts to make something important out of something trivial, then send it to a journal of education.

6) If it attempts to make something trivial out of some- thing important, send it to a journal of metaphysics.

There are three kinds of researchers: Those who can do math and those who cannot. --Tom Rusk Vickery

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2009/04/02 02:58

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Summary of Spring semester

2006.05.20 06:47:31

Summary of Spring semester

Two papers
Four talks
Wireless communications
Game theory
ZeroCollision random backoff algorithm
Exercise: racquet ball and running
Wife's pregnancy
Yosemite and Napa valley trip
Two concurrent English capability modes: Half-native sometimes, Total-dumb for the rest

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2009/04/02 02:57

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Darling my wife

2006.05.29 08:44:07

사이판 마나가하 섬에서

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2009/04/02 02:56

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세종 1권 총서

2006.05.31 16:41:56

Don't you thinks this is so beautiful.

갑신에 세자에게 궁(宮)을 주고 교지로 부인 경숙 옹주(敬淑翁主)를 경빈(敬嬪)으로 봉하였다. 병신에 태종이 정전(正殿)에 나와 세자를 책봉하니, 그 책문에 이르기를,

“ 세자를 세움은 인심에 관계되는 것이매, 실로 큰 전칙(典則)이 되는 것이다. 원량(元良)을 가리어 나라의 근본을 바로잡으려 할진댄, 오직 지공하여야 할 것이다. 이제 이 명(名)과 위(位)의 높음을 바르게 하여 책봉의 예식을 거행하노니, 너 충녕 대군 도는 관홍(寬弘)·장중(莊重)하고 효제(孝悌)·겸공(謙恭)하여, 사랑과 공경으로써 어버이를 섬기되, 아무 때에라도 조심조심하며, 총명한 자질에 배움을 즐겨하여, 날마다 부지런히 부지런히 하여, 나라 일을 부탁함에 합당하고, 신하와 백성이 우러러 소망을 둘새, 이러므로 너를 책봉하여 왕세자를 삼노라. 아아, 하늘이 밝은 덕을 돌보시고 귀신이 그 정성을 흠향하니, 제사를 맡아 계통을 잇되 늘 책임이 어렵고도 큼을 생각하여, 깊은 못에 다다른 듯이, 얇은 얼음을 밟는 듯이 하여야 길이 복록을 누리리라.”

하고, 경빈에게 책문을 내리기를,

“ 공의(公義)를 따라 원량(元良)을 세우니, 세자의 자리가 곧 정해졌고, 배필을 신중히 하여 종사를 받드니, 위호(位號)를 마땅히 높여야 할 것이다. 이에 아름다운 칭호로써 떳떳한 법전(法典)을 따르노니, 아아, 너 심씨(沈氏)는 곧고 아름다운 성품과 단정한 몸가짐으로 늘 공경함과 두려운 마음을 지녔고, 일찍이 근검한 덕이 현저하여 능히 부도(婦道)에 도타왔으니 한 집안 식구 됨에 합당한지라, 이에 좋은 날을 가리어 대례의 절차를 이에 갖출새, 이제 신하 아무를 보내어 경빈에 책봉하노니, 정숙하고 화기롭게 힘쓸지니 정성은 남편이 정치에 근면하기를 권고하고 돕기에 간절히 하여, 힘써 서로 받들 것이며, 자손이 번창하여, 상서로움이 더욱 클지어다.”

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2009/04/02 02:55

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Say Hello to it

2006.06.07 07:41:07

The first sonogram of Porce & Bada's baby. (We do not know wheter it is he or she yet)

Say Hi !

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2009/04/02 02:54

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Ten Things I Wish Someone Had Told Me

2006.06.21 05:03:02

Ten Things I Wish Someone Had Told Me

By: Vlad Tarko, Sci-Tech News Editor

Why are election polls often inaccurate? Why is racism wrong? Why are your assumptions often mistaken? The answers to all these questions and to many others have a lot to do with the non-ergodicity of human ensembles. Many scientists agree that ergodicity is one of the most important concepts in statistics. So, what is it?

Ergodicity is usually described in terms of objective properties of an ensemble of objects, and the discussion often gets lost in mathematical subtleties and thus it is often difficult to understand. Nonetheless, I will describe it in bayesian, subjectivist terms; hopefully this will make the concept very accessible.

Suppose you are concerned with determining what the most visited parks in a city are. One idea is to take a momentary snapshot: to see how many people are this moment in park A, how many are in park B and so on. Another idea is to look at one individual (or few of them) and to follow him for a certain period of time, e.g. a year. Then, you observe how often the individual is going to park A, how often he is going to park B and so on.

Thus, you obtain two different results: one statistical analysis over the entire ensemble of people at a certain moment in time, and one statistical analysis for one person over a certain period of time. The first one may not be representative for a longer period of time, while the second one may not be representative for all the people.
The idea is that an ensemble is ergodic if the two types of statistics give the same result. Many ensembles, like the human populations, are not ergodic.

The importance of ergodicity becomes manifest when you think about how we all infer various things, how we draw some conclusion about something while having information about something else. For example, one goes once to a restaurant and likes the fish and next time he goes to the same restaurant and orders chicken, confident that the chicken will be good. Why is he confident? Or one observes that a newspaper has printed some inaccurate information at one point in time and infers that the newspaper is going to publish inaccurate information in the future. Why are these inferences ok, while others such as “more crimes are committed by black persons than by white persons, therefore each individual black person is not to be trusted” are not ok?

The answer is that the ensemble of articles published in a newspaper is more or less ergodic, while the ensemble of black people is not at all ergodic. If one searches how many mistakes appear in an entire newspaper in one issue, and then searches how many mistakes one news editor does over time, one finds the two results almost identical (not exactly, but nonetheless approximately equal). However, if one takes the number of crimes committed by black people in a certain day divided by the total number of black people, and then follows one random-picked black individual over his life, one would not find that, e.g. each month, this individual commits crimes at the same rate as the crime rate determined over the entire ensemble. Thus, one cannot use ensemble statistics to properly infer what is and what is not probable that a certain individual will do.

Or take an even clearer example: In an election each party gets some percentage of votes, party A gets a%, party B gets b% and so on. However, this does not mean that over the course of their lives each individual votes with party A in a% of elections, with B in b% of elections and so on.

These were examples of why, in some cases - the non-ergodic cases, one cannot use ensemble statistics to infer something about a particular individual. There is also a complementary problem, faced by the scientists doing opinion polls. They gather data from a very small number of individuals and try to infer the characteristics of the entire ensemble. In order to do this as accurately as possible they don't simply pick the individuals at random; they partition the human ensemble on the basis of some criteria (such as age or income) and afterwards they randomly pick individuals inside each partition being careful that each partition is being represented. It is worth noting that the so-called margin of error of the opinion polls is not really a margin of error. This margin of error is computed assuming that the human ensemble (or more precisely, the partitions they establish) is (are) ergodic. But in reality they are not.

A similar problem is faced by scientists in general when they are trying to infer some general statement from various particular experiments. When is a generalization correct and when it isn't? The answer concerns ergodicity. If the generalization is done towards an ergodic ensemble, than it has a good chance of being correct.

A small measure of ignorance can be an asset when starting a business, alumnus Amol Joshi told a gathering of Georgia Tech's brightest students at the annual President's Scholars luncheon in November.

This was the first of "10 Most Important Things I Didn't Learn at Georgia Tech, But I Wish Someone Had Told Me," a tongue-in-cheek list of entrepreneurial advice compiled by Joshi, EE 92, an entrepreneur and vice president of marketing for BayPackets Inc., a communications software company he co-founded in Fremont, Calif.

The tips he shared with students were:

10. Youth and inexperience are often an asset when starting a company. "In fact they are a great asset," Joshi said. "You are never too young to start a company, you just have to be naive enough to do it and crazy enough to try."

9. Education is the only investment guaranteed never to decrease in value. "The more and longer you invest in your education, the more the benefit to you will be," Joshi said.

8. Don't be afraid of making mistakes, be afraid of not making them quickly enough. "The earlier you make mistakes, the more time you have to recover," Joshi said.

7. Never ask someone to do something you wouldn't do yourself. "Leadership by example is the best way to lead an organization," he said.

6. Be a team player. "A lot of the success you experience in the future will not only be based on your individual performance, but how you work in a team," Joshi said.

5. Your most important team is your family and friends. Joshi said, "Sometimes the only people who will believe you and believe in you are your friends, co-workers and family."

4. "Sales and marketing is not selling out to the dark side, that is keeping yourself in business," Joshi said.

3. Learn how to raise money. "No matter what kind of organization you are involved in, this will be a valuable skill to have," Joshi said.

2. Build your personal brand. "This is something I didn't understand when I was at Georgia Tech because I didn't have exposure to business. What I learned at business school was that you have to think about the brand and the image you project," Joshi said.

1. Dream big. "It may take a long time to get there and accomplish what you want to do, but dream big," Joshi said. "Only good things can happen to you if you pursue your dreams."

Joshi previously worked as the vice president of sales and marketing at BeVocal Inc., a speech recognition software company that he co-founded in 1999.

Joshi was a President's Scholar at Tech and earned an MBA and a master's degree in engineering sciences from Dartmouth College, where he was awarded the Junior Achievement Foundation scholarship for entrepreneurship.

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Posted by porce

트랙백0 댓글0

2009/04/02 02:53

Past Blogs

Dr(candidate). Shin's Big-letter Proof series

2006.06.24 03:09:51

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Posted by porce

트랙백0 댓글1

2009/04/02 02:52

Past Blogs

Excellent English Expressions

2006.06.24 07:01:37

1. Give my best regards to your mother. 어머니께 안부전해 주세요.
2. What lesson are we on now? 지금 몇과를 할 차례인가요?
3. What unit are we on now? 지금 어느 단원을 할 차례인가요?
4. What page are we on now? 지금 몇 페이지 할 차례인가요?
5. This picture does not do her justice. 이 사진에는 그녀가 잘 나오지 않았다.
6. Count from 11 to 20,and count back from 20 to 11. 11~20까지 세어 보세요. 그리고 20부터 11까지 거꾸로도 세어 보세요.
7. You look fine in this picture. 이 사진에 네가 잘 나왔다.
8. May I put the television on? TV를 켜도 될까요?
9. May I ask you a favor? 부탁이 하나 있습니다.
10. Here's a little birthday present for you. 여기 너를 위해 작은 선물을 하나 준비했어.
11. Which is the short cut to the station? 정거장으로 가는 지름길이 어느것 입니까?
12. I hurt my foot during the blackout. 정전이 되는 사이에 발을 다쳤어
13. I am a stranger here myself. 저는 여기가 초행길입니다.
14. I slipped on the stairs and fell down. 계단에서 미끄러져 넘어졌어
15. I give you my word for it. 그것은 내가 보증합니다.
16. I hope you'll be well soon. 곧 낫기를 바래
17. Can you tell me where the bathroom is? 화장실이 어디에 있습니까?
18. He gave it to me for nothing. 그것을 공짜로 내게 주었다.
19. It's in the middle of this hallway. 복도 중간에 있습니다.
20. Now we are through for today. 오늘 일은 이제 끝났다.
21. Just walk down to the third door and turn right. 세번째 문까지 가서 오른쪽으로 도세요.
22. He is to blame for this state of affairs. 일이 이렇게 된 것은 그의 책임이다.
23. Will you take this book back to the library for me? 이 책을 도서관에 반납해 주시겠습니까?
24. We were caught in a shower. 우리는 소나기를 만났다.
25. You can't go to the library in that shirt. 그 셔츠 차림으로는 도서관에 갈 수 없어
26. This tie does not go with your suit. 이 타이는 너의 옷과 어울리지 않는다.
27. I cut my finger on a knife. 나이프에 손가락을 베었다.
28. I cannot help laughing. 나는 웃지 않을 수 없었다.
29. You better go see a doctor. 병원에 가보는게 좋을 것 같다.
30. There in no time to lose. 우물쭈물할 시간이 없다.
31. My teacher hasn't shown up yet. 선생님이 아직 안 오셨어.
32. What grade are you in? 몇 학년이니?
33. How shall we spend this on free period? 이 공간 시간을 어떻게 보내지?
34. She writes a good hand. 그녀는 글씨를 잘 쓴다.
35. He has a lot of nerve. 그는 베짱이 좋다.
36. How about you? 당신은 어떤가요?
37. He is everybody's friend. 그는 팔방미인이다.
38. The train leaves every 15 minutes. 기차는 매 15분마다 떠난다.
39. My office is next door to the bank. 사무실은 은행 바로 옆에 있다.
40. Are you free on Saturday afternoons? 토요일 오후에 한가하니?
41. May I take the afternoon off? 오후에 쉬어도 되겠습니까?
42. Our plane arrived ten minutes behind schedule. 비행기가 예정보다 10분 연착했다.
43. What size do you wear? 무슨 사이즈를 입습니까?
44. There is no room for doubt. 의심할 여지가 없다.
45. He is on duty at present. 그는 지금 근무중이다.
46. That music is not to my taste. 그 음악은 내 취향이 아니다.
47. I have nothing to do with the incident. 그 사건과 나는 아무런 관계가 없다.
48. Make yourself at home. 편히 앉으십시오.
49. Would you please spare me a few moments? 시간 좀 내 주시겠습니까?
50. As for me, I have no objection to it. 나로서 그것에 반대하지 않습니다.
51. What time do we arrive at JFK international? 몇 시에 JFK공항에 도착합니까?
52. My seat belt is stuck. 좌석 벨트가 풀리지 않습니다.
53. I'll be making a connection in New York for Dallas. 전 뉴욕에서 달라스 행으로 갈아탈겁니다.
54. Where do I get a taxi for the downtown area? 시내로가는 택시를 타려면 어디로 가야합니까?
55. I need information on local hotels, please. 이 지역의 호텔에 대해서 알고 싶습니다.
56. We arrived without reservations and need a hotel in the downtown area. 예약없이 왔는데 시내에 위치한 호텔이면 좋겠습니다.
57. Will you take my picture,please? 사진 좀 찍어주시겠습니까?
58. Have you seen most of downtown New York? 뉴욕중심가를 다 보셨습니까?
59. I went shopping and bought more than I should have. 쇼핑을 갔다가 내가 필요한 것보다 많이 샀습니다.
60. I have trouble getting used to the New York accent. 뉴욕발음에 익숙해지는데 힘들었습니다.
61. I'd like a reservation to Chicago. 시카고행 좌석으로 예약하고 싶습니다.
62. I'd like to confirm my reservation to O'Hare in Chicago tommorrow. 내일 시카고 오헤이어 공항으로 예약되어 있는지를 확인하고 싶습니다.
63. This is an exceptional Korean restaurant. 이곳은 훌륭한 한국식당입니다.
64. Since Korea is my country, I can recommend something I think you'll like. 한국은 내 고국이기 때문에 내가 좋아하는 것들로 추천해 드릴 수 있습니다.
65. My mouth is watering already. 이미 입에 침이 고이기 시작했다.(군침이 돈다)
66. May I leave my room key? 내 방 열쇠를 두고 갈까요?
67. May I leave my room key in case my friend returns to the hotel first? 친구가 먼저 호텔에 올 경우를 대비해서 내 방 키를 맡기고 싶은데요?
68. I have an upset stomach. 배탈이 났습니다.
69. I'd like to have this prescription filled. 처방대로 약을 지어 주십시오.
70. Where can I find solutions for contact lens? 콘택트 렌즈용 용액이 어디 있습니까?
71. I need to find an apartment. 나는 아파트를 찾고 있습니다.
72. How much is the monthly rent? 월세가 얼마입니까?
73. Does that include the utilities? 거기엔 수도,전기,가스시설 요금이 포함된 겁니까?
74. What type of car did you have in mind? 어떤 종류의 자동차를 생각하셨나요?
75. I need reliable transportation. 믿을 만한 차가 필요합니다.
76. I'd like to have a mechanic check it over. 이 차를 점검해 봤으면 합니다.
77. Please send someone for my bags. 가방 운반할 사람을 보내주십시오.
78. Is there a Korean speaking guide? 한국어를 할 수 있는 가이드가 있습니까?
79. Is there any place I can look down the whole city? 도시 전체를 내려다 볼 수 있는 곳이 있습니까?
80. Where do I have to change buses? 어디에서 갈아타야 합니까?
81. At what station do I transfer? 어느 역에서 갈아타야 합니까?
82. Can you change Korean won into dollars? 한국돈을 달러로 바꿀 수 있습니까?
83. what's the exchange rate for won? 원의 환율은 얼마입니까?
84. I want to send this as a parcel post. 이것을 소포로 보내고 싶습니다.
85. How much is the charge for this parcel post to Korea? 한국까지 소포 우편요금은 얼마입니까?
86. I'd like to have the best local food. 이 고장의 명물 요리를 먹고 싶습니다.
87. I'd like to reserve a table for three at seven o'clock. 7시에 3인석을 예약하고 싶습니다.
88. Do you require a coat and tie? 재킷과 넥타이는 필요합니까?
89. Is there any special menu for today? 오늘의 특별 메뉴는 있습니까?
90. Please point out where I am on the map. 현재 위치를 이 지도에 표시에 주십시오.
91.Which is the best road to Macy Department Store? Macy백화점에 가는 가장 가까운 길이 어디입니까?
92. I'd like to try it on. 입어보고 싶습니다.
93. My wife is just about your size. What number should I look for? 아내가 당신 정도의 사이즈인데 몇호를 찾으면 될까요?
94.Can't you give me a better price? 가격을 쫌 깎을 수 있을까요?
95. You Should come down. 좀 깎아 주십시오.
96. Could you show me something cheaper? 좀 더 싼것을 볼 수 있을까요?
97. I'd like to wear my hair just like in this picture. 이 사진과 같은 헤어를 하고 싶습니다.
98. Cut it short all over,please. 전체적으로 짧게 깎아 주십시오.
99. I throw up all I eat. 먹은 걸 다 토했다.
100. I can't remove the fishbone stuck in the throat. 목에 걸린 생선 가시가 빠지지 않습니다.
101. There is a splinter deep in and I can't get in out. 가시가 깊이 박혀 빠지지 않습니다.
102. I'm Allergic to fish. 생선에 알레르기가 있다.
103. Early to bed and early to rise makes a man healthy,wealthy and wise. 일찍자고 일찍 일어나는 것은 건강,부귀,지혜의 근본이다.
104. It is far from the truth. 이것은 결코 사실이 아니다.
105. He is rich.What's more he is handsome. 그는 부자다. 게다가 멋있다.
106. what number did you dial? 몇번에 거셨습니까?
107. Please make this a collect call. 수신자 부담으로 전화를 걸고 싶습니다.
108. She has a fine commamd of two languages. 그녀는 2개국어를 자유롭게 구사한다.
109. What did you major in at the university? 대학에서의 전공은 무엇입니까?
110. I was studying for my doctorate at the university. 나는 대학에서 박사학위를 얻기 위해 공부하고 있다.
111. A good neighbor is better than a distant relative. 좋은 이웃이 먼 친척보다 낫다.
112. He is a great benefactor of musicm in Korea. 그는 한국 음악계의 크나큰 은인이다.
113. They are engaged to be married. 그들은 약혼한 사이이다.
114. He has lived a bachelor's life for ten years. 그는 10년동안 독신으로 살고 있다.
115. She was divorced from her husband. 그녀는 이혼했다.
116. It has been ten years since my father died. 아버지가 돌아가신지 10년이 됐다.
117. She will make a perfect match for you. 그녀는 너와 완벽하게 어울린다.
118. I fell in love with him at first sight. 나는 첫눈에 그와 사랑에 빠졌다.
119. Are you still going out with her? 아직 그녀와 잘 돼가고 있니?
120. I had stomach trouble from eating rotten fruit. 썩은 과일을 먹고 배탈이 났다.
121. He has a large circle of friends. 그는 여러층의 친구와 사귀고 있다.
122. He keeps regular hours. 그는 규칙적인 생활을 한다.
123. He dodged the qusetion. 그는 빙빙 돌려서 대답을 했다.
124. What are your plans for the new year? 새해에는 어떤 계획들을 가지고 계십니까?
125. On my way home, I was caught in a shower. 집으로 오는 길에 소나기를 만났다.
126. The train is ten minutes behind schedule. 열차는 10분 연착이다.
127. It takes less time to change cars at the next stop. 다음 정류장에서 갈아타는게 시간이 덜 걸린다.
128. What's the time difference between Seoul and New York? 서울과 뉴욕의 시차가 얼마나 됩니까?
129. I want to open an account with this bank. 이 은행에 계좌를 하나 만들고 싶습니다.
130. Can you change this dollar bill into ten dimes for me? 이 달러를 10센트 동전으로 바꿔 주시겠습니까?
131. Mary changed her hairdo for new boyfriend. 메리는 새로운 남자친구를 위해서 머리 모양을 바꿨다.
132. The restaurant's atmosphere is quiet and relaxing. 이 레스토랑 분위기는 조용하고 편안하다.
133. I get drunk on very little alcohol. 저는 아주 조금만 마셔도 취합니다.
134. To lose weight, you must reduce caloric intake. 체중을 줄이기 위하여 섭취하는 칼로리를 줄여야 한다.
135. Give me the recipe for this cake. 이 케잌을 만드는 법을 가르쳐 주세요.
136. This kimchi is well pickled. 이 김치가 잘 익었다.
137. This spice came from a berry. 이 향신료는 딸기로 만들었다.
138. The apples on the other side of the wall are the sweetest. 남의 떡이 더 맛있어 보인다.
139. She has the right touch for cooking. 그녀는 음식솜씨가 좋다.
140. It is difficult to provide housing for the rapidly increasing population. 빠른 인구증가로 주택을 공급하기가 어렵다.
141. I stood in the driveway to welcome them. 그들을 환영하기 위해 차도에 서 있었다.
142. The steps creaks when walked upon. 마루를 밟을 때마다 삐걱거린다.
143. The kitchen sink is clogged up. 싱크대가 막혔다.
144. My brother set the table and I cleared. 남동생이 상을 차리고 나는 치웠다.
145. The cigarette burned a hole in the tablecloth. 담뱃불이 식탁보를 태웠다.
146. The curtains and the wallpaper should match. 커튼과 벽지는 조화되도록 해야 한다.
147. This washing machine needs repairing. 이 세탁기는 수리가 필요하다.
148. This wire is live. 이 전선에는 전기가 흐른다.
149. Personal computers have now found their way into almost all homes. 퍼스널 컴퓨터는 이제 거의 모든 가정에 보급되어 있다.
150. Would you please switch off the light? 불 좀 꺼 주시겠습니까?
151. I am starching my trousers. 나는 바지에 풀을 먹이고 있습니다.
152. I hand-wash my underwear. 나는 속옷은 손빨래를 한다.
153. We started business with ten million won in capital. 우리는 1000만원으로 사업을 시작했다.
154. I bought ten shares of stock. 나는 10주를 샀다.
155. If you do it like this once more,you will be fired. 만약 한 번 더 일을 이렇게 한다면 너를 해고할 것이다.
156. He retired under the age clause. 그는 정년퇴직을 했다.
157. We will open a branch office in Pusan next month. 우리는 다음달에 부산지점을 열 것이다.
158. I will be off duty the day after tommorrow. 나는 모레 비번이다.
159. Doemstic business shows clear signs of recovery. 국내 경기가 회복의 조짐을 보이고 있다.
160. That's none of your own business. 당신과는 상관없는 일입니다.
161. Let's call it a day. 오늘은 이만 합시다.
162. Why did you enter such a profession? 어떻게 그런 직업을 갖게 되셨습니까?
163. He is rather particular about personal appearance. 그는 옷차림에 매우 까다롭다.
164. This jacket is a great favorite of mine. 이 자켓은 내가 가장 좋아하는 것이다.
165. That blouse looks good on you. 그 블라우스는 너에게 잘 어울린다.
166. She is wearing a ring set with a jewel. 그녀는 보석 반지를 끼고 있다.
167. She wore gloves when she shook my hands. 그녀는 장갑을 낀 채, 나와 악수를 했다.
168. This style of dress is now in fashion. 이 스타일의 옷이 최신 유행이다.
169. Excuse me. You dropped this earring. 귀걸이가 떨어졌습니다.
170. This scarf seems to be a bit out of fashion. 이 스카프는 유행이 지난 것처럼 보인다.
171. Show me another,please. 다른 것을 한번 보여주세요.
172. I want to buy a tie to go with this brown suit. 브라운 수트에 어울릴 타이를 하나 사고 싶습니다.
173. Can you show me one in a lighter color? 더 밝은 칼라로 보여주시겠습니까?
174. She is trim and slender. 그녀는 몸매가 날씬하다.
175. Don't judge a book by its cover. 외모만 보고 판단하지 말아라.
176. He is solidly built. 그는 튼튼한 체격을 가지고 있다.
177. The street parallels the rail way. 길이 철도와 평행으로 있다.
178. He is shrewd in business. 그는 장사에 빈틈이 없다.
179. He works hard at maintain his reputation. 그는 명예를 지키기 위해서 열심히 일한다.
180. He is really stuck-up. 그는 정말로 건방진 사람이다.
181. It is stupid of me to do that. 내가 그렇게 한 것은 어리석은 짓이다.
182. He is strict with students. 그는 학생들에게 엄격하다.
183. It made my blood boil to hear that. 그 이야기를 듣고 나서 나는 감정이 끊어 올랐다.
184. I am sorry I rubbed the wrong way. 약 올려서 미안하다.
185. It's over between us. 너하고는 끝장이야.
186. I contented myself with the result. 나는 그 결과에 만족한다.
187. It is an insult to me. 그것은 나에 대한 모욕이다.
188. I don't care for spinach. 나는 시금치를 좋아하지 않는다.
189. she has a sweet tooth. 그녀는 단것을 좋아한다.
190. Children have likes and dislikes. 아이들도 기호를 가지고 있다.
191. The song makes me feel nostalgia. 그 노래는 나에게 향수를 느끼게 한다.
192. He betrayed my trust. 그는 나의 신뢰를 져버렸다.
193. I broke my leg.Would you take me to the doctor? 다리가 부러졌습니다. 나를 의사에게 데려다 주시겠습니까?
194. I ofeen feel dizzy when I stand up. 나는 일어설때 종종 현기증을 느낀다.
195. How often do I have to take the capsule? 이 캡슐을 몇번이나 먹어야 합니까?
196. The painkiller didn't help. 그 진통제는 효과가 없었다.
197. I got this shiner by walking into a door. 문에 부딪쳐서 눈에 멍이 들었다.
198. My ears are burning. 누가 내말을 하나봐.
199. she never turned a hair. 그녀는 눈 하나 까딱하지 않았다.
200. His name is on the tip of my tongue. 그의 이름이 생각이 나지 않는다.(혀끝에서 맴돈다)
201. Is your belly button an insy or an outsy? 너의 배꼽은 들어갔니, 나왔니?
202. Try not to burp at the table. 식탁에서는 트림을 하지마라.
203. How's your appetite? 식욕은 어때요?
204. Which team is leading? 어느 팀이 이기고 있습니까?
205. which team are you rooting for? 어느 팀을 응원하십니까?
206. The game was a draw. 그 경기는 비겼다.
207. I work out at the gym on Saturdays. 나는 매주 토요일에 체육관에서 운동을 한다.
208. The bases are loaded. 만루이다.
209. I used to be good at track and field. 이전에 나는 트랙과 필드 경기를 잘 했다.
210. I was baptized by the priest five years ago. 나는 5년전에 목사님으로부터 세례를 받았다.
211. He is a devout Christian. 그는 신실한 기독교인이다.
212. This event is broadcast live. 이 행사는 생방송이다.
213. This drama series is very popular among young girls. 이 연속극은 젊은 여성들 사이에 매우 인기가 있다.
214. Some plays are so successful that they run for years on end. 몇몇 연극들은 장기 공연을 할 정도로 성공적이다.
215. This exhibition received a great deal of attention in press. 이 전시회는 언론에서 많은 주위를 끌었다.
216. Her first solo exhibition will be hold next week. 그녀의 첫 개인전이 다음주에 열린다.
217. One of the greatest advances in modern technology is the invention of computers. 현대 기술의 가장 위대한 진보 가운데 하나는 컴퓨터의 발명이다.
218. We produced rubber from petroleum by syntheses. 우리는 석유를 원료로 고무를 만들었다.
219. That industrial robot has replaced eight employees. 산업용 로봇은 8명의 종업원을 대신하게 되었다.
220. Hobbies provide relaxation for leisure hours. 취미는 여가 시간에 긴장을 풀도록 해준다.
221. Freeze! 꼼짝마라!
222. Duck! 피해라!
223. Watch out for dips. 소매치기들을 조심해라.
224. I take Fifth. 나는 묵비권을 행사한다.
225. We will soon join the ranks of advanced nation. 우리는 곧 선진국의 대열에 끼게 될 것이다.
226. The achievement of globalization never comes only through a declaration. 세계화는 결코 선언만으로 이루어지지 않는다.
227. Education is a long range-project of the state. 교육은 국가의 백년지대계이다.
228. Smoking here is prohibited by law. 이곳에서의 흡연은 법적으로 금지되어 있다.
229. The Philippines is composed fo 3,000 islands. 필리핀은 3000여개의 섬으로 이루어져 있다.
230. The top of the mountain is covered with snow. 그 산의 꼭대기는 눈으로 덮여있다.
231. It is a case of putting the cart before the horse. 그것은 주객이 전도된 사건이다.
232. Don't count your chickens before they are hatched. 일이 성사되기 전에 계산부터 하지마라.
233. A bad workman always blames his tools. 솜씨없는 일꾼이 연장만 나무란다.
234. A rolling stone gathers no moss. 구르는 돌은 이끼가 끼지 않는다.
235. Blood is thicker than water. 피는 물보다 진하다.
236. Habit is a second nature. 습관은 제2의 천성
237. Heaven helps those who help themselves. 하늘은 스스로 돕는자를 돕는다.
238. Honesty is the best policy. 정직이 최선의 방책이다.
239. It is no use crying over spilt milk. 이미 지나간 일은 후회해도 소용없다.
240. Necessity is the mother of invention. 필요는 발명의 어머니이다.
241. Seeing is believing. 백문이 불여일견
242. Talk of the devil and he will appear. 호랑이도 제말하면 온다.
243. Too many cooks spoil the broth. 사공이 많으면 배가 산으로 오른다.
244. Two heads are better than one. 한사람의 꾀보다는 두사람의 꾀가 낫다.
245. You may take a horse to the water, but you cannot make him drink. 말을 물가로 끌고 갈 수는 있어도 억지로 물을 먹일 수는 없다.
246. How to spend money is more difficult than how to earn it. 돈을 어떻게 쓰느냐가 어떻게 버느냐보다 어렵다.
247. I have nothing particular to do today. 오늘은 별로 할일이 없습니다.
248. The best way to master a foreign language is to go to the country where it is spoken. 외국어를 마스터하는 가장 좋은 방법은 그 것이 통용되는 나라에 가는 것이다.
249. This stone is so heavy that I cannot lift it. 이 돌은 너무 무거워서 내가 옮길 수 없다.
250. He studied very hard in order to pass the entrance examination. 그는 시험에 합격하기 위해 열심히 공부했다.
251. I am very happy to have a good friend like you. 네가 내 친구인게 행복하다.
252. I will let you know the news as soon as I get it. 그 소식을 듣자마자 너에게 알려주겠다.
253.I would rather stay at home than go out today. 오늘은 외출보다는 집에 있는게 낫겠다.
254. Do you like your coffee strong? 진한 커피를 좋아하십니까?
255. Our school library has many books recently published in America. 우리 학교 도서관은 미국에서 발행된 최근 책들을 많이 소장하고 있다.
256. Who is that tall boy wearing a red cap? 빨간 모자를 쓴 저 키 큰 소년은 누구니?
257. I am busy preparing for the examiantion. 시험 준비하느라 바쁘다.
258. I was surprised to hear of his having committed suicide. 그의 자살 소식을 듣고 놀랐다.
259. I cannot see this album without thinking of my happy school days. 나는 이 앨범을 보면 반드시 나의 행복했던 학창 시절이 생각난다.
260. My mother's illness prevented me from going to school. 어머니의 병때문에 학교에 갈 수가 없었다.
261. This book is worth reading over and over again. 이 책은 되풀이 해서 읽을 가치가 있다.
262. What do you say we go hiking next Sunday? 다음주 일요일에 하이킹 가는게 어때?
263. I hear that she will marry him. 나는 그녀가 그와 결혼할 것이라는 소리를 들었다.
264. You can share my umbrella if you like. 네가 좋다면 우산을 같이 쓰자.
265. Can't you come down a little on the price? 가격을 약간 깎아주시면 안될까요?
266. If you have done your best, you have only to wait. 최선을 다했다면 기다리기만 하면 된다.
267. You will be laughed at to do such a thing. 그런일을 하면 사람들의 웃음을 살 것이다.
268. English is an international language and is spoken all over the world. 영어는 세계어이며 전세계에서 통용된다.
269. It is time we all said good-bye and went home. 작별인사를 하고 집에 가야할 시간이다.
270. He as well as you is to blame for this. 너뿐만 아니라 그도 이것으로 욕을 먹어야겠다.
271. We came to the conclusion that we should begin the work immediately. 그 일을 즉각 시작해야 한다는 결론에 도달했다.
272. The moment I got off the train, I found I had left my umbrella behind. 기차에서 내리자마자 우산을 놓고 내렸다는 것을 알았다.
273. We do not know the blessing of health until we lose it. 건강을 잃고 나서야 건강의 소중함을 안다.
274. Whatever happens, I will do my best. 무엇이 일어나든 나는 최선을 다하겠다.
275. What time do you expect him to be back? 그가 몇시에 돌아오기를 바라십니까?
276. He offer a helping hand to anyone who is in need of help. 그는 도움의 손길에 필요한 사람 누구에게나 도움을 준다.
277. Do you know the reason why he did so? 그가 그렇게 행동한 이유를 아니?
278. What's on your mind? 무슨 생각을 하고 있니?
279.I'm just in no mood for doing anything, and that's all. 난 단지 아무것도 하고 싶지 않을 뿐이야.
280. You certainly did a fine job in the exam. 너 시험 잘 봤던데.
281. How much do I owe you? 내가 너에게 얼마를 갚으면 되니?
282. What's the weather forecast for today? 내일 날씨가 어떻습니까?
283. Is this train running on time? 이 기차는 예정대로 떠납니까?
284. He has Shakespeare at his fingers' ends. 그는 세익스피어에 정통하다
285. They are of an age and get on well together. 그들은 동갑이며 사이좋게 지낸다.
286. Man is composed of soul and body. 사람은 육체와 정신으로 이루어져 있다.
287. They buy cheap and sell dear at that store. 저 상점에서는 싸게 사서 비싸게 판다.
288.
289. Can you make yourself understood in English? 영어로 의사소통이 가능하십니까?
290. My uncle is three years younger than my father, but he looks much older. 나의 삼촌은 아버지보다 3살 어리지만 더 늙어 보인다.
291. Will he recover from his illness? 그가 병에서 회복할 수 있을까요?
292. Please help yourself to the vegetables. 맘껏 야채를 드십시오.
293. He is on very good terms with his friends. 그는 친구와 사이가 좋다.
294. I'm here to apply for the part-time job in the library. 나는 도서관에 아르바이트를 신청하고자 왔습니다.
295. Shouldn't you wait a little longer before you take the plunge? 결정을 내리기 전에 좀 더 기다려봐야 하지 않아?
296. Is the position still open? 아직까지 자리가 있습니까?
297. May I ask what I'm supposed to do in the library? 내가 도서관에서 무슨 일을 해야 할까요?(아르바이트를 도서관에서 구했을 경우)
298. I'm looking for a part-time job in the student cafeteria. Do you have any openings? 나는 학생 카페테리아에서 일자리를 찾고 있습니다. 자리가 있나요?
299. Thank you very much for giving me the job. 나에게 그 일을 주셔서 감사합니다.
300. Can I take this Thursday off? I have an exam this Thursday. 내가 목요일에 비번일 수 있을까요? 이번 목요일에 시험이 있습니다.

그 건물은 우리 사무실 대각선 건너편에 있어요. The building is kitty-cross of my office
16강 the second round 또는 the last 16
8강 quarter-finals
4강 semi-finals
결승 finals
The winner will play against Spain in the quarter-finals.
I have a faith that our team will enter the quarter-finals.
Which team should we cheer on?
Korea defeated (beat) Portugal 1-0.Spain won 3-2 on penalties
Korea tied the United States.
The game ended in a tie (draw).
scored a good goal against Portugal.
miss a perfect chance
The referee gives the red card to
~ was sent off

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2009/04/02 02:51

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2006.07.12 14:35:10

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2009/04/02 02:49

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2006.07.26 12:26:21

It's a Boy!

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2006.07.26 14:59:30

태어나서 처음.. 아차 태어나기 전에 처음 인터넷하는 거에요

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2009/04/02 02:47

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2006.09.01 16:25:46

Berkeley 들어오기보다 Prelim 통과하는게 더 어렵다는 말을 삶으로 체험하고 있습니다.

주변 모든 분들이 위로하고 격려해주시는게 얼마나 감사한지 모르겠습니다.

이번에 KAIST 로 부임하는 정기훈 박사형이 해준 이야기가 가슴속에 새겨집니다.

"나도 그런 시간들을 겪었지. 그런데 그게 나를 강하게 하더라구..."

.. 저도 그렇게 생각합니다. 파이팅.

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Atrial Septal Defects: Surgical and Transcatheter Management

2006.09.12 08:07:14

A piece of medical information about atrial septal defects. When Seojin Roy was prenatal, we heard from a doctor about a possibility of this defect. We were very worried about it. Later it turns out he was clean. Thank you God.

Atrial Septal Defects: Surgical and Transcatheter Management

Written by:: Lucian A. Durham, III, M.D., Ph.D.; Director, Pediatric Cardiovascular Surgery; Alan M. Mendelsohn, M.D.; Director, Pediatric Interventional Cardiology; Strong Children's Heart Center; University of Rochester Medical Center

Edited by: Mona Barmash

Animation: KuoScientific Graphics

Graphic: Reprinted with permission from the Pediatric Cardiac Catheterization Laboratory, University of California, San Francisco

Posted: December 17, 1998
Updated: May, 2003

Atrial septal defects represent a communication between the left and right atria (a hole between the upper chambers of the heart). Simple atrial septal defects were among the first congenital cardiac anomalies to be corrected by surgical treatment. The treatment of these defects was made much easier with the advent of cardiopulmonary bypass. In this article, we will attempt to provide a brief overview, and address the surgical and transcatheter management of common atrial septal defects. We will consider three major types of atrial septal defects: secundum, primum, and sinus venosus.

Secundum atrial septal defect is by far the most common, representing 80% of all ASD’s. It is caused by the failure of a part of the atrial septum to close completely during the development of the heart. This results in an opening in the wall between the atria (a "hole" between the chambers).

Primum atrial septal defects are part of the spectrum of the AV canals, and are frequently associated with a split in the leaflet of the valve, or so called cleft mitral valve.

The sinus venosus atrial septal defect occurs at the junction of the superior vena cava and the right atrium. This represents the floor of the right atrium where blood returns from the upper extremities and head to enter the right atrium. These may frequently be associated with anomalous drainage of the pulmonary veins. This means that one or more of the pulmonary veins, which normally carry oxygenated blood from the lungs back to the left atrium, enters the right atrium instead. There are numerous types of abnormal pulmonary venous connections.

When an atrial septal defect is present, blood can flow ("shunt") across the hole in the from the left atrium to the right atrium. This results in enlargement of the right atrium and right ventricle due to the "extra" blood flowing across the hole, and results in increased pulmonary blood flow.

The majority of patients have few symptoms, however fatigue and shortness of breath are the most common complaints. Because most have no symptoms, atrial septal defects most often are discovered on pre-school entrance examinations when the physician hears a murmur and investigates it. The diagnosis is confirmed by echocardiography, which may visualize the actual defect and estimate its size, as well as the connection of the pulmonary veins. Cardiac catheterization is indicated in cases of an inconclusive echocardiographic examination or associated anomalies which require further evaluation.

Twenty percent of atrial septal defects will close spontaneously in the first year of life. One percent become symptomatic in the first year, with an associated 0.1% mortality. There is a 25% lifetime risk of mortality in unrepaired atrial septal defects. The risk factors associated with increased mortality include the development of a condition in which the pulmonary arteries become thickened and obstructed due to increased flow, from left to right for many years (pulmonary vascular obstructive disease). This is why we electively close ASD’s which have not closed spontaneously by school-age.

Certain types of ASD's (sinus venosus and primum varieties) have no chance of spontaneous closure, and patients with these types of ASD's are not candidates for transcatheter closure because of the location of the ASD (see below). Open heart surgery is indicated for patients with these types of ASD's.

Surgical Treatment
Indications for surgical repair of an atrial septal defect are right ventricular overload (due to flow from the left atrium into the right atrium), a shunt fraction greater than 2.0 as estimated by echocardiography (the amount of blood going to the pulmonary circulation divided by the amount of blood going out to the systemic circulation), and elective closure prior to a child starting school.

The surgical treatment options for an ASD closure include direct suture repair, which is reserved for small atrial septal defects, and the more common patch repair. The material utilized for patch closure of ASD’s may be the patient’s own pericardium, commercially available bovine pericardium, or synthetic material (Gore-Tex, Dacron).

The surgical approach to the atrial septal defect is somewhat dependent upon its location. In general, three surgical approaches may be undertaken:

median sternotomy (midline sternal-splitting incision)
right thoracotomy (going between the ribs on the right side)
submammary (under the breast tissue on the right front of the chest)

All types of ASD’s may be approached adequately through a median sternotomy or right thoracotomy. The submammary incision may be the most cosmetic, but makes some ASDs difficult to repair. The primary benefits of the submammary and thoracotomy incisions are cosmetic in nature.

The term "minimally invasive surgery" for repair of atrial septal defects usually refers to repair of the defect using the same techniques as open heart surgical repair (that is, using the heart-lung machine or "cardiopulmonary bypass"), but performing the operation through a much smaller incision. Most children can successfully undergo this type of repair through a small (3-4 inches) incision in the sternum (breastbone). In general, the postoperative course in the hospital is shorter (2-3 days), due to less incisional pain and discomfort.

Once the pericardium is opened, regardless of the choice of incisions, the patient is placed on cardiopulmonary bypass (the heart-lung machine) and blood is diverted away from the right atrium. Cardioplegia (a mixture of medications and nutrients) with high potassium is then administered after the aorta is clamped, thus stopping the heart. The right atrium is then opened to allow access to the atrial septum below. Dependent upon the size and location of the defect, it may be closed directly with sutures or with a patch. Once the defect is closed, the atrial incision is closed as well. The aortic cross clamp is removed, and after normal ventilation is resumed, the patient is warmed and a stable rhythm is achieved , the patient may be weaned from cardiopulmonary bypass. A single drainage tube is placed and the chest is closed.

The results of surgical repair of atrial septal defects are excellent. Surgical mortality is less than one percent, and average hospital stay is four days. These results indicate that ASD’s of all types may be effectively repaired in infants and children with very low mortality and morbidity. Optimal timing for surgery in the asymptomatic child remains prior to starting grade school. The asymptomatic child with an atrial septal defect deserves close follow-up by the pediatrician and pediatric cardiologist, with constant involvement of the cardiovascular surgeon. Should a patient become symptomatic with failure to thrive, or persistent complaints (malaise, respiratory infections, etc.), early surgical intervention would be warranted.

Transcatheter Management
To date, the primary method of therapy for closure of the atrial septal defect (ASD) has been surgical repair. As with all forms of cardiac surgery, there is a small but definite risk of surgical morbidity (5%) and mortality (<1%). Reports of very early results (1950s to 1960s) revealed fairly high death rates and complication rates. In the 1990s, however, marked improvement in surgical technique has contributed to the significantly improved outcomes reported above.

In light of this history, interventional cardiologists explored the possibility of transcatheter closure of the atrial septal defect. This technique involves implantation of one of several devices (basically single or double wire frames covered by fabric) using heart catheterization methods in the cardiac catheterization laboratory, without the need for cardiopulmonary bypass (heart-lung machine), and without the need to stop the heart.

The appropriate selection of patients for this technology is rather strict, and is mainly limited by Food and Drug Administration guidelines. Obvious evidence of enlargement of the right heart (cardiac chambers responsible for pumping blood to the lungs) by chest x-ray, cardiac ultrasound, or previous angiography (dye injection into the heart), or recurrent and frequent lung infections would be principal indicators for closure of these defects. Defects amenable to such device therapy tend to be smaller (less than 20 to 25 mm [3/4 to 1 inch] diameter). Importantly, these lesions must be centrally located within the atrial septum. Defects at the very upper or lower edges of the atrial septum (called ostium primum or sinus venosus) are not good candidates for this procedure, because these defects usually involve other abnormalities of the heart valves, or venous drainage from the lungs. This determination can be made by the patient's primary cardiologist.

Recent data suggest that patients with these types of defects, and a prior history of stroke, may be at a higher risk of stroke recurrence without closure of the atrial defect. At present there are no lower age limitations which preclude device implantation. In many cases, because of the size of the device and its introduction system device, applicability may be limited to patients who weigh more than 8 to 10 kg (18 to 22 lbs).

The usual procedure is very similar to standard heart catheterization. Briefly, flexible long tubes (or catheters) are inserted into the veins and arteries in the groin. We use the knowledge that in all human beings, these vessels are directly attached to the heart, and this is the standard access technique used in all patients. Routine pressures and oxygen levels in all of the chambers of the heart are then obtained. Angiograms (pictures taken following dye injection) are performed to determine the size of the chambers, the size of the defect, and its location within the heart. Using a balloon catheter of a known diameter, the defect is then sized in comparison to the balloon, so that the device appropriate for that particular patient can be chosen. The device is then advanced into the heart through an introducer sheath (larger, less flexible tube).

With most of the presently used devices, half of the device is connected to one side of the atrial septum, and the second half of the device attached to the other portion, forming a sort of "sandwich" of the defect.

Think of this technology as a sandwich cookie, with the cookies themselves being the two halves of the device, and the creme within the two cookies acting as the atrial septal defect. The device is held in place by the natural pressures generated within the atria (upper collecting chambers).

Within six to eight weeks, the device acts as a "skeleton" or a "framework", which stimulates normal tissue to grow in and over the defect. This is how, for example, these devices can be used in growing children; though the device itself does not grow, the tissue that covers the device does, and will continue to grow as the child grows. The time and degree of tissue coverage is still under investigation. The entire procedure is performed under general anesthesia, and the actual implantation of the device is performed using transesophageal echocardiographic guidance (ultrasound pictures using a probe introduced into the esophagus for improved imaging of the heart structures).

There are multiple devices presently being tested under FDA guidelines. There is insufficient space in this report to go into significant detail on all devices. In general, however, successful closure of these defects using a device occurs in 80 to 95% of patients with no significant leak through the defects.

Amplatzer Septal Occluder

CardioSEAL

The major advantage of this technology is its relative non-invasive approach. Patients are usually hospitalized overnight, and many return to work or school within 1-2 days. We have had patients who have been able to resume vigorous exercise (e.g. horseback riding) within 1 week.

Compiling data for all the presently tested devices, the complication rate following transcatheter ASD occlusion is approximately 5%. These complications include the routine risks of cardiac catheterization such as vascular injury (damage to the veins and arteries of the leg), particularly in cases where larger device introducer systems need to be used. Sometimes, problems with blood clotting or excessive bleeding may be seen, particularly in younger patients.

A complication unique to this technology may be the possibility of clot formation on the device itself, with the risk of breakage of the clot causing stroke, or a clot into the vessels of the lung (pulmonary embolus). At present, these problems are addressed by using adequate doses of aspirin or warfarin following the procedure, and by using heparin during the procedure to reduce the clotting factors within the blood. The aspirin or warfarin is used for three to six months, until we are sure that the device is fully scarred in place, and incorporated into the atrial tissue.

The length of and need for antibiotic prophylaxis against infections in the heart (bacterial endocarditis) vary amongst investigators and devices lasting from 12 months following device implant to life-long administration. Most patients are followed at 3 to 6 months, and then, for 1, 2 and 3 years following device implantation (by FDA guidelines) with variable requirements for echocardiograms, chest x-rays and electrocardiograms.

Certainly this technology is not for everyone. However, if patients are properly selected, the results of device closure of the atrial septal defect may prove to be, in many cases, equivalent to those results obtained through standard surgical intervention without some of the issues involved with open heart surgery.

In summary, atrial septal defects are relatively common congenital cardiac defects which are readily corrected through a number of surgical approaches, and a closely defined subgroup of patients may be managed by transcatheter closure. Regardless of the mode of closure, these defects are successfully closed with very low associated mortality and morbidity. Each mode of ASD closure has it's own associated risks and benefits, and a comprehensive treatment plan should include input from the primary care provider, the pediatric cardiologist and the pediatric cardiovascular surgeon.

For a listing of centers currently using ASD Occluder devices, click here.

References:

Fischer G, Stieh J, Uebing A, Hoffmann U, Morf G, Kramer HH Experience with transcatheter closure of secundum atrial septal defects using the Amplatzer septal occluder: a single centre study in 236 consecutive patients. Heart 2003 Feb;89(2):199-204

Omeish A, Hijazi ZM. J Transcatheter closure of atrial septal defects in children & adults using the Amplatzer Septal Occluder. Interv Cardiol 2001 Feb;14(1):37-44

Du ZD, Hijazi ZM, Kleinman CS, Silverman NH, Larntz K; Amplatzer Investigators Comparison between transcatheter and surgical closure of secundum atrial septal defect in children and adults: results of a multicenter nonrandomized trial.
J Am Coll Cardiol 2002 Jun 5;39(11):1836-44

This article was reviewed prior to publication by:

Gil Wernovsky, M.D.
The Children's Hospital of Philadelphia

Benjamin Zeevi, M.D.
Israel

Parent/ACHD Reviewers:
Maureen Adams
Linda Hetherington
MaryLisa Detterline

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2009/04/02 02:44

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깨달음

2006.09.13 16:01:43

나의 가는 길

주님 인도하시네

그는 보이지 않아도 날 위해 일하시네

나는 내가 잘해서 좋은 연구 실적을 내고 있는 것이라고, 내가 잘해서 많은 외국인 친구들이 내 주변에 모이고 있는 것이라고 은연 중에 생각했었던 것 같다...

... 다시 돌이켜 생각해보니.. 그게 아니라는 것을 알겠다... 보이지 않는 그 와중에, 하나님께서 일하고 계셨다.. 나를 위해서..

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2009/04/02 02:43

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A Ph.D. and a Failure

2006.09.21 21:31:43

Thursday, March 24, 2005

A Ph.D. and a Failure

By Megan Pincus Kajitani and Rebecca A. Bryant

Beyond the Ivory Tower

What you should know about nonacademic careers for Ph.D.'s

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As graduate career counselors at two major research universities, we encounter the F-word a lot, but not the one you think. The F-word we hear is "failure" -- a nasty, horrible utterance applied to many an overachieving Ph.D. who falls short of finding a tenure-track job.

Fear of that word -- for the summa cum laude, the Phi Beta Kappa, or the NSF grant recipient -- can become debilitating and demoralizing, turning a once confident and optimistic young adult into a depressed, panic-ridden, and paralyzed recluse. Unfortunately, we are not exaggerating.

The real problem here is the painfully constrictive definitions of failure and success within academe.

Failure, says academic culture, is anything other than achieving the ultimate goal of a tenure-track professorship. More specifically, the epitome of success is a tenure-track job at a major research university. You're still successful, albeit to a lesser degree, if that job is at a liberal-arts college, and even less so if it's at a community college. But a nonacademic career, well, that's just unacceptable.

That may seem a harsh indictment, but we've witnessed such attitudes time and again in our own experiences as former doctoral students and in those of the graduate students we now advise.

We know there are exceptions: deans who boldly pay for programs to help graduate students explore diverse career opportunities; faculty advisers who surreptitiously write reference letters for their students to apply to law school, to teach at a community college, or to seek a nonacademic job. And attitudes vary somewhat among disciplines.

But there are countless faculty members, administrators, and students themselves who continue to perpetuate a narrow definition of success in academe. Anything else is "less than."

Unfortunately, the hard facts show again and again that only a small percentage of doctoral students can achieve the success of becoming a tenure-track professor at a research institution. In their study, "Ph.D.'s -- 10 Years Later," Maresi Nerad and Joseph Cerny found that only 58 percent of Ph.D.'s in English were on the tenure track or tenured 10 years after graduation. Of those, less than a fifth worked at top research universities (The Chronicle, September 10, 1999).

Those numbers do not include the approximately 50 percent of students -- cited by Barbara E. Lovitts in Leaving the Ivory Tower: The Causes and Consequences of the Departure From Doctoral Study -- who never even completed their Ph.D.'s. Thus, a great majority of students who begin doctoral programs will never reach the "nirvana" of the tenure track. What happens to all of those students who don't make the cut?

Perhaps such figures help explain the recent finding that "depression and other forms of mental distress" were a serious problem in a study of more than 3,100 graduate students at the University of California at Berkeley. According to the study: "Nearly half of all survey respondents (45 percent) reported an emotional or stress-related problem that significantly impacted their academic performance or well-being." Another 67 percent reported feeling hopeless at times, 95 percent felt overwhelmed in graduate school, and 54 percent said they had felt so "depressed that it was difficult to function." About 10 percent had seriously considered suicide, and one in 200 had actually attempted suicide in the last year.

The Berkeley study cites dysfunctional relationships with faculty advisers, significant family responsibilities, financial difficulties, isolation from campus life and student resources, and an inability to recognize the symptoms of a psychological problem as possible reasons for graduate students' declining mental health.

We argue that all of those factors are part of the overall academic culture that privileges a narrow and largely unreasonable standard of success.

We've had to confront the academic line about failure in our own lives: One of us (Rebecca), a Ph.D. in musicology, recently ran into a former professor who said Rebecca would "never be truly happy" if she did not become an academic musicologist. The other (Megan) completed four years of doctoral work in communication before deciding that her current staff position allows her the balance that she wants in her life, as well as the opportunity to have a daily impact. But Megan has been scolded by people she barely knows for "giving up" and not becoming a professor. (Since when did a master's degree and a meaningful career become failure?)

We've also heard the stories of students who come to us for career advice:

A Ph.D., thrilled to land a faculty position at a liberal-arts college near her home, is asked by her dissertation adviser when she was going to "get a job." Presumably, a "real" one.
An alumnus, unwilling to spend yet another year unsuccessfully searching for a tenure-track position, moves on to a new career. He hides his choice from his former adviser, fearing his mentor's disappointment.
Two graduate students who are pursuing community-college careers are terrified to tell their dissertation committees, and another student fears that her fellow graduate students will shun her for considering leaving her Ph.D. program for the nonprofit world.

During a recent meeting of a new career-support group for graduate students, the topic of "feeling like a quitter" evoked painful emotions from many participants and was revealed as their biggest obstacle in choosing an alternative career path, with "not knowing there were other options" a close second. Clearly the myopic mission of many doctoral programs often clashes with graduate students' changing priorities, and could be a factor in academe's high attrition rates.

At both of our universities, we have established programs and counseling services to help graduate students counter the idea that they are successful only if they become research faculty members, and to help them explore other potential career options.

This spring the University of Illinois at Urbana-Champaign held a well-attended symposium titled "Defining Academic Success," during which faculty and staff members from non-research-oriented institutions shared their stories and introduced students to new notions of a successful academic career.

At the University of California at San Diego, a workshop on "Alternatives to Academia for Graduate Students" drew a standing-room-only crowd last year, prompting an encore this year that attracted more than 100 graduate students.

At both institutions, we encourage graduate students to learn about the academic job search process early on in graduate school, so they can better prepare for what it requires and make conscious choices about whether it feels right for them.

What can be done on your campus?

If you're a faculty member, open your mind to a diversity of career choices for your advisees. Validate their interest in teaching or other work, not just academic research. Acknowledge alumni or former students who have "succeeded" in a range of career paths. Be realistic with students about the job market, as well as your own experience in it, and realize that not everyone wants to do what you do.

If you're an administrator, support career panels, workshops, and conferences that validate a variety of career options. Offer mental-health services for graduate student and training programs for faculty mentors. Conduct studies on graduate-student attrition and satisfaction on your campus.

If you're a graduate student, step outside of the limited perspective of the Ph.D. world and look at other versions of success. Consider what you need to be happy and successful, not just your adviser's definition. Cover your bases by pursuing other interests or experiences during graduate school; don't put all of your eggs in one basket. Take advantage of workshops and support services, and demand them if they're not available. Finally, realize that sometimes changing your mind is the right decision.

For all parties involved, we urge a re-examination of success and failure in doctoral studies. The abundance of shame, depression, anxiety, and paralysis among incredibly talented and capable graduate students can be lessened by offering them more options for a satisfying life and career, and more validation for their choices. Think about that the next time you inflict the F-word on yourself or on others.

Megan Pincus Kajitani is the graduate-student adviser in the Career Services Center at the University of California at San Diego. A former journalist, she received her M.A. in communication arts from the University of Wisconsin at Madison. Rebecca Bryant is the director of the Graduate College Career Services Office at the University of Illinois at Urbana-Champaign. She earned her Ph.D. in musicology from the University of Illinois.

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2009/04/02 02:42

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Doctor Dropout

2006.09.21 21:35:23

An article about Doctoral students dropout.

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Doctor Dropout
High attrition from Ph.D. programs is sucking away time, talent, and money and breaking some hearts, too

Related Article: Swallowing the Wolf

Related Article: Losing the Drive

Related Article: Feeling No Regrets

Colloquy Live: Read the transcript of a live, online discussion with Chris M. Golde, a senior scholar at the Carnegie Foundation for the Advancement of Teaching, on why so many graduate students leave their Ph.D. programs without getting degrees and what can be done to deal with the problem.

Chart: The Odds of Making it Through

By SCOTT SMALLWOOD

On the first day of graduate school, everyone is still a success. All of the students gunning for Ph.D.'s have lived an academic life of achievement: honor roll, summa cum laude, certificates, scholarships, and parents who praise their intellectual prowess. Yet as many as half of those bright students -- many of whom have never tasted failure -- will drop out before they can claim their prize.

In some humanities programs, only one of every three entering students goes on to earn a doctorate. No comprehensive national statistics are available, but studies suggest that the attrition rate for Ph.D. programs is 40 percent to 50 percent.

That has been the way graduate school has worked for years. It's about separating the wheat from the chaff, some professors will argue. Others may spout additional clichés about cream rising and sink-or-swim environments. The good students get through, they say.

Nearly everyone involved, from graduate deans to professors, acknowledges that Ph.D. programs will never have the completion rates of shorter, more clearly defined programs like law and business schools. Some dropouts are to be expected, since getting a Ph.D. can often take six or seven years, and some of that attrition is healthy, administrators and professors say.

But given the hundreds of millions of dollars poured into graduate study by institutions and the federal government, not to mention the years of the students' lives, should we accept a system in which half of the students don't make it?

"If actual attrition is really around 50 percent, then this is a scandal," says Michael S. Teitelbaum, a program director at the Alfred P. Sloan Foundation. "It's a serious waste of resources and a terrible waste of time and energy on the part of students."

Some researchers have tracked attrition for years. Their studies don't suggest a rise or a fall in the dropout rate. What is changing is university administrators' willingness to do something about the problem.

At the recent annual meeting of the Council of Graduate Schools, in San Francisco, one of the most talked-about sessions focused on attrition. Lewis Siegel, chairman of the council and dean of the Graduate School at Duke University, calls it "the central issue in doctoral education in the United States today." Debra Stewart, the council's president, calls it a "wedge issue." Start dealing with why people are leaving graduate school, she says, and you'll fix a whole bunch of problems.

The timing seems right as well. Ms. Stewart says that the council has been overwhelmed by requests for its new booklet examining the research that has been done on the issue. Just after the meeting, the council announced that Pfizer Inc., the pharmaceutical company, was donating $2-million for 10 pilot projects to study and develop ways to stem attrition.

Why It Matters

Lots of people can't cut it in graduate school, runs the common wisdom. That's the nature of the beast. In his presentation at the San Francisco meeting, Peter Diffley, an associate dean of the Graduate School at the University of Notre Dame, posed the essential question: "Why care? Doesn't it just cull the bottom part of class? Won't solving the attrition problem just worsen the placement problem?"

After studying 10 years of data in four representative departments at Notre Dame, Mr. Diffley found that those simple explanations don't hold water. His research suggests that there is little to no academic difference between the people who complete their degrees and those who drop out -- at least as measured by their Graduate Record Examination scores and undergraduate grades. So, ultimately, the high attrition is a waste of time and talent.

He also calculated that Notre Dame would save $1-million a year in stipends alone if attrition went down by 10 percent, because programs would not over-enroll students to compensate for attrition. "We don't mind spending if there's a product at the end," he says.

Graduate-school administrators also argue that decreasing the number of doctoral dropouts is the fastest way to graduate more American and minority Ph.D.'s. Many of the deans at the San Francisco meeting were worried about what they called a shrinking "domestic talent pool." In the past five years, the number of Americans earning doctorates has fallen by more than 8 percent. Meanwhile, the number of foreign students on temporary visas earning doctorates has risen by more than 5 percent.

The most important reason to care about attrition, most researchers agree, is the effect it has on students' lives. "This is tremendously painful," says Barbara E. Lovitts, who left two doctoral programs before finishing a third one, in sociology, at the University of Maryland at College Park in 1996.

Now a research scientist at Maryland, she is the author of Leaving the Ivory Tower: The Causes and Consequences of Departure From Doctoral Study (Rowman and Littlefield, 2001). She saw several people who had not completed their degrees cry during interviews about their grad-school experiences and the effect it had on their lives -- no matter what their reasons for leaving.

"There is a tremendous opportunity cost," Ms. Lovitts says. "These are people who have never failed before in their lives. They were summa cum laude, Phi Beta Kappa. And for the first time in their lives they've experienced failure. It takes people a lot of years to get over it."

What We Do Know

Even though no comprehensive national studies have been done on attrition from Ph.D. programs, researchers still know a lot about the problem. Many institution-specific studies in recent decades bear out the same trends: Women drop out at a higher rate than men. Minority students leave at a higher rate than white students do. Americans drop out more often than international students. And students leave humanities and social-science programs at a higher rate than those in the sciences.

Researchers and deans concerned about attrition say the first step in reducing it is to gather and publish data on the issue. Admittedly, those would be slippery statistics. How do you decide who counts as a doctoral student? What about students who entered Ph.D. programs but left with master's degrees? And when do you count them as gone? What if they just took a leave for a year and expect to return?

Chris M. Golde, a senior scholar at the Carnegie Foundation for the Advancement of Teaching who is one of the nation's foremost researchers on graduate-school attrition, tells departments "not to get hung up on the technical part." Just come up with a definition that can be easily explained, and a way to gather the data. Then keep putting those data in front of people and ask them to confront the problem.

Many departments, deans agree, don't realize the size of the problem until they see the statistics.

Prospective students often have to hunt around to find information about completion rates or attrition. If they knew that a program had a low completion rate, perhaps that would change their decision to apply. But at some graduate schools, such information simply isn't available.

Institutions that make it easily accessible are in the minority. At the University of California at San Diego, a comprehensive table of completion statistics is included in the graduate school's annual report, easily found on the Web. Duke University's Graduate School includes links to a wealth of admissions, enrollment, and completion data for prospective students on its Web site. There you can learn very specific information about individual departments -- for instance, that the Ph.D. program in literature bucks the national trend. Of the 27 students who started from 1992 through 1995, 17 earned their degrees, and only 6 have withdrawn.

The Selection Factor

While some students certainly leave Ph.D. programs because they can't do the work, deans say the problem is not usually students' struggling to measure up. A larger portion of the dropout total can be attributed to grad schools' having made bad admissions selections. That doesn't mean the students aren't bright enough. Deans and researchers talk, instead, about that hard-to-define "bad fit."

Even students who make it through the rigorous selection process to win National Science Foundation graduate-research fellowships finish their Ph.D.'s at a rate of only about 75 percent. That's just a bit higher than other doctoral students in the sciences.

At Duke, Mr. Siegel, the dean, has taken to asking department chairmen what proportion of their conversations with prospective graduate students is "about informing students rather than selling your program."

At the University of Illinois at Urbana-Champaign, Richard Wheeler, dean of the Graduate College, says avoiding bad matches is tough in a highly competitive environment. "The higher you crank up the screws on recruiting, the more likely you are to bring in students that don't fit with your program," he says.

Ms. Golde, of the Carnegie foundation, suggests looking at how science departments, which have higher completion rates than humanities departments, generally select students.

"One reason the sciences have lower attrition rates is that you are admitted to be in the Joe Schmoe lab," she says. You and Professor Schmoe "have spent some time getting to know each other and vet each other." That's quite different, she says, from a student who plans to study international labor economics but, after doing years of course work, realizes that there is no one in the department for him to work with.

"Why did you admit me?" the student asks. "Why did you come?" the department counters.

"It's like a bad dating situation," says Ms. Golde. "No one is taking responsibility for the match. Instead everyone needs to take responsibility for the match."

The Money Factor

You don't need a Ph.D. to figure out that struggling to rub two dimes together for the seven years it takes to get a doctorate makes getting the degree harder. Money does matter. But maybe not in predictable ways.

Holding a research assistantship improves a student's chances of completion. Teaching assistantships help too, although to a lesser degree.

Maryland's Ms. Lovitts, who studied attrition at two research universities, says money alone isn't enough. Students on fellowships, for instance, do not complete their degrees at a higher-than-average rate.

Assistantships really help, she says, because they increase the likelihood that graduate students will interact with other graduate students and with faculty members. "You have to come up on campus and engage in the professional task of the department," she says. "You have to interact with faculty. You get to interact with undergraduates. You're far more likely to get a desk with other graduate students, which puts you in contact with the graduate-student subculture."

Ms. Golde emphasizes that this is another way that the sciences are structured differently from the humanities. In a science department, students are in the lab from the start, working next to undergraduates, researchers, and professors. In English, on the other hand, the first couple of years of graduate school are taken up mostly with classes. "It's just like being a supercharged English undergraduate," she says. "It's not anything like being an English professor."

About 10 years ago, Washington University in St. Louis made a policy shift that administrators credit with substantially raising completion rates. The size of the graduate school was changed to match the number of assistantships that departments could support. That meant a reduction in overall enrollment, but also that every student was now assured of a fellowship or teaching assistantship for six years.

The move has cut attrition, says Robert E. Thach, dean of the Graduate School of Arts and Sciences. The average completion rate is now 70 percent, and he hopes to keep pushing it higher. In some disciplines the change has been sharp. A decade ago, the completion rate was 34 percent in the humanities. Now it's 68 percent.

Attrition "destroys people's confidence in themselves when they perceive themselves as failures, when the problem should be laid at other doors," says Mr. Thach. "We don't want to be in the business of disappointing people."

No Prospects

For Ms. Lovitts, tackling the problem of attrition means that everyone involved -- from deans to department chairs to faculty advisers -- must take more responsibility for what happens to their graduate students. "My personal feeling is that when a university admits a graduate student to a program, they have an implicit contract to get them through," she says. "But a lot fall down on that score."

Yet the pot of gold at the end of the Ph.D. rainbow may not be there for every candidate. For many of them, despite their love of the subject and their dreams of reveling in the life of the mind, the most logical decision may be to leave.

After a year in a Ph.D. program in history at City University of New York, Nicole Kalian left to take a job as a publicist with a book publisher. Hers was the sort of early attrition that almost everyone agrees is the best kind.

"I didn't see any prospects for when I graduated," says Ms. Kalian, who was shocked to read an article about new Ph.D.'s who couldn't find jobs as adjuncts on enough campuses to earn at least $25,000 a year. "It was frightening, and I could never really shake that thought from my head."

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Posted by porce

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2009/04/02 02:41

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God works

2006.10.15 04:53:39

God works, not me.

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Posted by porce

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